STRATEGIES FOR SCHOOL WORKFORCE MASTERY IN TEACHER TRAINING IN CAMEROON AND THE QUALITY OF EDUCATION: TOWARDS AN ANALYSIS OF FORWARD PLANNING

Authors

  • Hadjar Alhadji Mahamat Allamine Master’s Degree Student, The University of Yaoundé I, Yaoundé, Cameroun
  • Emmanuel Ndjebakal Souck Associate Professor, Faculty of Education, The University of Yaoundé I, Yaoundé, Cameroun

DOI:

https://doi.org/10.46827/ejes.v12i11.6404

Keywords:

forward planning, school workforce mastery, teacher training, quality of education

Abstract

This study analyzes the questions relating to adequate and prospective strategies to master the number of Teacher Training in Cameroon. The accelerated training and the recruitment of teachers in sufficient quantity to deal with the deficit made in the 1995s today caused an imbalance in the planning of the human resource teacher. Faced with the permanent and universal challenge to ensure the quality of education at all levels of the education system and the scarcity of resources to get there, an adequate balance must be made between the necessary human resources and those that are formed. Thus, relying on the prospective paradigm inspired by Godet (2007) and integrating anticipation, three (03) theoretical postulates marked this study: educational decentralization, strategic approach and general balance. Using a questionnaire focused on three (03) possible scenarios, identified thanks to the exploitation of the work around the analysis of prospective of the effective management methods, an opinion poll was carried out with 160 teachers from three (03) Divisions of the Center Region and members of the central administration of Teacher Training. The results of the survey reveal that mastery of school workforce is a corollary to successful education planning and is thus a suitable solution for improving the quality of education.

 

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Author Biographies

  • Hadjar Alhadji Mahamat Allamine, Master’s Degree Student, The University of Yaoundé I, Yaoundé, Cameroun

    Hadjar Alhadji Mahamat Allamine is an educator and specialist in educational system planning, with over a decade of experience at the heart of the Cameroonian education system. She holds a Master’s degree in Educational Sciences and has trained hundreds of primary and nursery school teachers, contributed to the standardization of national CAPIEMP examinations, and supported the development of distance education within the Ministry of Secondary Education (MINESEC). Her research focuses on structural challenges related to teacher workforce management, school population control, and the effectiveness of educational policies. She is currently preparing to embark on a PhD program in Educational Sciences.

  • Emmanuel Ndjebakal Souck, Associate Professor, Faculty of Education, The University of Yaoundé I, Yaoundé, Cameroun

    Emmanuel Ndjebakal Souck, Associate Professor and Head of the Department of Curriculum and Evaluation at the Faculty of Education, University of Yaoundé I, focuses his research on the analysis of multifaceted educational governance, the sustainable management of educational institutions, and the effectiveness of school systems. His expertise is extensive experience in higher education, academic supervision, and participation in several higher education reform initiatives in Cameroon.

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Published

2025-11-27

Issue

Vol. 12 No. 11 (2025)

Section

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