Syllabuses ttc two year course

REPUBLIQUE DU CAMEROUN
Paix – Travail – Patrie
***********
REPUBLIC OF CAMEROON
Peace – Work – Fatherland
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MINISTERE DES ENSEIGNEMENTS SECONDAIRES
***********
MINISTRY OF SECONDARY EDUCATION
************
INSPECTION GENERALE DES ENSEIGNEMENTS
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GENERAL INSPECTORATE OF EDUCATION
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INSPECTION DE PEDAGOGIE CHARGEE DE
L’ENSEIGNEMENT NORMAL
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INSPECTORATE OF PEDAGOGY IN CHARGE OF
TEACHER TRAINING
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Level: Two-year course
© MINESEC 2013
OFFICIAL SYLLABUSES
FOR TEACHER TRAINING COLLEGES
(T.T.C.)

MINESEC – Syllabuses for T.T.C. Two-year course Page 2 of 107

Appendix 2
Level: Two-year course
© MINESEC 2013
OFFICIAL SYLLABUSES
FOR TEACHER TRAINING COLLEGES
(T.T.C.)

Content
N° SUBJECTS Pages
1. Foreword 5
2. Presentation 8
3. Educational Psychology 13
4. General Pedagogy 22
5. Educational Policies and Comparative Education 30
6. School Administration and Legislation 35
7. Pedagogic Supervision 40
8. Philosophy of Education 45
9. Sociology of Education 49
10. Deontology and Professional Ethics 54
11. Introduction to Statistics applied to Educational 56
12. Didactics of Nursery Activities 59
13. Didactics of Practical activities 64
14. Didactics of Songs, Music and National Culture 67
15. Didactics of History and Geography 70
16. Didactics of Sciences and Environmental Education 75
17. Didactics of Citizenship Education 79
18. Didactics of Sports and Physical Education 83
19. French Didactics 86
20. Didactics of Mathematics 90
21. English Didactics 94
22. Didactics of Educational Technologies 98
23. Didactics of National Languages 102
24. Initiation to Action Research 105

PRESENTATION
1. General context of reviewingT.T.C. curricula
The Ministry of Basic Education (MINEDUB) ordered a diagnostic study on the organization and functioning of
colleges within the framework of the G.T.T.C. reform process. The study carried out by Mrs. Marguerite Altet, a
CIEP (French Centre for Educational Research) expert, and published in 2011, highlights numerous
pedagogic gaps, namely:
- The absence of a sound curriculum, given that syllabuses are presented as a list of contents with 26
disciplines;
- The one-year course duration for GCE A/L student-teachers is inadequate;
- The heterogeneous academic entry qualification of student-teachers leads to some shortcomings on
the part of GCE O/L student-teachers at the end of the course;
- The lack of a synchronized programming of pedagogic activities (practicum and evaluation);
- An inadequate training as concerns the different pedagogic reforms implemented in Basic Education.
From this crucial diagnosis confirmed by MINESEC officials, the Minister of Secondary Education with a view
to improve on the quality of teacher training for our basic educational system, decided to draw up new T.T.C.
curricula taking into account the political vision advocated by the Head of State.
2. Characteristics of the curricula reviewed following the Competence-Based Approach
The new T.T.C. curriculum is drawn up following the Competence-Based Approach (CBA) in respect to the
methodological requirements of the development of a curriculum. The process started with the writing of a
Teacher‟s Referential of Professional Activities with the collaboration of field experts; this enabled designers to
identify basic professional competences to be developed during the initial training of a teacher. The basic
professional competences were presented in a Referential of Competences used by the editorial team as
supporting document to draw up the current curriculum.
Therefore, this document remains a multidisciplinary curriculum which lays emphasis on common abilities
otherwise referred to as “cross abilities” while integrating various practical aspects (simulation, practicum,
various practical activities, case studies etc.)
The new T.T.C. curricula target the five domains of the contents taken from the former syllabuses. These
domains are:
-Bilingual training;
-Didactics of Primary and Nursery school activities;
-Sciences of Education;
-Educational Technologies;
-Reinforced alternated practicum (teaching practice…)
The training content is the same for the three levels but its dosage takes into consideration the entry
qualification of student-teachers.
3. Curriculum Structure
The curriculum is presented in a tabulated form of knowledge, skills, attitudinal know-how and suggested
activities with stated terminal and intermediate competences.

Each subject has:
- A title;
- Level;
- Weekly and annual time allocation;
- Targeted competences ;
- Terminal or intermediate competence ;
- Basic professional competences;
- Themes ;
- Resources
4. Training time allocation
In view of the necessity for professionalization of the training, the new curriculum is undergoing significant
readjustments on the time allocated to the teaching of Didactics of Primary and Nursery school activities, as
well as the duration of teaching practice.
The table below summarizes time allocation:
Levels
Training domains
Three-year
course:
1st year
(in hours)
Three-year
course:
2nd year
(in hours)
Three-year
course:
3rd year
(in hours)
Two-year
course:
1st year
(in hours)
Two-year
course:
2nd year
(in hours)
One-year
course
(in hours)
Teaching practice 222 222 222 222 222 222
Didactics of Primary and Nursery
school activities
510 420 510 510 510 510
Sciences of Education subjects 420 510 420 450 420 510
Bilingual training 60 60 60 60 60 60
TOTAL 1212 1212 1212 1242 1212 1302
Annual duration: 36 weeks
Average number of weekly teaching hours: 34 hours
The time allocated for teaching practice and Didactics of Primary and Nursery school activities has been
increased for each level. In the same vein, the teaching duration of some subjects has been readjusted, for
instance Psychology in Three-year course, first year, has been reduced from 4 to 3 hours.
5. Organization of teaching practice in an academic year.
In the former syllabus, the yearly duration of teaching practice was 4 weeks. This could not permit a judicious
management of the three types of teaching practice:
 Observation (O) ;
 Guided practice (G.P.) ;
 Autonomous practice(A.P.).

The table below presents this organization:
LEVELS
NUMBER OF
SESSIONS
NATURE OF
TEACHING PRACTICE
DURATION
(in weeks)
STRUCTURES
Three-year
course:1st year
2 Observation 6
3 Nursery school
3 Primary school
Three-year
course:2ndyear
2 Guided practice 6
3 Nursery school
3 Primary school
Three-year
course:3rd year
2 Autonomous practice 6
3 Nursery school
3 Primary school
Two-year
course:1st year
2
Observation
6
2 Nurseryschool and Primary school
Guided practice 4 Primary school
Two-year course:
2nd year
2
Guided practice
6
2 Nursery school
Autonomous practice 4 Primary school or Nursery school
One-year course 2
Observation
6
1 Primary school
1 Nursery school
Guided practice 1 Primary school or Nursery school
Autonomous practice 3 Primary school or Nursery school
6. TIME ALLOCATION AND COEFFICIENTS
SUBJECTS
Three-year
course:
1st year
Three-year
course:
2nd year
Three-year
course:
3rd year
Two-year
course:
1st year
Two-year
course:
2nd year
One-
year
course
Coeff
icient
Educational Psychology 4 3 3 3 3 3 3
General Pedagogy 3 2 3 2 3 3 3
Educational Policies and Comparative Education 2 1 1 1 1 2 1
School Administration and Legislation 2 1 1 1 1 1 2
PedagogicSupervision // 1 1 1 1 1 1
Philosophy of Education // 1 1 1 1 1 1
Sociology of Education // 1 1 1 1 1 1
Deontology and Professional Ethics 2 1 1 1 1 1 1
Introduction to EducationalStatistics // 1 1 1 1 1 2
Information and Communication Technologies 1 1 1 1 1 1 1
First Language 2 2 // 2 // // 1
Second Language 2 2 2 2 2 2 1
French Didactics 2 2 2 2 2 2 1
English Didactics 2 2 2 2 2 2 1
Didactics of Mathematics 2 2 2 2 2 2 1
Didactics of National Languages 1 1 1 1 1 1 1
Didactics of Sports and Physical Education 2 2 2 2 2 2 1
Didactics of Educational Technologies 1 1 1 1 1 1 1
Didactics of Songs, Music and National Culture 1 1 // 1 1 1 1
Didactics of History and Geography // 1 1 1 1 1 1
Didactics of CitizenshipEducation 1 1 1 1 1 1 1
Didactics of Practical activities 2 2 2 2 2 2 1
Didactics of Sciences and Environmental Education 1 1 1 1 1 1 1
Initiation to Action Research // 1 1 1 1 1 1
Didactics of Nursery Activities 1 1 // 1 1 1 1
TOTAL 34 35 32 35 35 35 31

7. Evaluation
Evaluation in Teacher Training Colleges should be diagnostic, formative, criterion-referenced and integrating
(i.e. using problem-situations). Further information is found in accompanying documents.
8. Didactic materials:
Didactic materials used in Teacher Education should arouse the learner‟s senses. In fact, concrete objects,
illustrations, audiovisual equipment etc. will permit to understand the concepts and good classroom practice.
To that effect, student-teachers must be able to produce didactic materials from local and salvaged materials.
9. Student-teachers’ profile and training goals
 End-of-course terminal competence
At the end of the course, the teacher must be a field practitioner who prepares, facilitates and evaluates
learning activities in respect to students‟differences, professional ethics and socio-cultural environment, by
developing adapted communication strategies.
 Training goals
The teacher will be a professional who performs the four priority functions which are: (1) Teaching, (2)
Communication, (3) Education and (4) Analysis and Regulation. This entails that he should be a reflective field
practitioner: a teacher who analyses and regulates classroom practices.
Reflective
fieldpractitioner

Functions
Comptences
For a reflective field practitioner
TEACHING-RELATEDCOMPETENCES
 C11: Plan and facilitate learning/teaching activities
 C12:Organiseclass work according to various situations adapted to
learners
 C13: Produce and use appropriate monitoring, supervision, evaluation
and remedial education mechanisms.
COMMUNICATION-RELATED COMPETENCES
 C21: Speak and write correctly the working language
 C22: Work in a team, collaborate with the hierarchy and the education
community.
EDUCATION-RELATED COMPETENCES
 C31: Work in discipline, respect deontology and professional ethics.
 C32: Participate in the conception and the realisation of socio-
educational activities
 C33: Sensitise and accompany the education community in the
domain of environmental protection.
ANALYSIS AND REGULATION-RELATED COMPETENCES
 C41: Analyse students’ results and class performance to evaluate
pedagogic practices.
 C42: Amend educational practices taking into account changes and
innovations.
Teaching
Communication
Education
Analysis and
regulation

