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The Reference Guide to Civic Education and National Integration for Cameroon

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The Reference Guide to Civic Education and National Integration for Cameroon REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON Paix-travail-Patrie Peace-Work-Fatherland ---------- ---------- MINISTERE DE LA JEUNESSE ET DE MINISTRY OF YOUTH AFFAIRS AND L’EDUCATION CIVIQUE CIVIC EDUCATION ---------- ---------- CABINET DU MINISTRE MINISTER’S CABINET ---------- ---------- THE REFERENCE GUIDE TO CIVIC EDUCATION AND NATIONAL INTEGRATION FOR CAMEROON 1 June 2013 2 CONTENTS LIST OF TABLES........................................................................................................... LIST OF ABBREVIATIONS AND ACRONYMS....................................................................................4 EXECUTIVE SUMMARY........................................................................................................................6 INTRODUCTION......................................................................................................................................8 CONTEXT AND JUSTIFICATION.........................................................................................................9 Methodology.............................................................................................................................................10 LITERATURE REVIEW...............................................................................................................11 CHAPTER I THE CONCEPTUAL FRAMEWORK OF THE ELABORATION OF THE REFERENCE DOCUMENT...................................................................................................................13 1.1CLARIFICATION OF THE CONCEPTS.........................................................................................13 1.1.1 Reference guide...................................................................................................13 1.1.2 Civic Education....................................................................................................13 1.1.3. National integration............................................................................................13 1.2. THEORETICAL APPROACHES FOR THE DRAFTING OF THE REFERENCE DOCUMENT............................14 1.2.1 Content Approach................................................................................................14 1.2.2 The Objective Approach.......................................................................................14 1.2.3. The approach by competences...........................................................................14 1.3. THE CHOICE OF THE APPROACH BY COMPETENCES..................................................................14 1.3.1 The notion of competence...................................................................................14 1.3.2 Levels of competence..........................................................................................14 1.3.2.5 The other competences....................................................................................18 CHAPTER II: FIELD OF IMPLEMENTATION OF THE REFERENCE GUIDE ..........................20 II.1. FORMAL EDUCATION.........................................................................................................20 II.2. NON-FORMAL EXTRA-CURRICULAR EDUCATION.......................................................................20 II.3. Extracurricular informal education.........................................................................20 CHAPTER III. IDENTIFICATION AND CONSTRUCTION OF FIELDS AND TARGET GROUPS ....................................................................................................................................................................22 III.1 DELIMITATION OF CIVIC EDUCATION AND NATIONAL INTEGRATION FIELDS .....................................22 III.1.1 Citizenship and social integration........................................................................22 III.1.2. Citizenship and cultural integration ...................................................................22 III.1.3. Citizenship and economic integration................................................................23 III.1.4. Citizenship and political integration...................................................................23 III.1.5. Citizenship and national integration...................................................................23 III.2. CATEGORISATION OF ACTORS ...........................................................................................24 III.2.1. Trainers .............................................................................................................24 III.2.2 Learners..............................................................................................................24 III.2.3. Supervisors and coordinators.............................................................................25 CHAPTER IV. WAYS OF ADMINISTERING KNOWLEDGE..........................................................26 3 IV.1 APPLICABLE PEDAGOGIES...................................................................................................26 IV.1.1 Traditional pedagogies........................................................................................26 IV.1.2 Active pedagogies...............................................................................................26 IV.1.3. Learning-centred pedagogies (apprenticeship)..................................................26 IV.1.4 Social Learning Theory (SLT)...............................................................................28 IV.2 METHODS OF TEACHING....................................................................................................29 IV.2.1 Methods Applied to informal education...............................................................30 IV.2.2 Methods applicable to formal Education..............................................................32 IV.2.3. The methods applicable to informal education...................................................33 CHAPITER V. THE CONTENT WITH TYPES OF EDUCATION....................................................41 V.1. THE CONTENT OF FORMAL EDUCATION................................................................................41 V.1.1. General basic competences...............................................................................41 V.1.2. Educational domain.............................................................................................41 V.2. THE CONTENT OF EXTRA-CURRICULAR EDUCATION..................................................................41 V.2.1. General basic competences................................................................................41 V.2.2. Specific competences..........................................................................................41 V.3. THE CONTENTS OF INFORMAL EDUCATION.............................................................................44 V.3.1. Basic general competences for Civic Education and National Integration for informal education........................................................................................................44 V.3.2. Specific competence...........................................................................................44 CHAPTER VI. METHODS OF EVALUATION IN TERMS OF COMPETENCES.........................47 VI.1. MINIMUM STANDARDS...................................................................................................47 VI.2. DEVELOPMENT STANDARDS............................................................................................47 CHAPTER VII. CONDITIONS FOR THE SUCCESSFUL IMPLEMENTATION OF THE REFERENCE GUIDE AND FOLLOW-UP AND EVALUATION PILOT MECHANISM...............48 VII.I. CONDITIONS FOR THE SUCCESSFUL IMPLEMENTATION OF THE REFERENTIAL.................................48 VII.I.I. General intervention strategy.............................................................................48 VII.1.2. Specific intervention strategy...........................................................................48 VII.2. PILOT, FOLLOW-UP AND EVALUATION MECHANISM ................................................................49 VII.2.1. National Council for Civic Education and National Integration (NCCENI)...........49 VII.2.2. Permanent Technical Secretariat ......................................................................49 CONCLUSION.........................................................................................................................................51 4 LIST OF TABLES Table 1 : Table 2 : Table 3 : Table 4 : Table 5 : Table 6 : Table 7 : 5 LIST OF ABBREVIATIONS AND ACRONYMS APC Approach by Competences CNYC Cameroon National Youth Council CONAC National Anti-Corruption Committee ENAM National Advanced School of Administration and Magistracy FAO United Nations Food and Agricultural Organisation FENASSCO National Federation of School Sports HIV/AIDS Human immune deficiency virus/Acquired immune deficiency Syndrome HR Human resources ICT Information and Communication Technology IMF International Monetary Fund MINAS Ministry of Social Affairs MINEDUB Ministry of Basic Education MINEFOP Ministry of Employment and Vocational Training MINESEC Ministry of Secondary Education MINESUP Ministry of Higher Education MINJEC Ministry of Youth Affairs and Civic Education MINPROFF Ministry of Women’s Empowerment and the Family MINSANTE Ministry of Public Health NCCENI National Council for Civic Education and National Integration NCSPD National Civic Service for Participation in Development NGO Non-Governmental Organisation PTA Parents-Teachers
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