Le programme de géographie à l’épreuve des mutations socio-économiques et environnementales : cas des classes de première et de terminale de l’enseignement secondaire général des établissements de l’arrondissement de Yaoundé III

Abstract

Issues related to reinforcing teaching have become major concerns in the Cameroonian education system. In secondary education precisely in the Sixth Froms, the content of geography programs is inadequate with regards to socio-economic and environmental mutations in the world at large and in a Cameroon. This work focuses on ‘Geography program as a proof of socio-economic and environmental changes’ with focus on the Sixth Form of government secondary schools in Yaoundé III Subdivision. It is for this reason that a question is asked, what relationship exists between the geography programs of the Sixth Forms of the government secondary education and current socio-economic and environmental changes? The main objective is therefore to show that the geography programs are not in line with the current mutations. In order verify the research hypothesis, a hypothetic-deductive method was adopted based on documentary research, field surveys and a statistical analysis of data collected. Findings revealed that geography programs of the Sixth Forms are not in line with the current socio-economic and environmental changes in the world and Cameroon today. This therefore poses didactic, pedagogical and infrastructural problems. From the foregoing, the establishment of a real reform of different from the exists CBA programs would be necessary involving all actors in the education chain.