IMPLEMENTATION OF CURRICULAR REFORMS TO BASIC EDUCATION IN CAMEROON: AN ANALYSIS OF THE PROFESSIONAL INVOLVEMENT OF ACTORS IN THE EDUCATIONAL SYSTEM

Authors

  • Aïssatou Mawoung Kpoumie PhD Candidate, University of Yaoundé 1, Yaoundé, Cameroon
  • Emmanuel Ndjebakal Souck Head of Department of Curriculum Evaluation and Educational Management, University of Yaoundé 1, Yaoundé, Cameroon

DOI:

https://doi.org/10.46827/ejes.v12i11.6411

Keywords:

curriculum, systemic approach, APC, curriculum reform, education system

Abstract

The article questions the operationalization of basic education curricula in Cameroon. For two decades, we have seen reforms in Cameroon, especially according to the APC, which implies a change of paradigm. The actors in the field seem helpless for its implementation, and there is a lack of synergy at the level of the educational chain. However, according to the systemic management approach, for there to be professional involvement, it is important that the curriculum framework process identifies the system to be considered. The study focused on five (05) professionals selected through the sampling technique by typical reasoned choice. The continuous thematic analysis made it possible to obtain the results, which reveal that the identification of the system to be considered has an impact on the nature of the professional involvement among the actors of the education system.

 

Article visualizations:

Hit counter

Author Biographies

  • Aïssatou Mawoung Kpoumie, PhD Candidate, University of Yaoundé 1, Yaoundé, Cameroon

    Aïssatou Mawoung Kpoumie is a researcher in curriculum studies and educational evaluation affiliated with the University of Yaoundé 1, where she earned a Master’s degree in curriculum development and evaluation. Her academic work focuses on curricular reforms and the professional involvement of educational actors, with a strong interest in systemic and policy-oriented perspective on educational change in African contexts. She is the author of a Master’s thesis entitled “A Systemic Approach of the Curriculum Reform and Curriculum Appropriation by Educational Stakeholders”, as well as a several peer-reviewed articles analysing the professional involvement of educational actors in the implementation of curricular reforms under Competency-Based Approaches (CBA) within reform contexts. Aïssatou has demonstrated strong competencies in the management of educational projects and capacity building, which she applies both in research and in supporting educational and social organizations. She is also recognized for her leadership and proven experience in organizational management, community mobilization, and stakeholder engagement in community development projects and educational initiative. Her research and practices aim to inform the development of contextualized, inclusive, and sustainable curriculum policies in African educational systems.

  • Emmanuel Ndjebakal Souck, Head of Department of Curriculum Evaluation and Educational Management, University of Yaoundé 1, Yaoundé, Cameroon

    Emmanuel Ndjebakal Souck is an Associate Professor and Head of the Department of Curriculum Evaluation and Educational Management at the faculty of education at the University of Yaoundé I. His research focuses 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.

References

Altet, M. (2017). L’observation des pratiques enseignantes efficaces en classe : recherche et formation. Retrieved from https://www.scielo.br/j/cp/a/Kw9Wt8FzG8NtDmcy9sYvDcQ/?lang=fr&format=pdf

Bériot, D. (1992). Du microscope au macroscope. L’approche systémique du changement dans l’entreprise. (Dir.) Collection communication et complexité, Paris, ESF. Retrieved from https://gallica.bnf.fr/ark:/12148/bpt6k3328193b.texteImage

Bériot, D. (2006). Manager par l’approche systémique. S’approprier de nouveaux savoir-faire pour agir dans la complexité. Paris, Eyrolles-Editions d’Organisation. Retrieved from https://www.editions-eyrolles.com/livre/manager-par-l-approche-systemique-1

Crozier, M. (1989). L’entreprise à l’écoute : apprendre le management post-industriel. Paris, Inter Editions. Retrieved from https://lirsa.cnam.fr/medias/fichier/crozierhtml__1263303899255.html

Crozier, M., et Friedberg, E. (1977). L’acteur et le système : les contraintes de l’action collective. Paris: Editions du Seuil. Retrieved from https://lirsa.cnam.fr/medias/fichier/crozier_friedhtml__1263304018392.html

Demanou Tiffe G. (2019). « Perception du management participatif et climat scolaire dans les établissements d’enseignement secondaire publique du Cameroun ». Mémoire de Master en Sciences de l’Education et de l’Ingénierie Educative, DCEV, FSE, Université de Yaoundé I.

Demanou D, Ndjebakal E. (2018). « Management et climat scolaire dans les établissements d’enseignement secondaire publique du Cameroun ». Rapport de stage en Management de l’Education effectué au Lycée Bilingue de Mendong, DCEV, FSE, Université de Yaoundé I.

