Pratiques d’orientation-conseil et projet professionnel de l’élève au Cameroun. une étude menée dans les établissements d’enseignement secondaire public de la ville de Bertoua

Abstract

The present research is entitled : « Guidance counselling practius and the students’ professional project in Cameroon. It was carried out in government secondary schools in Bertoua ». Nowadays given the multiple stakes and expectations centred around guidance-counselling though the professional projet, it single itself out as the training interface that not only promotes success at school but also prepares the students (learners)for his or her future professional career. This study underscores the necessity of a step-by-step follow-up students in the co-elaboration, consolidation and implementation of their professional project with a view to ensuring a harmonous professional insertion of the former, hearing the many difficulties involved in choosing a professional training, not to talk of those related to socioprofessional insertion encountered by diploma holders nowadays. For this correlational and descriptive study the following research question (RQ) was asked : which is the pedagogic strategy should be put in place so as to optimize guidance-counselling practices in a bid to assist successful socioprofessional insertion of youths in Cameroon ? for this purpose, a questionnaire was administered to a sample of 628 learners, all of them being Terminal learners and to 10 guiding counsellors, all are from nine government secondary and high schools in the Bertoua town. Four research assumptions (RA) were verified using the test of regression logit. And the following results were obtained. RA1: Training sessions activities connected to assistance toward professional insertion (R2=0,73), RA2: professional counselling and tutoring activities (R2=0,62), RA3: applied research activities connected to professional field (job market) (R2=0,74), RA4: professional orientation psychotechnical activities (R2=0,60) all significantly influenced the follow-up of students in the initiation, conception and consolidation of their professional projects. Basing ourselves on Lent’s (2008) socio-cognitive theory of school and professional guidance, on Cournoyer’s (2008) model of students’ construction of the professional project, we got the aforementioned results on the field. We also came out with a descriptive model which included the various level of integration and practice of guiding counselling as experienced by learners in the various school milieu. Besides, we also suggest a dynamic model of follow-up which can help the leaners to build up professional project which are feasible and efficient and therefore can successfully ensure harmonious socio-professional insertion.