Interdisciplinary Evaluation for the Cameroonian French-speaking Sub-section: Case of the Secondary School

Abstract

The management of the Secondary school from the francophone sub-section in Cameroon derives from many previous studies. But, to provide answers for a more efficient school has become inescapable. It was then a question in this work of scrutinizing school life in Cameroon in order to propose an evaluation model centered on an interdisciplinary approach. To do this, the work was carried out on the field and in the laboratory. Many results were collected. So, secondary education in Cameroon has six areas of learning, with subjects assembled into three groups. A distinction is made between the subjects of the different groups. The application to all Pedagogical Departments of the interdisciplinary evaluation seems a little difficult because of the orientation of their specific contents. The Pedagogical Departments that can be brought together are: SVTEEHB, PCT, French, EVA, Mathematics, English, Geography, IT, LVII. The number of evaluations per term is set at two to three, and more rarely four. The system of evaluation highlights the autarky existing between the different Pedagogical Departments. Many subjects are experienced by many learners as a torture. The reframing of the harmonized assessment aims to create complementarity between the tests in Cameroon. The success of such a challenge requires the prior creation of themes to guide the evaluations. It is necessary to reconsider the different programs by Pedagogical Department and by level of study, with the aim of reconstructing them around issues overlapping the different Pedagogical Departments.

A New Assessment Approach for High School Students in Cameroon

“…As for theoretical assessments, they are either written or oral (Reuter et al, 2013;Raulin, 2017). Whatever the type of evaluation in force in Cameroon, it is based on autarky (Fopoussi Tuebue, 2022a), and in an attempt to solve the problem related to the autarky that characterizes the evaluation system in force in Cameroon, (Fopoussi Tuebue, 2022a) proposed an evaluative approach, known as interdisciplinary or thematic evaluation. The first year of the second secondary cycle is where most students become lazy.…”

“…The Departments of French, English, Spanish, German, English Literature, and French will be limited to just the summary (abstract, Abstrakt, resumen); Indeed, this part of the document makes it possible to assess the student's ability to manipulate the contraction of text with dexterity, as underlined by Choulet et al (2013). The Departments of Mathematics, Physics, Chemistry, SVT, PCT, History-Geography-ECM, LCN, EPS, ESF, and Drawing will scrutinize the document on just what concerns them; this is all the more relevant since the production of a work requires an interdisciplinary approach, as noted by Fopoussi Tuebue (2022a). This work will be marked in the respective Departments concerned on a scale of 5.…”

Thematic Approach of the Competition for Entrance to the First Year of the Secondary Level in the Cameroonian Education System

“…The vision proposed in the context of this study advocates a completely original approach. Indeed, it is no longer a question of subjecting the candidates to the entrance examination to secondary school, all sub-sections and specialties combined, to tests designed in an environment where autarky between the disciplines reigns completely as master, as underlined Fopoussi [1], and where the orientations are completely independent. It is in fact a question of putting this event in a context within which the groups of tests are led respectively by a breadcrumb trail as suggested by Plane [11].…”

“…Consequently, it is illusory in such an environment to think about integrating and succeeding with entrepreneurial approaches. Indeed, leading an entrepreneurial approach requires perfect ease in interdisciplinary approaches [1]. This applies not only to the bringing together of the different disciplines in the teaching program, but also in teamwork.…”

“…In the details of the subjects that furnish the school life of a pupil, it is important for him to be able from the outset to find the particularity of each of the subjects taken individually, the common points between these different subjects, then the place of each subject in the other. Thus, it will now be easy for him to solve with great ease various types of problems because, at this time, knowledge, whatever their degree of difference, are simply tools of a varied nature which, judiciously selected according to the context, allow you to find the doors outings regardless of the challenge [1]. In terms of the detail of teamwork, we find ourselves once again in the world of difference, even antagonism.…”