Approche systémique de la reforme curriculaire et appropriation du curriculum par les acteurs du système éducatif camerounais : une étude menée auprès des professionnels de l’éducation de base dans l’arrondissement de Yaoundé 6

Abstract

This thesis explores the systemic approach of curriculum reform and the appropriation of the curriculum by the actors of the Cameroonian education system in basic education. The study aims to understand the influence of the systemic approach on the appropriation of the curriculum and thus to propose the strategies to be put in place to facilitate the implementation of the APC by teachers and pedagogical supervision staff. To carry out this study, we considered a qualitative approach by favoring the typical sampling technique by reasoned choice to select the participants in the study. The continuous thematic analysis of the data collected from nine (09) education professionals, from an individual semi-directive interview and the focus group discussion shows that, the adoption of the systemic approach in the process of the curriculum reform is decisive for the appropriation of the curriculum by the actors of the education system in basic education in Cameroon. Thus, for the first research hypothesis, the results revealed that, the dynamics of the curriculum reform at the public school of Biyem-Assi I group II does not take into account the identification of the nature of the demand of the field actors. We realize that the professional experience of the latter is not always taken into account. This alters the appropriation of the curricula. As for the second research hypothesis, the results show that, the appropriation of the reform depends on the representations that the actors of the system have of the curriculum process itself and also of its object (the curricula). Unfortunately, this approach does not seem to preoccupy the planners of curriculum reform in basic education. The results also revealed with regard to the third research hypothesis that, the recognition of leeway was failing in the curriculum process. In perspective, the real appropriation of the curricula by the actors of the Cameroonian education system requires that the posture of the planners/managers of the curriculum reform, be that which develops management methods which give consideration to each actor by allowing him to find meaning in what he does.