SUBJECT : EDUCATIONAL PSYCHOLOGY
LEVEL : TWO YEAR COURSE 1st year
WEEKLY TIME ALLOCATION : 03 hours
ANNUALTIME ALLOCATION : 66 hours
TARGETED COMPETENCES: C11
INTERMIDIATE COMPETENCE: At the end of the first year of the course, the student-teacher should be able
to solve professional problem-situations using resources acquired from Educational Psychology on the
development and behaviour of a child.
Competences
Basic
professional
competences
Themes Resources
C11 – Plan and
facilitate
learning/teaching
activities
Solve problem-
situations at the
professional level,
related to child
development
Solve child‟s
learning
difficulties
General
Introduction
KNOWLEDGE :
- Definition of concepts: psychology, behaviour,
attitude, conduct.
- Origin and importance of child psychology ;
- Goals and different domains of psychology
- The different methods in psychology
(introspection, clinical method, experimental
method)
- Relationship between Psychology and Pedagogy
- Notions of development and stages
- Developmental laws
- The different factors of psychological development
: biological maturation (pre-natal period, neo-natal
period), impact of the environment ,socio-cultural
milieu and heredity
SKILLS :
-Present the background and importance of child
psychology;
- Define the above concepts
- Give goals and different domains in psychology
-Describe the different methods in psychology
- Establish a relationship between Psychology and
Pedagogy
- Define the notions of development and stages
-State the different factors of psychological
development
-Educate the child taking into account the different
stages of development
SUGGESTED ACTIVITIES :
-Study of concrete cases to illustrate the defined
concepts
-Solve related problem-situations
Psychomotor
development
KNOWLEDGE :
- Psychomotor development (See JEWETT‟s
taxonomy)
- Nervous system: its functioning and organization
- General principles of motor behaviour
(propagation of the nervous impulse, general
organization of the nervous system in mammals)
- The role of the nervous system in motor activities

Competences
Basic
professional
competences
Themes Resources
(sensory function, motor function)
- Some aspects of the physical and motor
development in the child and the adolescent
– The evolution of manual and visual coordination
- Evolution of visual fixation : grasp and visual
impression,
- The development of tonic function and position
- simplest reflexes
SKILLS:
- Define psychomotor development
- Describe the nervous system, its structure,
organization and functioning
- Define the general principles of motor behaviours
– Define the role of the nervous system in motor
activities
- Analyse some aspects of the physical and motor
development in the child and the adolescent
- Describe the evolution of grasp, visual and
manual coordination (hand-eye coordination)
- Describe the evolution of visual fixation : grasp
and visual impressions,
- Describe the development of tonic function and
that of the position
- Describe simplest reflexes
- Describe and explain some aspects of physical
development of a child
- Adapt the activities to levels of child psychomotor
development
- Explain how to adapt classroom practices to the
stages and constraints of the psychomotor
SUGGESTED ACTIVITIES:
- Group work to build taxonomy tables to classify
child psychomotor characteristics and results in
relation to the stages of development ;
- Activities and exercises to identify the state of
psychomotor development in the child
Cognitive
development
and intellectual
activities
KNOWLEDGE :
-Definition of intelligence and intellectual
development (See BLOOM‟s taxonomy)
- Types of intelligence (See. HOWARD GARDNER,
multiple intelligence)
- Different factors of intelligence development
- Definition of mental age and I.Q.
- Development of child intelligence according to
Piaget
-Strategies used in developing child intelligence
and thinking
- Intellectual activities: thinking (Convergent

Competences
Basic
professional
competences
Themes Resources
thinking, Divergent thinking, textual thinking,
differential thinking, pedagogic strategies for each
type of thinking) ; creativity;
-Factors of intellectual development
SKILLS :
- Define the concepts intelligence and intellectual
development;
-State and describe the various types of
intelligence;
-Describe the various factors of intellectual
development;
- Define mental age and I.Q.
-Analyse the development of child intelligence
according to Piaget
-State and explain strategies used in developing
child intelligence and thinking ;
-Define and analyse intellectual activities;
-Describe factors of intellectual development
- Adapt the activities to levels of the cognitive
- Adapt classroom practices to the different stages
of the child‟s cognitive development
-Group work to build taxonomy tables to classify
cognitive development characteristics and results in
relation to the stages of development ;
- Activities and exercises to identify child stages for
cognitive development.
Socio-affective
development
KNOWLEDGE :
-Definition of concepts : Socio-affective
development (See KRATHWOHL‟s taxonomy)
attachment, cooperation, peer influence,
detachment, aggressive impulse and autonomy.
- Environment and factors of socio-affective
development ( family, school and peers)
SKILLS :
- Define concepts related to socio-affective
development;
- State the factors of socio-affective; development;
-Manage the class group taking into consideration
the socio-affective behaviours
- State how to adapt the pedagogic management
to the socio-affective development stages and
constraints of a child.
- SUGGESTED ACTIVITIES :
- Group work to identify and discuss children
behaviour in various social and school life
situations;
- Find out the origins of the behaviours and

Competences
Basic
professional
competences
Themes Resources
propose strategies to handle them.
Sensation and
perception
KNOWLEDGE:
- Definition of the concepts sensation and
perception,
- Difference between perception and sensation;
- Evolution of perception;
- Syncretism, juxtaposition, comparison and
synthesis in child perception.
SKILLS:
- Define the above concepts;
- Establish the difference between perception and
sensation;
-Describe the evolution of perception;
-Explain the process of syncretism, juxtaposition,
comparison, and synthesis in child perception;
-Establish the fundamental relationship between
child perception and psychological processes.
Practical exercises on the role of senses
LANGUAGE KNOWLEDGE :
- Definition and characteristics of language (Signs
and symbols)
- Types of language (Spoken language, Written
language and Sign language);
- Stages of language acquisition;
- Language disorders or impairment/deficiencies:
Congenital deafness, functional dysphasia, speech
disorders (Dysarthria – Stuttering or stammering),
dyslexia;
- Acquired language disorders (Amnesic aphasia,
sensory aphasia);
SKILLS :
-Define language
-State the characterics of language and types of
language
-Identify language deficiencies and propose
strategies for correction
- SUGGESTED ACTIVITIES: Group work to
classify different language deficiencies and
some appropriate pedagogic strategies to
ameliorate them;
Motivation KNOWLEDGE:
-Definition of concepts : motivation, attention,
interest;
- Types of motivation;
- Stages of motivation;
-Motivation in classroom context;
- Contribution of motivation to foster learning.
SKILLS:

Competences
Basic
professional
competences
Themes Resources
- Define motivation;
-Present the different types of motivation;
- State and explain motivation stages
-Develop motivation strategies for classroom
practices;
-Explain the contribution of motivation to improve
on learning;
- Identify motivation strategies to improve on
learning ;
-Develop pedagogic strategies to trigger
motivation ;
-Develop and use various motivational situations
which enhance educational action and contribute
to learning
Application of motivational strategies in solving
problem-situations.
The Socio-
constructivism
theory
KNOWLEDGE:
- Definition of concepts: constructivism (Jean
Piaget), interactionnism, socio-constructivism(
zone of proximal development (ZPD) by Vygotski ,
initial representations, meta-cognition, cognition,
mediation, socio-cognitive conflict
- The socio- constructivism approach (State the
constructivist and social constructivist vision for
learning)
-Contribution of socio-constructivism in improving
learning and raising student grade levels
Skills :
-Define key concepts related to socio-
constructivism theory
-State and explain the socio-constructivism
approach.
- Explain how socio-constructivism theory can
improve learning.
- Involve the learner in the construction of
knowledge using didactic situations from daily life
and create a discussion forum with the student-
teacher
Suggested activities Discussion groups bringing
out the similarities and differences between
contructivism and socio- constructivism;
Learning KNOWLEDGE:
- Definition of concepts : Learning – conditioning,
Reinforcement, Positive reinforcement, Negative
reinforcement
- Learning laws (Hereditary constraints,
Developmental constraints)
- Classical conditioning (Pavlov)

Competences
Basic
professional
competences
Themes Resources
- Operant conditioning ( Skinner)
- Conditions for learning (experience, starvation,
adaptation, shaping behaviour, repetition and
reinforcement)
- Types of learning ( Trial-and-error, intuitive
learning , conditioning, learning by imitation and
vicarious learning, coactive learning, rote learning)
and reinforcement strategies
-Learning difficulties
SKILLS :
- Define concepts related to learning
-State and explain learning laws
- Explain Classical and Operant conditioning
(Pavlov and Skinner)
-Present conditions that facilitate learning
-State and describe types of learning and
strategies to improve them.
-State and explain learning difficulties
-Develop pedagogical strategies to improve
learning, identify learning difficulties and propose
some remedial strategies,
SUGGESTIES ACTIVITIES:
- Establishing relationship between the types of
learning and conditioning,
- Application of learning theories in the
teaching/learning process.

