Current State of Practices of Cameroon TVET Institutions: Case of Northern Region of Cameroon

Abstract

This research was to investigate on the current practices and future prospects of TVET institutions in the northern Region of Cameroon in practicing the new competency-based training strategy. It well known that the competencies possessed by graduates of TVET institutions is the best ingredient required in the contribution to the social and economic development of that country. Taking cognizant of this fact, the Cameroon government has considered TVET as the key instrument for transforming the country and laid down a new strategy (Cameroon emergence 2035). To this end, the researcher was motivated to conduct a study on the current practices and future prospects of TVET in Cameroon. Thus, the study mainly focuses on finding out the overall practices in pre-service training and training while at current workplace. As a means to investigate more on the issue the study intends to raise question on the relevance of and how need-based training was provided, the conditions in which the training was provided and how the performances of trainees after their graduation from TVET institutions. Specifically, the following thematic areas were included: how needs assessment are conducted at institutional level, the admission processes of trainees, the competencies of trainers and available training facilities, the provision of practical training, the achievement in external examinations, the employment of graduates, the linkages between TVET institutions with business and industry and the prospects of TVET. In order to successfully realize this research work, a descriptive survey design was employed. Three sample TVET institutions from the north region of Cameroon were selected using simple random sampling. From those sampled institutions teachers, current students, recent TVET graduates, the study involved 4 institutions, 123 students who were currently final year trainees, 08 available recent graduate trainees (2012- 2017), 12 teachers/trainers, 4 Principals of TVET institutions, 2 Small and Medium Sized (SMEs) office heads and 01 regional coordinating inspector for TVET were selected as the respondent of the research study. Simple random sampling and purposive sampling techniques were used to select those respondents. Questionnaire, interview, observation and document analysis were used to collect the data. The collected data were tabulated, and analyzed by using the Statistical Package for Social Sciences (SPSS) version 25 to compute percentage, Frequency, weighted average, chi-square test and t-test. The result was interpreted and findings indicated without doubt that there are a lot of efforts concerning TVET assessment mostly regarding the quality of practices during training which for now is dealing with some issues such as materials, tools used for work, number of teachers and their qualification, electric power fluctuations, .the research also revealed that trainers are qualified, very professional and very competent in their respective fields. However, there are a limited number of qualified teachers and trainers, the adjustment of internship program to update the competence is not well implemented. TVET in the North region of Cameroon lacks adequate training facilities. This is characterized by lack of funding and inefficient management system, which have resulted the skills deficiency and mismatch between qualification provided and the labor market demand, and there is only informal relationship between TVET and SMEs. Consequently, it is quite difficult to predict the employment of any graduate nowadays. Based on the result, the researcher recommended that TVET administrators (MINFOPRA, MINESUP and MINSE), etc., should think on how to decentralize TVET assessment needs and curriculum according to the specific context and real needs workforce of each region or locality instead of national one.