L’offre de formation et le développement des compétences chez les diplômés des universités d’État au Cameroun : Le cas de l’Université de Yaoundé I-FALSH.

Abstract

This study, entitled « efficacité de l’offre de formation dans le développement des compétences des diplômés des universités d’Etat au Cameroun : Le cas de l’université de Yaoundé I- FALSH. » (Effectiveness of training provision in developing the skills of graduates of state universities in Cameroon. The case of the University of Yaoundé I), is part of a broad theme of training effectiveness and skills development, with immediate effects on the professional integration of graduates and the resolution of the problem of the mismatch between training and employment. The problem posed here is the mismatch between training and employment, and the difficulties encountered by graduates in finding employment. Its aim is to examine the impact of the effectiveness of training provision on the skills development of graduates from state universities. It stems from a purely empirical observation, namely the difficulties encountered by Geography graduates in finding employment after graduation, thus contributing to the country's rising unemployment rate. It is based on three main relative indicators, on the one hand, and on the theories of professionalization and structural contingency, on the other. The general hypothesis was formulated as follows: The effectiveness of training provision influences the development of skills among graduates of state universities. HR1: The training curricula of state universities promote the development of skills among graduates of these universities. HR2: The training profile of teachers has an impact on the development of skills. HR3: The learning environment plays a part in the development of skills among graduates of state universities. In this correlational study, which is quantitative, qualitative and decidedly empirical in nature, the researcher used the cluster sampling method to form a total sample of 250 respondents. Data were collected through a questionnaire administered to students and an interview guide offered to teachers. Pearson correlation using SPSS software was used to test hypotheses and analyze data. At the end of the study, the results showed that training curricula have a significant link with graduates' professional integration, through the testing of the following research hypotheses: HR1: the correlation coefficient r= 1 indicates a high correlation. HR2: correlation coefficient r= 1. This means that teachers' skills profile influences the training quality of state graduates. HR3: the correlation coefficient r= 1; with a high correlation. This implies that the learning environment has a positive influence on the skills development of state university graduates. A review and redefinition of the fore mentioned programs was suggested for a better future of graduates.