SUBJECT : EDUCATIONAL PSYCHOLOGY
LEVEL : TWO YEAR COURSE 2nd year
WEEKLY TIME ALLOCATION : 03hours
ANNUALTIME ALLOCATION : 66 hours
TARGETED COMPETENCES: C11, C12, C31, C32
TERMINAL COMPETENCE: At the end of the course, the student-teacher should be able to solve
professional problem-situations using resources acquired from Educational Psychology on the development
and behaviour of a child.
Competences
Basic
professional
competences
Themes Resources
C11 – Plan and
facilitate
learning/teaching
activities
Memory KNOWLEDGE :
-Definition of concepts : memory, retention and
forgetting;
-Laws and processes of memory in learning;
- Stages of memory;
- Types of memory and mnestic fixation strategies.
SKILLS:
-state and explain the laws and processes of
memory;
-State and describe the stages of memory;
-State and explain the types of memory and mnestic
fixation strategies;
-Develop strategies to improve learners mnestic
fixation strategies.
Memory exercises/tests related to the different
sensory functions.
Graphism KNOWLEDGE :
- Graphism /pre-letter formation, drawing;
- Evolution of writing and drawing;
- Strategies to improve pre-letter formation;
- Pre-letter formation difficulties and remedial
strategies.
SKILLS:
-Describe pre-letter formation and drawing;
- Describe the evolution of pre-letter formation and
drawing;
-Propose some pedagogic strategies to improve pre-
letter formation ;
- Describe some pre-letter formation difficulties and
propose remedial strategies;
-By observing a child, identify pre-letter formation
difficulties and propose some remedial strategies.
SUGGESTED ACTIVITIES: Simulation on pre-letter
formation in order to improve writing skills.
Attention KNOWLEDGE:
-Definition and importance of attention in the mental

Competences
Basic
professional
competences
Themes Resources
development and intellectual improvement ;
- Conditions to improve attention;
-Obstacles to attention;
-Difference between attention and motivation;
- Methods to arouse attention.
SKILLS :
- Define and give the importance of attention in the
mental development and intellectual improvement;
- State and justify conditions to improve attention;
-State obstacles to attention;
- Establish the difference between attention and
motivation;
-Present methods to arouse attention.
SUGGESTED ACTIVITIES: Discussions on methods
used to arouse children‟s attention according to
various teaching contexts.
C12 – Organise
class work
according to
various situations
adapted to
learners
C31- Work in
discipline, respect
ethics and
professional
deontology
Use
appropriate
socio-
pedagogic
approaches in
the
management
of various
forms of school
maladjustment
Children with
special
education
needs
KNOWLEDGE:
- Definition of concepts: handicap, deficiency,
handicapped child, incapacity, disability, invalidity,
infirmity, indigence, accessible building, juvenile
social maladjustment, school maladjustment,
positive discrimination, violence against children,
Child abuse, equal opportunities, inclusion, fitting,
special education, coordinated special education
(integrated education), socio-cultural identity
- Types of children with special needs in
education(handicapped, gifted (rapid learners),
dwarfish, children from indigenous vulnerable
populations, victims of violence and abuses, needy
families, social maladjusted or delinquent children);
- Forms/types of school maladjusted (affective,
physical, sensory, intellectual, emotional, cheating,
absenteeism…);
- Problems of integrating and handling children
having special education needs in Cameroon
education system;
- Outline of monitoring/supervision methods
according to needs (didactic material and
specialised pedagogic equipment according to
learners‟ deficiency or disability, technical aids,
practical measures of positive discrimination,
general notions on Braille, sign language and white
cane language …)
- Orientation/ referencing modalities (interaction
with families, social assistants and other actors of
the rehabilitation or reeducation process, structures
of special/inclusive education.)
Skills :

Competences
Basic
professional
competences
Themes Resources
- Define the above concepts
- Determine and describe the different categories of
children having special education needs;
- State the different types/forms of maladjusted
- State and describe the various causes of
maladjusted
- provide an inclusive education supervision to
socially-vulnerable students;
- Be able to identify and prevent different
types/forms of school maladjustment and provide
remedial strategies (individual pedagogic
support/follow-up, orientation to other education
systems or assistance) for an appropriate
integration.
ATTITUDINAL KNOW-HOW :
- Promote a professional attitude which fosters
individual and collective well-being, and equal
participation of each learner in activities.
- Practical situation
- Documentary research
- Role play
- Group work to classify in tables the categories of
children with special education needs
C32- Participate
in the conception
and the
realization of
socio-educational
activities
 Use leisure
situations to
improve on
learning and
school
environment
 Play and
leisure
activities
KNOWLEDGE:
- Definition and importance of play and leisure
activities;
- Historical background of child play (functional play,
imitation play, arbitrary play, group play )
- Pedagogic implications of leisure activities;
- Video and traditional plays;
SKILLS :
- Define: play, leisure activities and their importance;
-Describe the historical background of child play;
– Describe video and traditional plays;
- Apply leisure situations in the learning/teaching
process;
- Set up the school environment to facilitate the
child‟s play;
-Classify in a table the various types of play
according to the age and level of learning ;
-Set up a play mechanism in nursery or primary
school

SUBJECT : GENERAL PEDAGOGY
LEVEL : TWO-YEAR COURSE 1st year
ANNUAL TIME ALLOCATION : 66 hours
TARGETED COMPETENCES: C11
INTERMEDIATE COMPETENCE: At the end of the first year of the course, the student-teacher should be able
to solve professional problem-situations by applying appropriate teaching principles, methods/ procedures,
techniques and approaches from resources acquired from General Pedagogy.
Competence
Basic professional
competences
Themes Resources
C11- Plan and
facilitate
learning/teaching
activities
Solve problem-
situations by
applying principles,
methods/
procedures,
techniques and
General
Introduction
Knowledge :
-Definition of concepts: pedagogy, education,
instruction, training, shaping, teaching and learning.
- Origin and importance of general pedagogy.
Skills :
- Present the origin and importance of general
pedagogy;
- Identify, use and establish a link between these
concepts.
Suggested activities :
-Documentary research;
- Guide the students towards resources that will
enable them define the concepts etymologically and
contextually;
- Propose simple exercises that will bring out the
relationship between these concepts.
General principles
in pedagogy
Knowledge:
Definition and importance of some general
principles in pedagogy :
-Principle of active participation, principle of
creativity, principle of procedure (internal, external,
concentric), interdisciplinary principle, principle of
unit teaching and principle of adaptation.
Skills:
Define and state the importance of the above
principles in pedagogy.
-Apply these principles in the preparation and
teaching of lessons.
-Propose discussion questions and reflection
themes using practical examples to enable the
students transfer the knowledge from each of the
principles to varied daily-life situations.

Competence
Basic professional
competences
Themes Resources
Objectives in
Pedagogy.
Knowledge :
-Definition and types of pedagogic objectives: goals,
aims, learning objective, general objectives, specific
objectives, intermediary objectives, integration
objectives …
- Importance of the various types of objectives.
- How to state pedagogic objectives.
-Parts and characteristics of pedagogic objectives.
Skills :
-Define the different pedagogic objectives.
-State the importance of each pedagogy objective.
-Present the different ways of stating pedagogy
objective ;
-State the characteristics of different pedagogy
objectives ;
-Formulate and use each objective in appropriate
context;
-Establish the difference between goals, aims and
objectives in education.
Suggested activities:
-Group work to formulate pedagogic objectives C12
– Organise class work according to various
situations adapted to learners
Planning tools/documents following given criteria
and context (lesson) drawn from daily-life situations.
Planning
tools/documents
Knowledge:
-Definition and importance of different types of
schedule: monthly, sequential and annual time
allocation.
-Definition and importance of school time table and
plan of activities for the nursery school ;
- Components of a school time table, sequential
schemes and a programme of activities in the
nursery school.
Skills:
- Define and state the importance of the different
components.
- Define and state the importance of a school time
table and programme of activities for the nursery
school.
- Present the components of a school time table, a
sequential scheme and a programme of activities
for the nursery school.
- Draw up a sequential scheme, time table and
programme of activities;
- Organise and manage time in respect to
appropriate administrative rules.
-Suggested activities:
-Draw up time tables according to the type of class;
- Draw up documents adapted to different types of

Competence
Basic professional
competences
Themes Resources
activities in order to compare and integrate the
new changes and innovations.
Lesson
preparation
Knowledge:
- Types of lesson preparation. (long term,
immediate and psychological preparations );
- Importance of each type of preparation;
-- Different parts of a prepared lesson ;
- Importance and link between the different parts of
a lesson ;
- Activities to be carried out when preparing a
lesson.
Skills :
-Identify and describe the different types of lesson
preparation;
-Give the importance of each type of lesson
preparation;
-Present the different parts of a lesson ;
-Establish a link between the different parts of a
prepared lesson;
-Enumerate the activities to be carried out when
preparing a lesson and orientate them towards the
development of competences.
-Prepare complete and well-structured lesson.
-Propose discussion questions highlighting the
consequences of a poorly prepared lesson and the
advantages of a well-prepared lesson.
- In collaboration with learners, put in place a list of
references (test books, journals, internet, etc.).
-Group work to develop a list of frequently-used
questions linking various parts of a lesson.
Teaching
methods,
techniques and
procedures.
Knowledge:
- Pedagogic methods: (dogmatic method,
demonstrative method, active method, questioning
methods, laboratory and child-centered method
etc.); advantages and disadvantages.
-Some teaching techniques ( lecture, transversal/
integrated theme approach, individual work , group
work ,role play, team work, audio-visual techniques);
advantages and disadvantages ;
-Teaching processes (acquisition, self-control,
conservation); advantages and disadvantages ;
-Difference between teaching methods and teaching
approaches( inductive, deductive, scientific and
comparative);
-Difference between pedagogic methods and
pedagogic practices (interactive strategies).
Skills :

Competence
Basic professional
competences
Themes Resources
- Identify the different pedagogic methods;
advantages and disadvantages.
-Identify the different teaching techniques;
-Identify the different teaching processes;
- Establish the difference between teaching methods
and teaching approaches;
-Establish the difference between pedagogic
methods and pedagogic practices;
-Choose and apply appropriate methods,
approaches, techniques or procedures depending
on the lesson.
- Propose methods, approaches, techniques and
procedures that develop competences.
- Comparison of methods, approaches, techniques
and procedures in classroom practices;
-Design, produce and use appropriate teaching
materials adapted to each method, technique and
procedure.
Pedagogic
approaches
knowledge:
-Different pedagogic approaches (description,
psychological theory, objectives, means of
realisation, evaluation): content approach, approach
by objectives, The New pedagogic approach, hands
on minds on, project pedagogy, competence-based
approach, integrated approach.
-Pedagogic implications (problems solving, learning
situations, ICT and teaching with ICT tools;
-Procedures to each approach
Skills :
-Present the different pedagogic approaches.
-Outline pedagogic implications.
-Establish the differences and similarities between
the approaches by determining those that are more
adapted to each context.
-Comparative studies on the different approaches.
-Application of the different approaches in concrete
situations.
-Discussions on difficulties teachers face in
practicing child-centered approach and propose
advice.
-Design projects (posters to convince parents during
class councils to understand the pertinence of the
NPA) using most recent ICT resources.

