This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.
Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.
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