Abstract

Much has been said and written about the implementation of the Competency-based Approach in the education sector. However, the relevance of this approach to the teaching of university courses, such as literature and civilisation, has received but little interest. This paper attempts to bridge this gap by conducting a field experiment based on task and project work methodology and assessing its results. Project work stands as the backbone of CBA; it is viewed “not as a replacement for other teaching methods but rather as an approach to learning which complements mainstream methods and which can be used with almost all levels, ages, and abilities of students”.