Failed Introduction of the APC into Cameroonian Education System

The essay we have written is structured into four chapters, namely: The context surrounding the introduction of the competency-based approach; a review of the literature; the theoretical and conceptual frameworks; and the guidelines for the competency-based approach in Cameroon's education system. After noting that, despite the message from the Minister of Secondary Education calling for the implementation of the competency-based approach (CBA) to fulfill Cameroon's vision of becoming an emerging nation by 2035, the Competency-Based Approach is implemented only half-heartedly, or not at all, in the lower secondary cycle of Cameroon's secondary schools. We posed the following research question: How can the Competency-Based Approach contribute to the renewal of the Cameroonian education system? The context for implementing the competency-based approach in Cameroon's education system is marked by problems such as: the lack of involvement of the entire educational community; issues with classroom management and collective promotion; and inadequate textbooks.