Adaptation between the School Context in the Francophone Educational Sub-System of General Education in Cameroon and the Learner's Entry into the World of Employment: School Guidance

Asian Journal of Education and Social Studies

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Title Adaptation between the School Context in the Francophone Educational Sub-System of General Education in Cameroon and the Learner's Entry into the World of Employment: School Guidance
 
Creator Christophe, Fopoussi Tuebue Jean
 
Description The objective of this study is to examine the French-speaking sub-system of general education in Cameroon, with the aim of proposing a Cameroonian academic system now equipped with an orientation pedagogy capable of valuing the different local potentials that can suddenly accelerate the emergence of the country. To carry out this study, numerous investigations were made in the field. The plentiful results obtained have been carefully analyzed. The orientation of learners in Cameroon is not done on the basis of their real potential, but rather on the basis of foreign languages; these are German, Spanish, and Chinese. At different levels, we see an overload of learners with subjects which, instead of reinforcing them in what they would like to do in life, rather demotivate them. Learners finish their respective courses with a full head, without any skills. The informal sector is the only environment where they can earn on a daily basis. The practice of trades in this sector is responsible of many urban disorders observed today in the cities of the country. This urban disorder is almost always the precursor of many accidents, sometimes resulting in the death of men. For young people who did not have the courage to engage themselves in informal sector activities, crime, drug abuse, violence, homosexuality, the search of "sugar mummy and daddy", " gigolo habit ”, illegal immigration, prostitution, to name but a few, are the main routes out. The following path is proposed for the new orientation vision in Cameroon: Observation sub-cycle (first and second year), Orientation sub-cycle (third and fourth year artistic, third and fourth year literary, third and fourth year science), Specialization cycle (fifth year artistic, fifth year literary, fifth year science, sixth and seventh year artistic, sixth and seventh year literary, Sixth year applied sciences, sixth year fundamental sciences, seventh year applied science, seventh year fundamental sciences). The new vision of managing the French-speaking sub-system of general education in Cameroon highlights a new reality; in fact, from the orientation sub-cycle, the teaching units will be preparing the corresponding trades. Cameroon has many assets to succeed in this process.
 
Publisher SCIENCEDOMAIN international
 
Date 2021-12-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier http://journalajess.com/index.php/AJESS/article/view/30569
10.9734/ajess/2021/v24i130569
 
Source Asian Journal of Education and Social Studies; 2021 - Volume 24 [Issue 1]; 39-54
2581-6268
 
Language eng
 
Relation http://journalajess.com/index.php/AJESS/article/view/30569/57324
http://journalajess.com/index.php/AJESS/article/view/30569/57325
 
Rights Copyright (c) 2021 Christophe; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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