Publication Details
Abstract
This study glances critically at the choices of the paradigms, the theories and at the relevance of the models of planning and educational policies elaborated and implemented with an aim of facilitating the pedagogy of the big groups of learners in the secondary educations of the North region of Cameroon. One wonders why since its evocation by the Association of the French professors in Africa (APFA) in March 1984 at a meeting in Khartoum, these models of planning and educational policies implementation with an aim of facilitating the pedagogy of the big groups do not bear their fruits? From a sampling of convenience we addressed a protocol of interviews to the "decision makers" as regards educational policies at the Regional and Divisional levels. From thirteen (13) semi-directing interviews, thanks to an analysis of content, we brought out five categories, sources of inefficiency of planning of educational policies which is supposed to limit plethoric effectives. In analyzing the results, it appears that the choice of the paradigms in matters of planning and implementation of the educational policies must be more dynamic and conformed with our context. It is necessary to inspire ourselves from the ideal models of planning of contingency, those based on an interpretative epistemology (Kamuzinzi, et al.., 2009) and theory of the "sense making-sense giving" (Weick, 1995).