Name CECILIA BIEKELE NGOH and SHANG CELSIUS NDZE

Matircule 03A162
Class LMA IV
Lecturer Pr. BELINGA BESSALA

Introduction
The necessity of defining the contents of teaching at the level of the second cycle of our Cameroonian
educational system has not been organised as a field of research. Researchers in this field have not yet looked
into the practice of the definition of the context of the training of young Cameroonians. This study is the first
attempt at advancing this problem and its concern is how to define our epistematic landscape of the secondary
education in the face of a new heterogeneous public. The goal for this study is to propose methodological
guidance for a relevant definition of the contents of the training at secondary school level. In most African
country knowledge is based on quantity and not of quality, this is because discipline which is an important aspect
in the teaching of secondary schools has been left out. In the Cameroonian content the epistematic landscape of
teaching in secondary school remains a difficult problem to solve and is of great importance. In spite the fact that
in air country there has never being a public debate on the content of formation of the teaching method in
secondary schools crest a big problem. This is due to the fact in diverse background, the public has to reconsider,
redefine the epistematic landscape of our secondary schools.
In the absence of the debate to redefine the content of formations for this diverse population the
authorities of education in Cameroon has ask the producers of text books to make sure that every year the
content of their books should not only be quantitative but that which will affect the children positively
(especially in the teaching with their society), the Cameroonian system of education is not like that of the
overseas , our education is still conserve, has been realized that Cameroonians who master his mother tongue is
likely to learn more easily the second language. In the Cameroonian context the content of formation at the level
of secondary is decided by the editors of school calendar and authorities of education. Those in charge of books
are based on commercial purposes in the epistematic landscape of a secondary teaching in our pays there are
some teachers who remove the irrelevant/bad structures in the school programme this is because they realised
that it has no continuity and ca not help in the development of the students .to others some books brings to the
culture of other country and many teachers are not able to explain to the students what it is all about. Here we see
the idea culture gap. Our cultures and our languages have not yet been included in the systems of educations,
The comprehensive school was born in English it is open to all students without discriminations. it gives
to students the same opportunity this from of education applies only in the secondary level . it teachers values
that are cultivated and shared between the teachers and students, values such as hindrance truth, sincerity and
cooperation etc
To best define our epistematic landscape in Cameroon, we have to analyse the following points

1. Anthropologic components
To define the content of formation at the level of secondary education we first of all have to know the ideal
man we are forming is from knowing the ideal man to form that secondary schools will decide on their
content of teaching and will it be the same for the diverse population

2. Historic components
taking into consideration our history is a determinant for the definition of the content of secondary schools,
According to (Madiba Essiben, 1980) since from the colonial period the content of our teaching has never had
anything to do with the realities of our culture, we have to see the importance of our values, languages and
national culture, from our history we can know the ideal man to form our history can inspire us to define our
need for the formation of the ideal man

3. Epistemic component
The mutation of social and technology intervenes in our society the presence of immigrants in our secondary
schools, the necessity of teaching of languages in the new content of formation. The secondary school teachers
has to know how to manage in the world of technological know how
 Knowledge of
Scientific results the teaching
to the teacher learning

The teacher formed in

didactic

4. Scientific components
The science of didactic is a necessity in our secondary schools today , the problems of our
environments needs solutions alongside science and techniques, for humanity to answer to this problem
depends the content of teaching in secondary schools in our society (Gautier 2006) . Didactic does not only
insist on the development of competence of students but also the development of the concept of discipline to
teach ( Raisky of Aillot 1996)

5. Axiologic components.
Value is very important in education of man in all societies. The absence of didactic of values in our
schools pedagogy is then not a good one. Value improves on ones behaviour (civilise) Cameroonians in
mission schools has not only instituted it but also teachers it. Moral education is now imperative in teaching.
The aim of moral education is to develop and ideal man (Love, respect, tolerance) and also to form a
responsible man, all educative projects have to have the tow points

. Discipline
.Value in teaching

(Belinga Bessala proposes the modern pedagogy)

Academic discipline in System of value in

teaching teaching ;culture to students

Modern pedagogic in
schools

Psychological Pedagogic and didactic

Theories theories

Education of value is an affair for all teachers, all their formations should have values, Value of Readings
has to start from the formation of the objectives of teaching to specific discipline It is also important to
improve on the theory of learning, which helps in developing the behaviour, learning a trade and the values
of that trade are very necessary

6. Political components
To open a school in Cameroon depends on the politics (governments ) it needs a real political wish of
those who are ruling in Africa in general and Cameroon in particular to meet in the CEMAC region to talk
on the education if they are different in their views it will be very difficult to have a comprehensive
secondary school

Conclusion
 There should be development of formation that will take into consideration the diversity in our country
(culture of the learners) belief and the altitude of the learners for the betterment of education there is need to
decentralise the schools in regions, divisions and sub divisions, so that the local population will have their
own say in the content of information which has to take into consideration the need of that area