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

Abstract

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