Strategies for Managing School Flow in the Primary Cycle and Relationship to Students' Knowledge in the Cameroonian Context: Didactico-Critical Perspective and Perspectives

Abstract

The issue of school flow is a central concern in the educational policies and strategies implemented in Cameroon. The aim of this study is to study the impact of government strategies for managing school flow on pupils' performance in primary school, based on a study conducted in the city of Garoua. The objective is to examine the limits of infrastructural, financial and even pedagogical mechanisms in order to envisage prospects for improving the relationship to knowledge of students. Our methodological approach was based on a qualitative approach with the use of the interview guide administered to 8 randomly selected teachers from the city of Garoua. The analysis reveals that government strategies for managing the flow have little impact not only on the quality of education in our country, but also on student performance. There is therefore an urgent need to improve the existing pedagogical technical platform, to dwell on the didactic relationship between a learner and the object of the knowledge to be transposed, without forgetting to redefine the selection criteria for educational inspectors.