The purpose of this paper was to investigate constraints to the implementation of the competence based approach (CBA), and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open-ended. Data from closed-ended and open-ended items were analyzed using the statistical package for the social sciences (SPSS) and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars/workshops and regular follow-up by principals and pedagogic inspectors to ensure the CBA is properly implemented.
Constraints, Implementation, Competence Based Approach, Government Technical Colleges, Fako Division Effects, Attainment, Vision 2035.
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