Dépover, C. et Noël, B. (2005). Le curriculum et ses logiques : Une approche contextualisée pour analyser les réformes et les politiques éducatives. Retrieved from https://www.researchgate.net/publication/234052704_Le_curriculum_et_ses_logiques_Une_approche_contextualisee_pour_analyser_les_reformes_et_les_politiques_educatives_L'Harmattan

Fortin, M. F. et Gagnon, J. (2016). Fondements et étapes du processus de recherche : Méthodes quantitatives et qualitatives : Québec, Canada, Chenelière-Education. Retrieved from https://www.cheneliere.ca/fr/bundle-fondements-et-etapes-du-processus-de-recherche-4e-ed-9782765073567.html

Fournier, S. (2017). Les pratiques de Gestion des Ressources Humaines au sein des EPLE et les effets possibles sur la performance des établissements. Gestion et management public, 6(2), 67-88. https://doi.org/10.3917/gmp.062.0067

Jonnaert Ph. et Vander Borght C. (2009). Créer des conditions d’apprentissage : un cadre de référence socioconstructiviste pour une formation didactique des enseignants, Bruxelles, Editions De Boeck. Retrieved from https://shs.cairn.info/creer-des-conditions-d-apprentissage--9782804102111?lang=fr

Matouwé, A. (2022). Chapitre 8. Ajustement des pratiques pédagogiques face au changement radical induit par la Covid-19 au Cameroun : cas de l’ENIEG de Bertoua.

Mgbwa, V. et Matouwe, A. (2020). Implication professionnelle des acteurs dans la mise en œuvre des réformes curriculaires de l’ENIEG : entre immobilisme craintif et deuil des relations modifiées ou rompues. International Journal of Latest Engineering and Management Research (IJLEMR) Volume 05 - Issue 07 (Special Issue).

Mgbwa, V., Matouwé, A. et Ndoungmo, I. (2019). Appropriation de L’APC par les Acteurs : Entre Légimation et Résistance. Retrieved from https://www.scribd.com/document/598855074/ARTICLE-APPROPRIATIO-APC-DANS-SYLLABUS-2019

Mias, C. (1998). L’implication professionnelle dans le travail social. Paris L’Harmattan. Retrieved from https://www.editions-harmattan.fr/catalogue/livre/implication-professionnelle-dans-le-travail-social/66694?srsltid=AfmBOoqEH_wY-4aE-92qtQo35uQjhnSZQuFkoTIRl7TBT28VIiE5jI8s

Miled, M. (2005). Un cadre conceptuel pour l’élaboration d’un curriculum selon l’approche par les compétences. Dans la refonte de la pédagogie en Algérie : Défis et enjeux d’une société en mutation. Alger : UNECO-OMPS, pp. 125-136.

Miled, M. (2011). Contextualiser l’élaboration d’un curriculum de français langue seconde : quelques fondements épistémologiques et méthodologiques. Dans P. Martinez, M. Miled, R. Tirvassen (Eds.), Curriculum, programmes et itinéraires en langues et cultures. Le français dans le monde, janvier 2011, n°49, pp. 64-75.

Minedub (2018). Curriculum de l’enseignement primaire francophone Camerounais Niveau 3 : cycles des approfondissements (CM1-CM2)

Ndjebakal Souck, E. (2020). La réforme universitaire de 1993 au Cameroun : offre de formation technologique, curricula et développement territorial. Retrieved from https://books.google.ro/books?id=nl8yDwAAQBAJ&source=gbs_navlinks_s&redir_esc=y

Ndjebakal Souck, E. (2018). Implication professionnelle du PLEG en situation de vacation : Une analyse du niveau d’efficacité du modèle éducatif catholique au Cameroun, Syllabus Review Vol. 7(2), ENS Yaoundé

Paillé, P. et Mucchielli, A. (2016). L’analyse qualitative en sciences humaines et sociales. Armand Colin. Retrieved from https://shs.cairn.info/analyse-qualitative-en-sciences-humaines-et-social--9782200614706?lang=fr

Perrenoud, P. (1997). Construire des compétences dès l’école. Paris : ESF éditeur. Retrieved from https://www.persee.fr/doc/refor_0988-1824_1998_num_28_1_1510_t1_0185_0000_1

UNESCO-BIE. (2016). Qu’est-ce qui fait un curriculum de qualité ? Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000243975_fre

Downloads

Published

2025-12-01

Issue

Vol. 12 No. 11 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).