Competence
Basic professional
competences
Themes Resources
Lesson
presentation.
Knowledge:
-Requirements for lesson presentation.
-Main stages of lesson presentation ( revision,
observation and manipulation, research/analysis
and synthesis, application/evaluation phase);
-Strategies to exploit and use didactic material,
individually or collectively.
-Implementation of socio-constructivist theory and
motivation during lesson presentation (role of the
teacher, interaction between actors).
SKILLS :
-Present requirements for lesson presentation;
- Present the main stages of lesson presentation;
-Present strategies to exploit and use didactic
material individually or collectively;
- Implement socio-constructivist theory and
motivation during lesson presentation.
Attitudinal know-how : be accessible, open,
flexible and creative.
-Simulation;
-Micro-teaching to emphasize on the different
stages and current pedagogic approaches .

SUBJECT : GENERAL PEDAGOGY
TARGETED COMPETENCES: C11, C12, C13, C31
TERMINAL COMPETENCE: At the end of the course, the student-teacher should be able to
solve professional problem-situations by applying appropriate teaching principles, methods/ procedures,
techniques and approaches from resources acquired from General Pedagogy.
Competence
Basic professional
competences
Themes Resources
C12 – Organise
class work
according to
various situations
adapted to
learners
Solve problem-
situations using
resources from the
environment.
Working
materials in a
school.
Knowledge:
-Types and importance of Working materials (
classroom materials, documents ,artefacts and
specimens)
-Types of material (individual collective);
-Black board management;
-Classroom materials and pedagogic resources
(documents).
Skills:
-Present and state the importance of working
materials.
-Identify the types of working materials.
-Practice good management of the blackboard.
-Choose classroom materials and pedagogic
resources ;
-Select your material according to the lesson and
environment.
-Classify the different types of pedagogic materials
and resources;
-Produce materials;
-Design a guide on how to use the materials.
Organisation and
Management of
a normal class.
- Knowledge
-Strategies on how to organise a nursery and primary
school class.
-Strategies on classroom management of pupils
during lessons: individual, group and team;
Skills :
-Present organisation strategies of a nursery and
primary classroom;
-Present management strategies of pupils during a
lesson;
-Organise classroom setting;
-Apply an appropriate method;
Attitudinal know-how : Be orderly and organised
-Group discussions on classroom management in the
primary and nursery school with references to
pedagogic methods ;
-Presentation and pasting of compulsory documents.
Organisation and Knowledge:

Competence
Basic professional
competences
Themes Resources
management of
large and
complex groups
in the context of
CBA
-Definition and presentation of large and complex
groups;
- Importance of pedagogy of large and complex
groups;
-Organisation and teaching of large and complex
groups;
-Techniques of handling large and complex classes;
-Advantages and disadvantages of team work.
Skills :
-Describe a large and complex group ;
-State the pedagogic importance of large and
complex groups;
- Present the organisation of teaching in large and
complex groups;
-Determine the techniques of handling large and
complex groups;
-Present the advantages and disadvantages;
- Manage an overcrowded class notably in the context
of CBA;
-Organise teaching in a large and complex group;
-Presentation of a practical situation on pedagogy of
large and complex groups.
C13- Produce and
use appropriate
monitoring,
supervision,
evaluation and
remedial education
mechanism
Create and
implement follow up
/supervision,
evaluation and
remedial mechanism
in line with the
exigencies of CBA
Evaluation Knowledge
- Definition of concepts: evaluation, items,
specification table, domain, skills, taxonomy,
difficulties;
-Importance of evaluation (for the learner and the
examiner);
-Types of evaluation;
-marking of assignments;
-Evaluation criteria;
-Specification table;
-Types, criteria and modalities in constructing items;
-Evaluation questions (at the end of a sequence and
end of training).
- Marking guide and broad sheet;
- Analysing results;
- Different forms of evaluation;
-Remedial strategies ;
-Analysing syllabuses.
Skills :
-Define concepts linked to evaluation;
-State the importance of evaluation.
-Identify the types of evaluation;
-Mark assignments;
-State and explain evaluation criteria;
-Construct specification tables;
-Present the types, criteria and modalities in the
construction of items ( questions );

Competence
Basic professional
competences
Themes Resources
-Construct examination questions.
-Construct a marking guide and a broad sheet.
- Present a steps in analysing results;
-State the different forms of evaluation;
-Identify remedial. Strategies ;
-Analyse and evaluate syllabuses ;
-Suggest activities which will help evaluate the stated
competences ;
-Create a mechanism for a learner to identify his/her
strength and weaknesses and improve.
-Construction of a specification table, questions for
end of sequence/level and marking guide; carry out
remedial activities.
C31- Work in
discipline, respect,
deontology and
professional ethics
Put in place efficient
disciplinary
measures to arouse
learner‟s emulation
Discipline and
sanctions
- Knowledge:
- Definition and importance of concepts: discipline
and sanctions;
- Types of sanctions ;
-Ways to ensure discipline in the classroom;
- Factors of good discipline.
Skills :
- Define and state the importance of the
concepts discipline and sanctions ;
- Differentiate types of sanctions;
- State the different ways to ensure discipline in the
class;
- State the factors of good discipline;
- Put in place a permanent mechanism to enable the
learner to be disciplined.
From a list of learners behaviour (observed from the
classroom) or examples drawn from documentary
research, suggest methods to be used to ensure
discipline.
Emulation - Knowledge:
- Different types of emulation.
-Risks or inconveniences related to emulation;
-Modern strategies used to emulate.
Skills :
- Present different types of emulation.
- Determine the risks or inconveniences related to
emulation.
- Determine modern strategies used in emulation
- Develop an example of emulation without
sanctions;
-Relationship between educational policies and
emulation.

SUBJECT: EDUCATIONAL POLICIES AND
COMPARATIVE EDUCATION
LEVEL: TWO-YEAR COURSE 1st year
WEEKLY TIME ALLOCATION : 02h
ANNUAL TIME ALLOCATION: 44h
Targeted Competences: C11, C12, C13, C42.
Terminal competence: At the end of the first year of the course, the student- teacher should be able to solve
professional problem-situations using resources acquired from General Notions, Basic Principles, Domains
and methods of comparison of educational systems and description of Cameroon Educational System.
Competences
Basic Professional
Competence
Themes Resources
C11-Plan and
facilitate
learning/teaching
activities
Put in place learning
sequences in
conformity with
current educational
policies.
General
Introduction
Knowledge:
- Definition of concepts:
Educational policies, educational systems,
school systems, strategic vision of education,
comparison in education, reform;
- Importance of this subject in the training of
student-teachers.
Skills:
- Identify and use these concepts in appropriate
contexts;
- Integrate the comparative approach in his daily
practices to enrich his knowledge on the
educational system of Cameroon and the world.
-Increase pedagogic and educational efficiency .
-Documentary Research;
- Case Study
Basics of
Educational
Policy
KNOWLEDGE:
- Basics of educational policies.
 Modes of School organisation;
 Teachers‟ profile;
 Dynamism within the school;
 Role of partners of the school;
 Student‟s profile, accompanying and
management measures.
 School syllabuses.
 Textbooks and other didactic materials;
 Financing of education.
SKILLS:
- Define the basics of Educational Policy;
- Analyse and establish the correlation between
the different basics of an educational policy;
-Produce didactic materials with resources of the
milieu;
-Evaluate and choose appropriate manual and
other didactic materials.
-Summary notes ;

Competences
Basic Professional
Competence
Themes Resources
-Group discussions.
C12-Organise
class work
according to
various situations
adapted to
learners
Conception
and analysis of
an educational
policy
KNOWLEDGE:
- Policy orientation;
-Procedures in developing an educational
policy.
- Method of analysing an educational policy.
SKILLS:
- Describe the procedures in developing an
educational policy;
- Present the method of analysing an educational
policy;
- Analyse and compare some basics of
educational policy of some countries.
SUGGESTED ACTIVITIES
Solving contextual problem-situations from the
procedure, analysis and development of an
educational policy.
Domains of
comparison of
Educational
systems
KNOWLEDGE:
- Definition of concepts: formal education, non-
formal education, literacy, informal education,
special education and integration education;
- Outline of each of the above concepts.
SKILLS:
- Explain the outline of each of the concepts.
- Determine the complementary relationship
between formal, non-formal education, special
education, integration education, literacy and
informal education integrating contemporary
challenges (inclusive education, equal
opportunities, gender approach, HIV/AIDS,
climate change etc.)
- Exercises to differentiate concepts;
- Documentary research;
- Presentations and group discussions.
Amend pedagogic
practices to current
educational
systems
Methodology
in comparing
educational
systems:
CONFEMEN
method.
KNOWLEDGE:
- Definition of comparison variables according to
PASEC:
 Access to education.
 Quality of education.
 Steering system.
 Management System
 Financing of education.
SKILLS:
- Efficiently analyse each of the variables as an
agent of education;
- Compare educational systems to improve on
pedagogic and educational practices.

Competences
Basic Professional
Competence
Themes Resources
- Discrimination exercises on abbreviations and
concepts;
- Synthesis or reports after investigations;
- Group discussions.
C13- Produce
and use
appropriate
monitoring/
supervision,
evaluation and
remedial
education
mechanism
C42- Amend
educational
practices taking
into account
changes and
innovations
Cameroon
Educational
Systems
before
Independence.
KNOWLEDGE:
-Description of policies, aims, objectives, mode
of organisation, functioning, financing,
certification mechanism of each of the
educational systems put in place by the
Germans, the French and the British in
Cameroon before independence.
SKILLS:
- Briefly describe for each of the periods, the
policies, aims, objectives, mode of organization,
functioning, financing, certification mechanism of
each of the educational systems put in place by
the Germans, the French and the British;
- Compare education mechanisms put in place
by the different administrations of Cameroon
before Independence;
- Use traditional principles of education to
improve on pedagogic practices.
- Summary notes after investigations;
- Presentations and group discussions.

