Bilan de la pratique de l’approche par les compétences en histoire et en éducation a la citoyenneté et à la morale dans le premier cycle au lycée de Soa : facteurs d’influence

Abstract

Several educational approaches have followed one another in Cameroon, ranging from Pedagogy by Objective (PPO) to Competency-Based Approaches (APC), including the New Pedagogical Approach (NAP). Although the three approaches each have their own specificity, they do not however have the same weight from a point of view of the adequacy of training and employment. Thus, it seems to be accepted that APC are the most suitable for the teaching and learning context. It is with a view to aligning education and the world of employment that the APC has emerged as a teaching method in secondary education in Cameroon. Through our internships in schools, we have identified shortcomings related to the practice of APC both among students and teachers. The general objective of this research is, on the one hand, to take stock of the practice of APC in history / ECM in the first cycle; and on the other hand, to present the main factors that impact this assessment while exposing the strategies employed by teachers to overcome the difficulties related to these factors. To collect the data, a study by questionnaires, interviews and individual interviews was carried out, involving pupils from 6th grade and those from 3rd grade of Soa high school. The results show that several factors that make it difficult to practice APC have a strong impact on one's balance sheet, among others, the management of the class in a context of large numbers; the difficulty related to the formulation of contextualized problem situations by teachers and the failure to possession of the textbook by the learners. To this end, we have made proposals to the competent authorities to improve the practice of this approach and make it effective. For example regarding the problem related to the non-possession of teaching materials by learners, the study suggests opening libraries in high schools and providing them regularly, so that students can access textbooks.