Dispositif de formation continue et réinvestissement professionnel des acquis par les acteurs de la chaine pédagogique des lycées d'enseignement secondaire général du Mfoundi.

Abstract

Faced with the school demographic boom, the difficulties of supervision, the decreasing level of learners and the various challenges of globalization faced by educational systems in Africa, continuing education is increasingly becoming a major necessity. In fact, the need for constant capacity building of those involved in the educational chain promotes the sustainability of their employability on the job market. This research aims to solve the problem of the low transfer of continuing education skills into daily educational action. This therefore relates to a problem of development and sanitation of human capital in training engineering. To this end, this work is based on a field survey and analyses the effect of the continuing education system on the professional reinvestment of the skills acquired by those involved in the educational chain of general secondary schools in Mfoundi, Cameroon. To achieve this, we used four theories, including: Bandura's self-efficacy theory, which highlights the efforts made by an individual to develop new skills and remain competitive in the job market. Then the locus of control theory, which refers to how we perceive events occurring in our lives, namely whether we attribute our successes and failures to factors that are internal or external to us. In fact, the way we will face events and manage stress could vary depending on the type of locus of control we have. Then Gary Stanley Becker's theory of human capital skills development, which shows that investment in human capital increases employee productivity and therefore the profitability of the company; And finally, Dweck's theory of achievement goals where learning goals push teachers to reinvest themselves to develop their skills for quality human capital for the benefit of the State which encourages teachers to adopt new perspectives through exchange and sharing of experience with others regardless of the obstacles to achieving the objectives. Therefore, we opted for a mixed approach (quantitative and qualitative), conducted by questionnaires and interview guides submitted to a stratified random sample composed of 212 actors in the educational chain. Simple linear regression and Pearson's correlation test revealed that the continuing training system has a significant influence on the professional reinvestment of actors in the educational chain, more precisely through regular monitoring of trainers' performance for capacity building considered as the strongest method estimated at 38%. Consequently, the results of this study suggest improving the continuing training system in force in establishments in order to act positively on the reinvestment of acquired knowledge in educational action for a reference human capital. In fact, we have therefore proposed an instrument for evaluating the system that will help the actors in the educational chain to readapt the approaches, methods, contents, tools and educational supports in order to promote a better transfer of cognitive skills to learners.