SUBJECT: EDUCATIONAL POLICIES AND
COMPARATIVE EDUCATION
LEVEL: TWO-YEAR COURSE 2nd year
WEEKLY TIME ALLOCATION : 02h
ANNUAL TIME ALLOCATION: 44h
Targeted Competences: , C13, C42.
Terminal competence: At the end of the course, the student- teacher should be able to solve professional
problem-situations using resources acquired from Educational Policies and Comparative Education
Competences
Basic Professional
Competence
Themes Resources
C42- Amend
educational
practices taking
into account
changes and
innovations
Ideological
evolution of
Cameroon
educational
systems (1960-
1998) and
pedagogy
KNOWLEDGE:
- Presentation of reforms:
 Democratisation of education
(1961);
 Ruralisation of education (1966);
 Bilingualism (1972) ;
 Collective promotion (1975)
 Orientation Law on Education in
Cameroon (1998)
 Reform of functions of the School;
- Impact of each of the reforms on the
Cameroon educational system from 1960-
1998.
SKILLS:
-Present the chronology and the spirit of
reforms of the Cameroon educational
system;
- Analyse the impact of the reforms;
- Use the principles of the reforms to
improve classroom practices;
- Summary notes;
- Presentations and discussions.
Main reforms of the
educational system
since 1998 and
prospective vision
of education in
Cameroon
KNOWLEDGE:
- Historical background, recommendations
and impact of the reforms carried out since
1998 and those in force (linguistic reforms,
pedagogic reforms, reforms on organisation
and class management and enrolment,
reforms on evaluation , reform on co-
curricular activities.)
- Synthesis of reform aspects related to the
development of Basic education; education
in the following strategy documents (SSEF,
DSCE, PN/DIJE, National Strategy of
Development of Information and
Communication Technologies);
- Brief description of the prospective vision
of education in Cameroon by 2015, 2020
and 2035.

Competences
Basic Professional
Competence
Themes Resources
SKILLS:
- Recall the chronology and the spirit of
reforms of the Cameroon educational
system;
- Analyse the impact of the reforms;
- Summary notes;
Study of some
foreign educational
systems.
KNOWLEDGE:
- Brief presentation of Senegal educational
system;
- Brief presentation of Ghana educational
system;
- Brief presentation of Japan educational
system;
SKILL:
Compare the afore-mentioned systems with
Cameroon present day educational system.
- Summary notes;
International
organisations in
charge of education
KNOWLEDGE:
- Definition of abbreviations: UNESCO,
CONFEMEN, ISESCO, PASEC OIF and
Commonwealth;
- Brief presentation of each of the missions,
sphere of competence and means to use.
-Brief presentation of three types of
supports received by Cameroon from each
organisation.
SKILLS:
- Define the above abbreviations:
- Present three types of supports received
by Cameroon from each organisation.
- Propose strategies to exploit maximum
opportunities of support from the above
international organizations.
- Summary notes;

SUBJECT : SCHOOL ADMINISTRATION AND LEGISLATION
LEVEL : TWO-YEAR COURSE. 1st year
WEEKLY TIME ALLOCATION: 1hour
ANNUAL TIME ALLOCATION: 22hours
Targeted Competences: C11, C22, C31, C33
Intermediate Competence: At the end of the first year of the course, the student-teacher should be able to
solve professional problem-situations using resources acquired from General Notions, Administrative Writings
Organisation of Nursery and Primary Schools and Legal framework for the promotion of education.
Competences
Basic
Professional
competences
Themes Resources
I - SCHOOL ADMINISTRATION
C11 -
Plan and
facilitate
learning/teaching
activities
C22 - Work in a
team, collaborate
with the
hierarchy and
the educational
community
Carry out
administrative
duties linked to
class activities
General
introduction
- Knowledge:
-Definition of the concept school administration;
-Importance of school administration in the teaching
profession;
-Activities of school administration.
SKILLS :
-Define the above concept.
-Explain and show the importance of school
administration in the teaching profession;
-Present the duties linked to each activity of school
administration carried out by the class teacher and the
section/level animator.
- Summary notes ;
- Presentations and discussions ;
Administrative
writing
- Knowledge:
- Definition of concepts : Administration,
administrative correspondence/letters, administrative
writing ;
-Principles of administrative writing ;
-Different types of technical and administrative
communication;
- Typography.
Skills :
-Define the above concepts ;
-State the different types of administrative
correspondences
-Present the structure and format of the different
administrative correspondences with respect to their
different destinations
-Conveniently write administrative correspondences.
Suggested Activities;
-Writing of technical and administrative
correspondences

Competences
Basic
Professional
competences
Themes Resources
C33
Sensitise and
accompany the
education
community in the
domain of
environmental
protection
Interact in an
appropriate
manner with
the hierarchy
and other
stakeholders of
the education
community
Organisation
and
functioning
nursery and
primary
schools
Knowledge:
-Hierarchy
- Organs and attributions (functions)
Skills :
-Present the hierarchical organisation in charge of
training ;
-Describe the vertical and horizontal relationship;
-Present the hierarchical organization and functions in
the nursery and the primary school;
-Participate in the functioning of the school.
Suggested Activities :
- Schematic presentation of the organisation and
functioning of the nursery school and the primary
school.
II – SCHOOL LEGISLATION
C31 - Work in
discipline,
respect,
deontology and
professional
ethics
Respect and
comply with the
rules and
regulations in
force
governing the
profession
General
introduction
Knowledge:
- Definition of concepts : school legislation and internal
rules and regulations;
- Elements of school legislation ;
- Major internal rules and regulations of a school ;
- Importance of school legislation and internal rules and
regulations of a school
Skills:
- Define the above concepts ;
- Present elements of school legislation ;
- Explain the importance of school legislation and
internal rules and regulations of a school ;
- Develop internal rules and regulations of a school;
Suggested Activities
- Simulations ;
- Practical situations ;
- Case studies
Legal
framework for
the promotion
of education
Knowledge
- Definition of concepts : Law, public law, legislative
text and regulatory text ;
- Hierarchy of norms or standards ;
- Breach (non respect)of procedure ;
- Different legislative and regulatory texts governing
education in Cameroon.
International Instruments :
 The Universal Declaration of Human Rights
and Citizen,
 The Convention on the Rights of the Child
adopted on 20/11/1989 and ratified on
11/01/1993
 The United Nations Convention on the Rights
of Persons with Disabilities adopted by the
General Assembly on 13 December 2006 and
signed by Cameroon on 1 October 2008;

Competences
Basic
Professional
competences
Themes Resources
 The United Nations Standard Rules on the
Equal Opportunities for Persons with
Disabilities adopted in December 20, 1993;
 Declaration of the Rights of Mentally Retarded
Persons proclaimed by the General Assembly
in its resolution 2856 (XXVI) of 20 December
 African Charter on the Rights and Welfare of
the Child (1990)
Legislative Texts
 Constitution of Cameroon
 Orientation Law on Education in Cameroon,
1998
 Law laying down rules on the organization and
functioning of Private Education in Cameroon
 Penal Code (excerpts relating to the
establishment of Civil status facts )
 Law N ° 2010/002 13/04/2010 on the
protection and promotion of disabled persons
 The Labour Code;
 The organization of the civil status and
provisions related to the status of individuals
Skills
- Present the hierarchy of norms ;
- Explain the notion of breach of procedure;
- Present the different international instruments and
legislative texts on education in Cameroon;
- Establish the link between the texts and the teaching
profession ;
- Apply effectively the texts in the teaching profession.
- Research;
-Simulations ;
- Case studies.

SUBJECT : SCHOOL ADMINISTRATION AND LEGISLATION
LEVEL : TWO-YEAR COURSE. 2nd year
WEEKLY TIME ALLOCATION: 1hour
Targeted Competences: C11, C22, C31, C33
Terminal Competence: At the end of the course, the student-teacher should be able to solve professional
problem-situations using resources acquired from School Administration and Legislation.
Competences
Basic
Professional
competences
Themes Resources
I - SCHOOL ADMINISTRATION
C31- Work in
discipline,
respect,
deontology and
professional
ethics
Interact in an
appropriate
manner with the
hierarchy and
other stakeholders
of the education
community
Decision-
making
Knowledge:
- Decision-making process;
- Steps in decision-making
Skills :
- Define the above concept ;
- Outline the steps in decision-making ;
- Respect the decision-making process.
Attitudinal know-how :
Listening, cooperation, charisma.
- Simulations ;
- Case studies.
C33- Sensitize
and accompany
the education
community in the
domain of
environmental
protection
Manage
resources and
prevent risks and
accidents
Safety in the
school milieu
Knowledge
- Definition of concepts: Safety and insurance.
- Management principles of safety for persons and
school property;
- Prevention and management of emergencies,
catastrophes (accidents, violence, vandalism,
epidemics).
Skills :
- List and put into practice the management
principles of safety for persons and school property.
- Simulations ;
- Case studies.
II – SCHOOL LEGISLATION
C31 - Work in
discipline,
respect,
deontology and
professional
ethics
Respect and
comply with the
rules and
regulations in
force governing
the profession
Legal
framework for
the promotion
of education
Knowledge
 Regulatory Texts
• Decree to lay down the Special Status of Civil
Servants of the National Education Corps
• Decrees on the organization of the Ministries in
charge of nursery, primary and secondary
education,
• Decree on the organization of public schools and
fixing responsibilities of those responsible for school
administration,
• Decree laying down the organization and
functioning of private education in Cameroon

Competences
Basic
Professional
competences
Themes Resources
• Order implementing certain provisions of Decree
No. 2001/041,
• Circular letter No. D/36-01/MINSANTE/CAB
04/01/2011 on the birth certificate (Civil status)
• Circular No. 24/05/C/MINESEC/SG/IGE / OBC / D
/ X DIVE of 11 October 2005 on the organization of
examinations for hearing and visually impaired
candidates;
• Joint Circular Letter No.
34/06/LC/MINESEC/MINAS of 2 August 2006 on
the admission of disabled children and those born
to poor parents with disabilities in public Secondary
Education schools;
• Joint Circular Letter No. 283/07/LC/MINESEC /
MINAS 14 August 2007 on the identification of
disabled children and those born to poor parents
with disabilities enrolled in public secondary schools
and their participation in official examinations l;
• Joint Circular Letter No. 08/0006/LC/MINESUP /
MINAS of 8 July 2008 on the strengthening of the
improvement of reception conditions and
supervision of students with disabilities or
vulnerable
• Joint Circular Letter MINATD / MINTP / MINDUH /
MINAS of 16/07/2013 relating to access of disabled
to public infrastructure and buildings or open to the
public;
• The organization of examinations and concours
(CAPIEMP, FSLC, CEP, Common Entrance into
form one and first year technical;
• Organization and functioning of APPS (Co-
curricular activities).
Skills
- Present the hierarchy of norms ;
- Explain the notion of breach of procedure;
- Present the different international instruments and
legislative texts on education in Cameroon;
- Establish the link between the texts and the
teaching profession ;
- Apply effectively the texts in the teaching
profession.
- Documentary Research;
-Simulations ;
- Case studies.

