The Contribution of the Competency-based Approach to Education for all in Cameroon

Taking place in a context where national policy is concerned about Education for All (EFA), where the educational provision to satisfy political, economic and social demands for a changing world falls well below the minimal requirements, and where international organizations demand signs of more significant progress, this article presents in an analytical manner the contribution made by the competency-based approach to EFA in Cameroon. In fact, the introduction of this approach in an effort to tackle primary school repetition led to remarkable results including not only an improvement in classroom practice with teaching/learning experiences that take into account the principles of the competency-based approach within the provision of remedial teaching, but also by the significant positive contribution towards the achievement of EFA in general and a more effective and equitable school in particular. This analysis ends with a presentation of the implications of the widespread introduction of these positive effects. Original language: French J.C. Bipoupout (Cameroon) Doctorate in Educational Sciences. National education inspector at the Ministry of Basic Education. Lecturer in Educational Sciences at the University of Yaoundé 1, after more than two decades of teaching in primary, secondary and teacher training establishments. Since 2001, member of the Multilateral Pool of French-speaking educational sciences experts of the Organization Internationale de la Francophonie. He contributed to the development of the competency-based approach in Cameroon and in other countries. Currently engaged in research on the pedagogy of integration. E-mail: bebey1260@yahoo.fr.