Incidence des technologies de l’information et de la communication sur l’éducation entrepreneuriale dans l’enseignement secondaire général au Cameroun.

Abstract

Our work stems from an observation of a paradox: while unemployment rates increase with the level of education, entrepreneurial training appears to be an essential lever for the socio professional integration of young people, aiming to provide learners with the skills necessary to create and manage projects in the face of a rapidly changing job market and high unemployment rates. Furthermore, the use of ICT is widespread among students, raising the question of its role in the development of entrepreneurial skills. We focused on the theme: “The effect of ICT on entrepreneurial education in general secondary education in Cameroon,” with the overall objective of determining whether information and communication technologies have a significant influence on the entrepreneurial education of students in general secondary education in Cameroon. To achieve our objective, we asked ourselves whether the integration of ICT in education has a significant influence on the entrepreneurial education of students in general secondary education in Cameroon. To answer this question, we drew on several theoretical frameworks, including human capital theory (Gary Becker), signaling theory, employability theory, experiential learning theory, curriculum theory, and the transformative model of Herve and Knight (1996). Methodologically, we have adopted a mixed approach combining survey and correlation analysis based on Pearson's model. The study is based on a sample of 4,145 students from 13 high schools in Yaoundé, as well as interviews with 52 teachers. The data collected were processed using SPSS software. The results of the study highlight a significant correlation between ICT teaching and entrepreneurial education. Indeed, the relationship between the promotion of ICT programs and entrepreneurial education displays a correlation coefficient of r = 0.900 (p < 0.01), indicating a favorable effect. In addition, the promotion of entrepreneurial ambition is strongly associated with ICT teaching (r = 0.866), as are the entrepreneurial values transmitted by these technologies (r = 0.814). The analysis also reveals that the availability, quality and performance of ICT equipment positively influence the entrepreneurial education of general secondary school students.