SUBJECT : PEDAGOGIC SUPERVISION
NIVEAU : TWO-YEAR COURSE 1st year
WEEKLY TIME ALLOCATION: 01 hour
Targeted competence: C22
Intermediate competences: At the end of the first year, the student- teacher should be able to solve
professional problem-situations using resources acquired from General Notions, Organisation of a training
session, Pedagogic Animation and Class or School visit.
Competences
Basic professional
Competences
Themes Resources
C22- Work in a
team,
collaborate with
the hierarchy
and the
education
community
.
Solve problem-
situations using the
principle of respect of
hierarchy.
Solve problem-
situations by integrating
knowledge from follow
up and evaluation
activities
Solve problem-
situations on the bases
of true collaboration and
mutual respect for the
education community
Solve
problem situational
based on
sincerecollaboration
and of the mutual
respect with the
educative community.
General
Introduction
KNOWLEDGE:
-Origin and importance of pedagogic
supervision;
-Goals, objectives and attributions of
pedagogic supervision;
-Activities of Pedagogic supervision:
Accompanying activities ( pedagogic day,
collective lesson, demonstration or model
lesson, pedagogic animation, pedagogic
assistance. etc);
Evaluation activities (class/school visit ,
inspection, auditing in administrative structures
and schools);
-The domains of pedagogic supervision
(Administration, pedagogy, Co-curricular
activities …);
-Actors of the pedagogic supervision chain in
relation to territorial competence ( national,
regional or local ) and in relation to their
attributions ( IGP, NPI, RIC,RPI,PA, Sub-Div.
inspector, PA, HT of schools, LH);
- Supervision procedures (observation,
analysis, assistance, evaluation).
Skills:
-Define the above concept and the importance
of pedagogic supervision;
-Present a historical view of pedagogic
supervision;
-State the goals, objectives and the attributions
of pedagogic supervision;
-State pedagogic supervision activities ;
-Identify the domains of pedagogic supervision;
-Present the actors of the pedagogic
supervision chain;
-Present the procedure of supervision activities
;
-Use appropriate pedagogic supervision
concepts in context.
Attitudinal Know-How:
-Develop a spirit of listening, intellectual
humility, receptive, open-minded and flexible.
Suggested Activities:-Extract from

Competences
Basic professional
Competences
Themes Resources
MINEDUB Organisational chart (organigram )
notions of pedagogic
supervision and it‟s attributions;
-Practical situations on the general structure of
pedagogic supervision, its attributions and its
functions.
Organization
of a training
session
Knowledge:
-Activities to be carried out before training (
preliminary information, preparation of the
session);
-Activities to be carried out during the session (
availability of training documents/materials
,involvement of different actors);
-Activities to be carried out after the session
(follow-up).
Skills:
-Describe the activities to be carried out before
the training session;
-Present the activities to be carried out during
of the session;
-Determine the activities to be carried out after
the session.
-Prepare and animate a training session.
Suggested Activities:
-Designing an organizational plan of a training
session.
Pedagogic
animation
Knowledge:
-Forum of pedagogic animation: pedagogic
seminars, sample lessons,
UNAPED(Association of primary school
teachers), UNIMAT (Association of nursery
school teachers);
-Activities to be carried out before pedagogic
animation;
-Activities to be carried out during the training
session;
-Activities to be carried out after the training
session.
Skills:
a pedagogic animation ;
the training session;
-State the activities to be carried out after the
session
-Determine the criteria to appraise lessons.
- Improve on his practices, prepare and
facilitate a pedagogic animation session.

Competences
Basic professional
Competences
Themes Resources
- Preparation of pedagogic animation
(planning, information modalities for actors,
designing animation forms… )
-Simulation and appraisal on pedagogic
animation sessions
-Simulations on sample lessons;
-Follow-up.
Pedagogic
assistance
Knowledge:
-Activities to be carried out before pedagogic
assistance ( preliminary information on those to
be assisted, preparation of the session);
-Activities to be carried out during the session;
-Activities to be carried out after the session.
Skills:
pedagogic assistance;
the assistance;
-Determine the activities to be carried out after
the session;
-improve on his practices, prepare and facilitate
a pedagogic assistance.
-Preparation of pedagogic assistance
(preliminary meetings, data collection…);
-Simulation;
- Designing follow-up forms.
Class and
school visit
Knowledge:
-Definition and objectives of a visit;
-The types of visits;
-The activities to be carried out before, during
and after the visit of an educational structure.
Skills:
-Identify the educational structures to be
visited;
-Differentiate the types of visits and
determine the activities to be carried out
before, during and after the visit of the
structures.
- Design forms for visits to educational
structures;
-Simulation on the visits of the structures.

SUBJECT : PEDAGOGIC SUPERVISION
NIVEAU : TWO-YEAR COURSE 2nd year
WEEKLY TIME ALLOCATION: 01 hour
Targeted competence: C31, C41
Terminal competences: At the end of the course, the student- teacher should be able to solve professional
problem-situations using resources acquired from Pedagogic Supervision and any other relevant resources.
Competences
Basic professional
Competences
Themes Resources
Pedagogic
team,
education
team and
education
community
Knowledge:
-Definition and importance of pedagogic team,
education team and education community;
-Composition and role of different members;
-Conditions for a smooth functioning of the
education team.
Skills:
-Define and give the importance of the
educative team;
-Present the composition and role of the
different members of the educative team;
-Determine the conditions of its smooth
functioning;
-Improve student performance due to
concerted actions of all the members.
Attitudinal Know-How:
-be honest and objective.
-Design educational projects with the aid of the
pedagogic team.
C31- Work in
discipline,
respect
deontology and
professional
ethics.
Solve professional
problem-situations
using deontology and
professional ethics
rules.
Pedagogic
Inspection
Knowledge:
-Definition of Pedagogic Inspection;
-Importance of Pedagogic Inspection in
schools ;
-Types of Pedagogic Inspections;
-The inspection of a Head teacher (as an
administrator or as a teacher) and a class
teacher;
-The Inspection plan/schedule;
- Inspection form.
Skills:
-Define Pedagogic Inspection;
-Determine the objectives and the importance
of Pedagogic Inspection in schools ;
-Present the types of Pedagogic Inspection;
-Present the Inspection plan/schedule;
-Describe and state the elements of an
inspection form;
-Improve on his practices taking into account
national expectations.
-Study the regulatory texts in relation with
pedagogic Inspection;

Competences
Basic professional
Competences
Themes Resources
-Discussions on elements of an inspection
form;
-Simulation on the different types of
Inspections.
C41- Analyze
students‟
results and
class
performance to
evaluate
pedagogic
practices.
Self-evaluation Knowledge:
- Self-evaluation variables on the educational
activities of teachers (exploitation of reports
from inspections, class visits, etc.);
-Variables for the analysis of students‟ results
(educational performance, attendance rate,
result curves etc);
-Data analysis related to teachers‟ activities in
order to apply remedial strategies.
Skills:
- Define the variables of self-evaluation;
- Define the variables for the analysis of
students‟ results;
-Update and improve his practices.
-Design instruments to analyse students‟
results and class performance ;
-Use an inspection form to appraise lessons.

SUBJECT: PHILOSOPHY OF EDUCATION
LEVEL : TWO YEAR COURSE 1st year
WEEKLY TIME ALLOCATION : 01 hour
TARGETED COMPETENCES: C11; C12; C13; C22.
INTERMEDIATE COMPETENCE: At the end of the first year, the student-teacher should be able to solve
problem- situations using his resources in General notions, aims of education in Cameroon, goals,
possibilities, training, schooling and culture.
Competences
Basic professional
competences
Themes Resources
C11-Plan and
facilitate
learning/teaching
activities Solve problem-
situations in
planning and
animating
teaching/learning
activities using
resources related to
general notions and
aims of education
General
introduction
KNOWLEDGE :
-Definition of concepts: Aims, Objectives,
Philosophy of Education ;
- Theoretical bases of Philosophy of education;
- Importance of Philosophy of Education in the
training of student-teachers ;
- Process of philosophical reasoning
SKILLS :
- State the theoretical basis of Philosophy of
Education;
- Explain the importance of Philosophy of
Education in the training of the student-teachers ;
- Integrate and apply the process of philosophical
reasoning.
SUGGESTED ACTIVITIÉS
- Documentary research ;
- Summary notes ;
Aims of
education in
Cameroon
KNOWLEDGE:
- Definition of the concept Aims of education;
- Conversion of an educational policy into aims of
education and objectives.
- Aims of education and their philosophical bases.
SKILLS:
- Define the concept aims of education;
- Convert an educational policy into aims of
education and objectives;
- State and explain the aims of education and
their philosophical bases;
- Integrate and apply the above concepts in the
professional context.
-Documentary research ;
- Summary notes ;
Presentations and discussions
C12 – Organize
class work
according to
various situations
adapted to
teachers
Solve problem-
situations using
aims and
possibilities of
education
The problem
of aims and
possibilities
of education
KNOWLEDGE
- Definition of concepts :Aims of education aims
and possibilities of education ;
- Aims of education (Individual, social and
humanitarian aims etc.);
- Possibilities of education.

