Dispositif d’inspection pédagogique en alphabétisation fonctionnelle en contexte de décentralisation et insertion socio-professionnelle des personnes déplacées internes résidentes dans la CAY6

Abstract

This research work entitled “Pedagogical inspection system in functional literacy in a context of decentralization and socio-professional integration of internally displaced persons living in the Yaoundé 6 district’ addresses the issue of inconsistency in the pedagogical inspection system for functional literacy in a decentralized context. The main objective of this study is to analyze the inspection system in the functional literacy under decentralization in order to facilitate the socio-professional integration of internally displaced persons. To achieve this, we used Becker’s (1964) human capital theory and Dubois’ (2009) public action theory. Methodologically, we adopted an exploratory, qualitative approach. The qualitative method was based on semi-structured interviews with educational inspectors, literacy center promoters (CAF), and leaders of Yaoundé 6 district. The results show that the current inspection system in functional literacy within decentralization is inappropriate and not well adapted to non-formal education. This is mainly due to the curricula used, the profile of inspectors, the frequency of activities, the training framework, and the lack of support. To improve this system, we suggest that MINEDUB and local authorities create specific literacy programs for CAFs, establish educational clusters only for CAFs, and strengthens capacities through adult education. We also propose support through subsidies, material aid from MINEDUB and Yaoundé 6 as well as stronger collaboration between CAFs, inspectors, and local authorities. Finally, we recommend post-training follow-up of learners, better use of inspection reports, and systematic monitoring of recommendation by MINEDUB.