CONTENT ANALYSIS OF THE FRENCH CURRICULUM IN GENERAL UPPER SECONDARY EDUCATION IN THE REPUBLIC OF THE CONGO

This article reports a content analysis of the French curriculum for general upper secondary education in the Republic of the Congo. The study aimed to identify the strengths and weaknesses of this curricular document. Document analysis showed that the curriculum complies with the principles of objectives-based pedagogy (PPO), presenting teaching content in terms of objectives, as upper secondary education in the Republic of the Congo continues to follow this approach. Of the four components of French instruction—grammar, literature, the study of literary works, and literary writing exercises—the curriculum provides satisfactory coverage of the study of literary works and literary writing exercises across all three grades: Seconde, Première, and Terminale. However, grammar receives very limited coverage, while literature is entirely absent as a distinct component. In light of these shortcomings, we propose improvements incorporating the grammar and literature concepts considered necessary to address the challenges of upper secondary French instruction and achieve the intended learner profile.