L’appropriation des outils en orientation académique par les conseillers d’orientation et régulation des effectifs facultaires : cas de la Faculté des Arts, Lettres et Sciences Humaines de l’Université de Yaoundé I

Abstract

This study focuses on the appropriation of university and career guidance tools and the regulation of FALSH enrolments. It stems from the observation that the majority of students arrive at university and make choices without prior guidance from their guidance counsellor, and later find themselves in a context of massification in fields such as geography, history, sociology and LMF, with less than stellar results year after year. To understand the possible reasons for this, I have chosen to examine the appropriation of university and vocational guidance tools, which were once techniques used by the OC to help students make a well-informed and well-supported choice of course of study, with a view to resolving the resulting problems of enrolment regulation, but also with regard to the mismatch between training and employment, ahead of the growing unemployment that is to be expected in our context. The aim of this study is to establish the correlation between university and career guidance tools and the regulation of faculty enrolments at FALSH. The operationalization of the independent variable resulted in a general hypothesis decongested into three research hypotheses, namely: HRG: University and career guidance tools influence the regulation of faculty enrolment in the Faculty of Arts, Letters and Human Sciences at the University of Yaoundé I. HR1: Do university and career guidance tests have an impact on the regulation of faculty enrolment in the Faculty of Arts, Humanities and Social Sciences at the University of Yaoundé I? HR2: Is there a correlation between skills assessment and the regulation of faculty enrolment at the Faculty of Arts, Humanities and Social Sciences of the University of Yaoundé I? HR3: is there a correlation between career and academic guidance interviews and the regulation of faculty numbers in the Faculty of Arts, Humanities and Social Sciences at the University of Yaoundé I? To test these hypotheses, this work was based on a quantitative explanatory study using a questionnaire as a data collection tool. The study sample, based on a simple random sampling technique, was made up of “300 students from four study streams (geography, sociology, MFL, history) at the FALSH. All the study's hypotheses were analyzed and confirmed using the Pearson correlation statistical tool. As a result, the results confirmed the general hypothesis that academic and career guidance tools have a strong influence on the regulation of faculty enrolment at FALSH. At the end of the work, some suggestions were made for the attention of parents, COs, students and the state.