Éléments de gestion stratégique et niveau d’efficacité de l’éducation inclusive dans le sous-secteur de l’enseignement de base au Cameroun : contraintes, compétences et dispositifs.

Abstract

This study is entitled: “Management means and level of effectiveness of inclusive education in the basic education sub-sector in Cameroon: Constraints, skills and systems”. This study is based on the observation that the management of inclusive education is not effective in the basic education sub-sector in Cameroon. It raises the problem of the non-effectiveness of inclusive education in the basic education sub-sector in Cameroon while international and national policies in favor of educational inclusion postulate a fundamental right of young people with disabilities to schooling in an ordinary environment. Therefore, all students who live in an area should be able to attend their local school to the best of their ability. The general objective of this study is to explain, by highlighting a set of inputs, the approach by which we can improve the results of the Inclusive Education policy in Cameroon, hence the question of following research: Can taking into account certain means of management in educational establishments significantly influence the level of effectiveness of inclusive education in the basic education sub-sector in Cameroon? Part of the research question, after analysis and operationalization of the variables, three research hypotheses were formulated. The constraints, skills and systems have been recognized as modalities of the means of managing inclusive education in the basic education sub-sector in Cameroon. The questionnaire was developed for the collection of quantitative information and the interview guide was used for the collection of qualitative information. The data collected was analyzed using Pearson's r for quantitative data and made it possible to measure the link between two variables X and Y while thematic analysis was used for qualitative data. After interpretation, the three hypotheses were confirmed. The confirmation of all the specific hypotheses made it possible to confirm the general hypothesis according to which Taking into account certain means of management in educational establishments can significantly influence the level of effectiveness of inclusive education in Cameroon. This made it possible to make some suggestions to those responsible for education, school leaders and teachers. This study offers perspectives in terms of improving management conditions, learning and harmonious integration of people with disabilities.