Development of an Implement Capable to Ease the Practising of Culinary Activities in General Secondary High School in Cameroon: Case Study of the Francophone Subsystem of Education

Abstract

The present research aims to develop a framework that facilitates the experience of culinary practices in secondary schools of general education in Cameroon. To do this, work was carried out in the field and indoors during the month of January. The field work dealt with the collection of various information and with the practicing. Indoors work for its own helped to plan the work and to write the final manuscript. Thus, the Departments of National Language and Culture, Social and Family Economy, German, Chinese and Spanish, have inscribed culinary practices in their respective approaches. These practices take place between the end of the first and the beginning of the second term. Overall, these activities are repeated at least twice a year. They arouse the adhesion of many pupils of the levels concerned. Their traditional experience disturbs both the tranquility of the parents and that of the personals of schools concerned by this approach. The parents help their respective children to pay the necessary contributions for the realization of this activity. The flaws in the experience of these activities are responsible for the discomfort among the parents of children in the Year Three and Year Four levels, and much more so in the second literary cycle (Year Five, Year Six, and Year Seven levels, A4). An interdisciplinary approach can make it possible to bring together all the educational departments concerned around a single culinary practice. To support this activity, the schools concerned must dedicate one day a year to this practice; this day, then considered as an open day, will allow children to present to their parents, friends and guests, their degree of acquisition and integration of the multidisciplinary knowledge received.