STRATEGIES FOR SCHOOL WORKFORCE MASTERY IN TEACHER TRAINING IN CAMEROON AND THE QUALITY OF EDUCATION: TOWARDS AN ANALYSIS OF FORWARD PLANNING

This study analyzes the questions relating to adequate and prospective strategies to master the number of Teacher Training in Cameroon. The accelerated training and the recruitment of teachers in sufficient quantity to deal with the deficit made in the 1995s today caused an imbalance in the planning of the human resource teacher. Faced with the permanent and universal challenge to ensure the quality of education at all levels of the education system and the scarcity of resources to get there, an adequate balance must be made between the necessary human resources and those that are formed. Thus, relying on the prospective paradigm inspired by Godet (2007) and integrating anticipation, three (03) theoretical postulates marked this study: educational decentralization, strategic approach and general balance. Using a questionnaire focused on three (03) possible scenarios, identified thanks to the exploitation of the work around the analysis of prospective of the effective management methods, an opinion poll was carried out with 160 teachers from three (03) Divisions of the Center Region and members of the central administration of Teacher Training. The results of the survey reveal that mastery of school workforce is a corollary to successful education planning and is thus a suitable solution for improving the quality of education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0111/a.php" alt="Hit counter" /></p>