Gestion des infrastructures éducatives et rendement scolaire : cas du CETIC d’Oman

Abstract

In a context where the challenges linked to improving the quality of education are at the heart of national and international concerns, the management of educational infrastructures proves to be an important lever for academic performance. Sustainable Development Goal No. 4 (SDG4) advocates equitable access to quality education, which presupposes, among other things, the availability of adequate infrastructure. In Cameroon, regulatory texts such as Order No. 315/B1/MINESEC of September 10, 2013 on the school map, or the CNIRES recommendations, emphasize the need for effective management of educational establishments, particularly in terms of equipment and infrastructure. This work is part of this dynamic, which examines the impact of the management of educational infrastructures on academic performance at CETIC in Oman. The research problem posed is based on the observation of a gap between educational requirements and the real state of infrastructure in this establishment, which seems to affect student performance. The main question of this research is: to what extent does the management of educational infrastructure influence the academic performance of students at CETIC in Oman? To answer this, qualitative research was carried out, based on semi-structured interviews with administrative staff, teachers and learners. The main data collection tool was the interview guide. The results reveal that key dimensions of management – planning, design, construction, upkeep and maintenance – face significant limitations: inadequate premises, lack of modern equipment, irregular maintenance. These deficiencies negatively influence the learning conditions and consequently the academic performance of students. These findings validate the initial hypotheses and align with the foundations of the theory of endogenous growth (Barro, 1990), according to which investments in human capital, particularly through education, promote development, as well as the theory of organizational capabilities (Teece et Al 1997), without forgetting the theory of the learning environment Fraser (1986) which highlight the importance of strategic and adaptive management of resources to improve academic performance. The suggestions relate in particular to the decentralization of planning, the construction of sustainable buildings, the provision of modern educational equipment, the promotion of teachers and improvement of the psychosocial learning climate. Thus, this dissertation highlights the urgency of rethinking the management of educational infrastructure at CETIC in Oman, to make it a factor of academic success.