Competences
Basic professional
competences
Themes Resources
SKILLS :
- Define of the above concepts ;
- Establish a link between daily-life situations with
the aims and possibilities of education.
- Summary notes ;
C13- Produce
and use
appropriate
monitoring/
supervision,
evaluation and
remedial
education
mechanism Work in a team to
solve problem-
situations using
principles of culture,
democracy, peace,
social cohesion and
environmental
protection
Education,
Training and
schooling
KNOWLEDGE :
Available definitions in General Pedagogy.
SKILLS :
- Establish a link between education and training ;
- Establish a link between education and
schooling.
Documentary research ;
- Summary notes ;
- Presentations and discussions
C22- Work in a
team, collaborate
with the hierarchy
and the education
community
Education
and culture
KNOWLEDGE :
- Definition of concepts : culture, cultural identity,
National language and national culture;
- Promotion of cultural identity, national languages
and national culture in Cameroon.
SKILLS :
- Establish a link between the concepts taking into
account the school realities in Cameroon.
Documentary research ;
- Summary notes ;
- Presentations and discussions

SUBJECT: PHILOSOPHY OF EDUCATION
WEEKLY TIME ALLOCATION : 01 hour
TARGETED COMPETENCES: C22, C31; C33.
TERMINAL COMPETENCE: At the end of the course, the student-teacher should be able to solve problem-
situations using his resources acquired from Philosophy of Education.
Competences
Basic professional
competences
Themes Resources
C22- Work in a
team, collaborate
with the hierarchy
and the education
community
Work in a team to
solve problem-
situations using
principles of culture,
democracy, peace,
social cohesion and
environmental
protection
Education and
democracy
KNOWLEDGE :
- Definition of concepts :
democracy ,freedom, equality and
equity ;
- Promotion of democratic culture in
Cameroon educational system.
- SKILLS :
- Establish a link between the concepts
taking into account school realities in
Cameroon.
- Integrate and apply democratic culture in
classroom management.
- Summary notes ;
C31-Work in
discipline,
respect,
deontology and
professional
ethics
Education, peace
and social
cohesion
KNOWLEDGE :
- Definition of the concepts : peace and
social cohesion ;
- Ideologies related to culture of peace and
social cohesion;
- Role of the school in the promotion of
peace and social cohesion.
SKILLS :
taking into account the school realities in
Cameroon;
- Resolve conflicts by integrating notions of
social cohesion.
- Summary notes ;
C33-Sensitize
and accompany
the education
community in the
domain of
environmental
protection
Education and
Sustainable
development
KNOWLEDGE :
- Definition of concepts : sustainable
development and environmental
protection;
- Educational stakes and sustainable
development;
- Some promotional approaches of
sustainable development in school.

Competences
Basic professional
competences
Themes Resources
- SKILLS
- Define the above concepts.
taking into account school realities in
Cameroon;
- State and explain educational stakes and
the promotion of sustainable development
in Cameroon;
- Integrate the notion of sustainable
development in the management of the
school environment.
- SUGGESTED ACTIVITIES
- Summary notes ;

SUBJECT: SOCIOLOGY OF EDUCATION
WEEKLY TIME ALLOCATION: 01 hours
ANNUAL TIME ALLOCATION: 22 hours
Targeted competences: C11, C12; C13.
Intermediate competence: At the end of the first year, the student- teacher should be able to solve
professional problem-situations using resources acquired from general notions, school, institution, social
organisation of the school, sociological factors of school success or failure and cultural heritage.
Competences
Basic
Professional
competences
Themes Resources
C11 – Plan and
facilitate teaching
/learning activities
Solve problem-
situations using
elements of
Sociology of
Education
General
introduction
KNOWLEDGE:
-Definition of concepts: Educational Sociology and
school sociology;
-Importance and interest of this subject in the
training of student teachers;
-Components of educational sociology (language,
customs ,tribe, race, religion, cultural identity);
SKILLS:
-Define the above concepts;
-State the importance and interest of this subject in
the training of student teachers;
-State the components of educational sociology
(language, customs, tribe, race, religion, cultural
identity, etc);
-Conveniently use the defined concepts in different
pedagogic situations;
-Explain and justify the importance of Educational
sociology to a primary and nursery school teacher.
ATTITUDINAL KNOW-HOW:
-Be patriotic, cooperative and have a sense of
general interest.
- Summary notes;
-presentations and discussions.
C12 – Organise
class work
according to
various situations
adapted to
learners.
School as
an institution
KNOWLEDGE:
-Different schools of thought on the school as an
institution and as an educational structure;
-Definition of types of schools: Formal education
Institution, Informal education Institution, Non formal
education Institution;
-Presentation of sociological theories related to the
theme.
SKILLS:
-Clearly describe the different schools of thought on
the school as an institution and as an educational
structure;
-Define and compare some types of schools;
-Present sociological theories related to the theme.
-Make use of theories and ideas identified in
pedagogic situations.

- Summary notes;
-Presentations and discussions.
School as a
social
Organisation
KNOWLEDGE:
-Definition of concepts: Social organisation and
education community;
-Structure, principles and theories related to the
standard functioning of a social organisation;
-Role of the education community in the functioning
of a school.
SKILLS:
Define the above concepts;
-Describe structure, principles and theories related
to the standard functioning of a social organization;
-Justify that a school is a social organization for the
acquisition of values;
- Describe the role of the education community in
the functioning of a school;
-Analyse the role of the school as a social
organisation in the education of the community.
- Summary notes;
Sociological
factors of
school
success or
failure in
Cameroon
KNOWLEDGE:
-Definition of concepts: School success, School
failure, school dropout;
-Some theories on the above concepts;
-Some sociological factors of school success or
failure in Cameroon.
SKILLS:
-State and develop some existing theories on
school success, failure and drop out.
-Develop some sociological factors of school
success or failure in Cameroon.
-Analyse the causes and consequences of school
drop out in the community where the school is
located.
-Exploit basic environmental elements and
innovations to improve on teaching.
-Presentations and discussions;
-Case study;
-Problems solving.
C13 - Produce
and use
appropriate
monitoring /
supervision,
Cultural
heritage and
education
KNOWLEDGE:
-Definition of the concepts Cultural heritage and
school performance.
- Related theories on cultural heritage and school
performance.

evaluation and
remedial
educational
mechanisms
SKILLS:
-Summarise theories related to cultural heritage and
school performance;
- Explain the influence of cultural heritage on school
performance;
-Facilitate the family-school relationship to solve
performance variation problems in his classroom or
school.
Documentary research;
- Summary notes;

SUBJECT: SOCIOLOGY OF EDUCATION
LEVEL : TWO-YEAR COURSE 2nd year
ANNUAL TIME ALLOCATION: 22 hours
Targeted competences: C22; C31.
Terminal competence: At the end of the course, the student- teacher should be able to solve professional
problem-situations using resources acquired from Sociology of Education.
Competences
Basic
Professional
competences
Themes Resources
C22 – Work in a
team collaborate
with the hierarchy
and the
educational
community.
Work in a team to
solve problem
situation using
resources related
to social
interactions,
stratification,
mobility,
socialization and
social class
reproduction.
Education and
social
interactions
KNOWLEDGE:
-Definition of concepts: Social interaction and
interrelation.
- Theories related to social interactions;
- Interactions between the school and the
education community in Cameroon, and their
impact on the functioning of the school.
SKILLS:
- State the different theories related to social
interactions;
- State the interactions between the school and
the education community in Cameroon, and their
impact on the functioning of the school.
-Solve problem-situations encountered in
teaching.
- Summary notes;
Education and
social
stratification
KNOWLEDGE:
-Definition of concepts: Social stratum, social
stratification and social class;
-Theories related to social stratification;
- Contribution of education to social stratification.
SKILLS:
-State and explain theories related to social
stratification;
- Show the contribution of education to social
stratification.
-Apply pertinent theories to solve professional
problem-situations he will face in carrying out his
function.
- Summary notes;
Education and
socialisation
KNOWLEDGE:
-Definition of the concept socialisation ;
- Significant theories related to child
socialisation;

- Contribution of the school to socialisation.
SKILLS:
Define the above concept.
-Apply relevant theories to solve professional
function.
-Show the contribution of the school in
socialisation.
- Summary notes;
C31- Work in
discipline,
respect,
deontology and
professional
ethics
Education and
Social Mobility
KNOWLEDGE:
-Definition of the concepts social mobility and
social ascension;
-Theories related to social mobility;
- Contribution of the school to social mobility;
SKILLS:
- Apply the significant theories of social mobility in
his classroom practices;
- Show the contribution of the school in social
mobility.
- Summary notes;
-Presentations and discussions..
School as an
institution of
reproduction of
social classes
KNOWLEDGE:
-Definition of the concepts: reproduction of social
classes and social reproduction;
-theories related to social reproduction of social
classes (Bourdieu and Passeron) ;
-Role of the school in the reproduction of social
classes.
SKILLS:
- Apply relevant theories to solve professional
function.
- Show the contribution of the school in the
reproduction of classes.
- Summary notes;

SUBJECT : DEONTOLOGY AND PROFESSIONAL ETHICS
WEEKLY TIME ALLOCATION : 01hour
Targeted Competences: C11, C22.
Intermediate Competences: At the end of the first year, the student-teacher should be able to solve
professional problem-situations using resources acquired from general notions, rights and obligations of a
teacher.
Competences
Basic Professional
Competences
Themes Resources
C11 – Plan and
facilitate
teaching/learning
activities.
Solve problem-
situations
respecting ethical
rules and
deontology of the
profession
General
Introduction
Knowledge:
Definition of concepts: Deontology, Morals and
professional ethics.
Skills:
- Explain the importance, objectives and
components of deontology and professional
ethics
- identify, use and establish the link between the
concepts.
- Documentary research,
- Analytical work to bring out the relevance of the
subject;
- Identification and formulation of significant
problem- situations related to the subject;
- Brainstorming on moral and ethical issues.
C22 -
Work in a team,
collaborate with
the hierarchy and
the education
community
Rights and
obligations of a
teacher
Knowledge:
- Essential obligations of a teacher vis-à-vis
himself, students, parents, colleagues, hierarchy,
community and state;
- Basic rights of a teacher vis a vis himself,
students, parents, colleagues, hierarchy,
community and State.
Skills :
- State the rights and obligations of a teacher
from the horizontal and vertical perspective in
view of harmonizing the interpersonal
relationship;
- Integrate the normative principles in his daily
behaviour;
Attitudinal know-how:
- Demonstrate humility, honesty, openness, self-
sacrifice, dedication and transcendence.
- Simulation ;
- Role- play;
- Case study;
- Problem solving.

