Management de l’offre de formation en contexte d’innovation technique et prise en compte des filières industrielles : cas de l’Université de Yaoundé I

Abstract

The education and training provided by Cameroon's universities produces thousands of graduates every year, but unemployment and income inequalities persist. The present study examines the management of training courses at the University of Yaoundé1 in the context of technical development and the integration of industrial fields, with particular reference to the inadequate transition from technical secondary education to public higher education. Therefore, believing that the University of Yaoundé 1 can promote economic development in the current context by effectively integrating technical secondary school graduates, this study has set 4 main objectives, as follows: to show that the establishment of technical schools with conventional integration favours the integration of industrial fields; to show that the promotion and training of teachers in higher technical education have an impact on the integration of industrial fields; to show that there is a relationship between the adaptation of curricula to the continuity of training, and the integration of industrial fields; to show that the effectiveness of alternating training has an impact on the integration of industrial fields. Four hypotheses were put forward by means of a Reuchlin factor analysis, i.e. The implementation of technical schools with conventional integration has an impact on the integration of industrial fields; the promotion and training of teachers in higher technical education have an impact on the integration of industrial fields; there is a significant relationship between the adaptation of curricula to the continuity of training, and the integration of industrial fields; the effectiveness of alternating training has an impact on the integration of industrial fields; to determine if there is a link between the management of training provision at the University of Yaoundé 1, and the integration of industrial fields. This resulted in 18 questions, answered through a questionnaire sent to a sample of 139 respondents; all of them were students of the Faculty of Science at the University of Yaoundé 1 with a technical baccalaureate degree. The data collected were analysed using descriptive statistics, with a favourable rate of 60%, and the inferential methods, in this case chi-square, with all hypotheses accepted. We can confirm that there is a significant relationship between the management of secondary education and the integration of industrial fields, since all the null hypotheses have been rejected.