Curriculum implementation practices in primary schools and sustainable education in Yaounde III and VI

Abstract

This study examines „‟curriculum implementation processes in the primary school and sustainable education in Yaoundé III and VI subdivisions‟‟. However, from the observations made, we realized that a great number of children go to school just because they want to perform and not because they want to have a mastery of the knowledge, skills, competences, values and behaviours which they can use in future to solve their daily life problems. Most of them do not envisage the curriculum implementation process to be sustainable even after when they have completed primary school. Law Number 98/004 of April 14th, 1998 of orientation on education in Cameroon article 4, states that children should be trained in such a way that they will be intellectually, morally, civically and socially upright to integrate well in the society. Article 5 states that, children should be trained in such a way that they will be deeply rooted into their culture but opened to the world. Despite all these, it was noticed that children don’t still make a good use of it. The main question posed was „how does curriculum implementation processes influence a sustainable education in primary schools? ‟The above question was further divided into three sub questions and hypothesis were emitted to these research questions. A review of literature was done on concepts like; (curriculum implementation practices, sustainable education, need analysis/curriculum design, curriculum implementation, curriculum evaluation); theories such as behaviourism, constructivism, socio-constructivism, experiential, motivation and the change and a review of other related literature. The research design used was the qualitative research design. The study area was the Yaoundé III and VI subdivisions, even though there was a wide of primary schools all over, the researcher chose just three schools to work with namely, Government Practicing Primary School Melen 1 group 1, Government English Primary School Group II Etoug-Ebe and Goelands Bilingual Nursery and Primary School Biyem Assi Yaoundé. The population of the study was primary school teachers of the above-mentioned schools and the target population was made up of level three teachers. The methods used for the collection of data were observation and interview. The instruments used were the observation grid and the interview guide and the sampling technique was the non-probabilistic sampling technique and the sample was made up of eight (8) teachers out of ten (10). The results were analysed according to the different opinions of the teachers from the three selected primary schools. This was done following the sub themes of the work which were the planning/designing phase, the delivery phase and the evaluation phase. After all the analysis basing on the three-hypothesis made, it was confirmed that curriculum implementation practices in primary school has an influence in sustainable education. To conclude we recommended that teachers should be well trained on the notion of sustainable education that is, more pedagogic seminars should be organised, schools should be well equipped with enough didactic materials to obtain a durable education.