SUBJECT : DEONTOLOGY AND PROFESSIONAL ETHICS
LEVEL : ONE-YEAR COURSE
Targeted Competences: C31, C42
Terminal Competences: At the end of the course, the student-teacher should be able to solve professional
problem-situations using resources acquired from Deontology and professional ethics resources.
Competences
Basic Professional
Competences
Themes Resources
C31- Work in
discipline, respect,
deontology and
professional ethics.
Duties and
qualities of
a teacher
Knowledge:
- Duties assigned to a teacher in his profession;
- Professional consciousness of a teacher, its importance and
elements (the exigencies of the profession, mastery of
contents…)
- Qualities of a teacher (appearance, intellectual and moral
qualities).
Skills:
- Identify and define the duties entrusted to a teacher in his
profession (Teach, Communicate, Educate, analyze and
Regulate);
- Define precisely professional consciousness of a teacher and
state its elements;
- Highlight the importance of professional consciousness;
- Identify and explain the qualities of a teacher;
- Integrate and apply these principles into his profession
practices taking into account contemporary challenges (fight
against corruption, sexual harassment, etc.)
- Simulation ;
- Role-play ;
- Case study;
- Problem solving.
C42- Amend
educational
practices taking
into account
changes and
innovations
Solve problem-
situations in a
working group
adopting reactive,
proactive and
retroactive attitudes
Self-
regulation
Knowledge:
- Definition of concepts: retroactive, reaction, proactive,
feedback, questioning, self-training and remedial strategies.
Skills:
-Integrate and illustrate all these principles to improve on
professional practices;
- Present the necessity to update his knowledge to improve on
professional practices;
-Carry out research for self-training;
-Be autonomous (creativity).
-Simulation;
-Role- play;
-Case studies;
-Problem-solving.

SUBJECT : INTRODUCTION TO STATISTICS
APPLIED TO EDUCATION
Intermediate competence: At the end of the first year, the student-teacher should be able to solve
professional problem-situations using the knowledge acquired from general notions, different types of
measurement scales or data, frequency distribution and data representation.
Competences
Basic professional
competences
Themes Resources
C41- Analyse
students‟ results
and class
performance to
evaluate
pedagogic
practices.
Solve problem-
situations using
mathematical
language and
symbols applied to
statistics.
General
introduction
Knowledge:
-Definition of concepts:
statistics, descriptive statistics, inferential
statistics, constant parameter, variable
(continuous, discrete, dichotomous), score,
population, sample, index, hypothesis, test,
pre-test, post-test.
- Pre-requisite notions in mathematics: the
notion of addition; the notion of products;
mathematical signs and symbols etc.
- objectives of statistics
- Importance of statistics in teaching.
- Principles of statistics: objectivity, accuracy,
reliability, etc.
Skills:
- Define the above-mentioned concepts and
establish the link between them.
-Explain and use mathematical signs and
symbols, the notions of addition and product;
- Present the objectives and importance of
statistics
- Present the principles of statistics.
- Documentary research.
Different types of
measurement
scales or data
Knowledge:
-Types of measurement scales or data
(nominal, ordinal, interval, proportional) ;
skills:
-State and define the different types of
measuring scales or data
- Research
- Practical exercises
Solve problem-
situations using
data representation,
graphical analysis
and interpretation.
Frequency
distribution
Knowledge:
Maximum score, minimum score, range,
observations, frequency, cumulative
observations, cumulative frequency
- class interval, class size, class mid-point
-lower and upper class limits
-Lower and upper class boundaries
skills :

-Define and explain the above concepts
-Use them in varied situations
Data representation
Knowledge :
- Tables, bar charts and pie charts,
histograms
- Frequency polygon, frequency curves.
skills :
- Establish a distribution table of frequencies
following the type of variable;
- Explain the different forms of representation
of statistical data;
-Represent statistical data in different forms
- Convert the data from a distribution table to a
graph and vice versa.

SUBJECT : INTRODUCTION TO STATISTICS
APPLIED TO EDUCATION
LEVEL : TWO-YEAR COURSE 2nd year
Terminal competence: At the end of the course, the student-teacher should be able to solve professional
problem-situations using resources acquired from Introduction to statistics applied to education.
Competences
Basic
professional
competences
Themes Resources
C41- Analyse
students‟ results
and class
performance to
evaluate pedagogic
practices.
Solve problem-
situations
involving
analysis and
interpretation of
data from
numerical
indicators.
Measurements
of central
tendency
Knowledge:
- mode, median, mean;
- Mode (case of ungrouped data and case of grouped data);
- Median (case of ungrouped data and case of grouped
data);
- Mean (case of ungrouped data and case of grouped data).
skills :
- Define and explain the concepts through calculations;
- Conveniently use the concepts in varied situations.
Relative
position
indicators
Knowledge:
- Quartiles (case of ungrouped and case of grouped
data);
- Deciles (case of ungrouped and case of grouped
data) ;
- Percentiles (case of ungrouped and case of grouped
data) ;
- Percentile ranks.
skills :
-Conveniently use the concepts in varied situations
Measurements
of dispersion
knowledge:
- Range and mean deviation;
- Variance and standard deviation;
- Variation coefficient;
- Interpretation of the standard deviation.
Skills :
- Conveniently apply the concepts in varied situations;
- interpret and correctly find standard deviation in varied
situations.
-Be rigorous, methodical and integrate a scientific approach
in solving statistical problems.
NB: this attitudinal know-how is transversal to all levels of
competences.

RECOMMENDATIONS FOR TWO-YEAR AND THREE-YEAR COURSES
The service in charge of Studies should make sure that the program for didactics subjects
for Two-year and Three-year courses be shared according to levels in the Departmental councils
taking into consideration pedagogic organisation specific to each Teacher Training College( TTC) .
Evaluation for didactics should take theoretical and practical dimensions. Written tests or
examinations takes 60% of the didactics marks, while practicals (group work of maximum six
members, writing of lesson notes , simulation and appraisal) represent 40% of the marks.
SUBJECT : DIDACTICS OF NURSERY EDUCATION
LEVEL: TWO-YEAR COURSE, First and Second year
ANNUAL TIME ALLOCATION : 22hours
Target Competences: C11, C12, C32, C13, C42.
Terminal Competence: At the end of the first year, a student-teacher should be able to solve professional
problem-situations using resources acquired from Didactics of Nursery Education
Competences
Basic
professional
competences
Themes Resources
C11 - Plan and
facilitate learning/
teaching activities
Solve problem-
situations using
basic skills
acquired from the
Didactics of
nursery school
activities
General
introduction
Knowledge :
-Definitions of concepts: nursery didactics,
activities, pre-school or pre-nursery, project
pedagogy and play.
- National syllabuses for Nursery schools in
Cameroon;
- The Importance of Didactics in nursery school
-Objectives of the Didactics of nursery school
activities ;
-Classroom setting in nursery school (corners,
work-shops decoration etc…)
- Daily schedule in nursery school
Skills
-Define the above concepts ;
-Describe the structure of National syllabuses for
nursery schools in Cameroon;
- State the importance of nursery school
didactics
-State and explain the objectives of the didactic of
nursery school activities;
-Describe Classroom setting in the nursery school;
-Draw up the daily schedule in the nursery school.
-Identification of problem- situations.
C12 - Organize
class work
according to
various situations
Solve problem-
situations using
characteristics of
the different
activities of the
nursery school
characteristics
of pre-
education
Knowledge:
-Characteristics of Nursery One and Nursery two
kids (cognitive, psychomotor and socio-affective) ;
-Reception in the nursery school (how to receive
kids? Why do we receive or welcome kids? When
do we receive them?);
-Types of pre-school pedagogy (use of daily-life

Competences
Basic
professional
competences
Themes Resources
adapted to
learners
C32 -Participate
in the conception
and the
realization of
socio-educative
activities
C13 - Produce
and use
appropriate
monitoring,
supervision,
evaluation and
remedial
education
mechanism.
C42 - Amend
educational
practices taking
into account
changes and
innovations.
activities, project pedagogy, play method)
-Principles of managing the environment and
organising pre-learning activities in nursery
schools;
-Specific forms of evaluation of learning in the
nursery school
Skills:
-Describe the characteristics of Nursery One and
Nursery Two kids;
-State and explain how to organise the reception of
kids in the nursery school;
-Adapt the types of pedagogy to various situations
and activities in the nursery school;
-Apply principles of managing the environment and
organising pre-learning activities in nursery
schools;
-State and explain the specificity of evaluation of
learning in nursery schools;
Suggested activities
-Identification of problem- situations.
Domain of
activities
predominantly
based on
expression
Knowledge ;
-Definition of concepts : oral expression and
expression by gesture;
- Psychological considerations;
-General objectives;
-Specific objectives;
-Content of activities under oral expression,
expression by gesture and initiation to oral and
written language;
-Methodology of oral expression activity for Nursery
One and Nursery Two;
-Methodology of gesture expression activity for
Nursery One and Nursery Two;
-Methodology of initiation to oral and written
language for Nursery One and Nursery Two;
- General activity plan and structure of individual
activity notes.
Skills :
-Define the above concepts;
-State and explain the psychological
considerations, general objectives, specific
objectives of each activity;
-Use the activities under expression domain and
draw up general activity plan and structure of
individual activity notes.
-Proposal of exercises to discriminate concepts;

Syllabuses ttc two year course

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