Competence-Based Approach: Inspectors Fine-tune Teaching Methods

The 2018-2019 solemn pedagogic resumption for Inspectors General for Teaching at the Ministry of Secondary Education began on September 12, in Yaounde.

 Barely a week after the official opening of the 20182019 academic year, Inspectors General for Teaching at the Ministry of Secondary Education have solemnly resumed the pedagogic year under the theme, “Competence-Based Approach (CBA): Practices, Management and Challenges of Educational Reforms”.  This was through a two-day workshop that ends today, September 13, 2018 at the Yaounde Conference Centre.

Opening discussions on behalf of the Minister of Secondary Education, the Inspector General for Lessons at the Ministry of Secondary Education, Professor Awoundja Nsata Catherine Marie Ida said it was a gathering for experts and practitioners who are committed to the effective and efficient implementation of the pedagogical reform by the government to share experience and knowledge.

While noting that the Competence-Based Approach was introduced by the government in 2012, Prof Awoundja Nsata said the Ministry of Secondary Education opened a curriculum review site with the aim of finding a platform between education and employability. Focus, the Inspector General said, has been to develop congruence between global schooling and adaptability to the contemporary job market.

However, there is still need to disambiguate concepts or content that could confuse practitioners and members of the educational community while assuring teachers and experienced pedagogues, about their freedom to give adequate and contextualized content to the CBA.

Some of the topics of discussions at the workshop focused on “CBA and class practices in Cameroon”, “The challenges of CBA, prior learning assessment and “CBA without initial and continuing training”.

The two day meeting, has permitted Inspectors General and partners in the education sector to develop basic tools on competency frameworks, course preparation sheet, evaluation  grid for class exercises and other teaching materials.

The gathering has also enabled participants to propose appropriate strategies for working in synergy with the partners in charge of initial training of teachers, suggest specific teaching content and make training adequate to the needs of the socio-economic sector.

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