New Pedagogic Approach: Concepts, Advantages and Implementation
Table of CONTENTs
INTRODUCTION…………………………………………………………………….2
WHAT IS THE NEW PEDAGOGIC APPROACH?................................................2
CHARACTERISTICS OF TEACHING THAT ALIGN WITH THE “NEW PEDAGOGY APPROACH” REFORM EFFORT………………………4
ADVANTAGES OF NPA……………………………………………….…………5
TEACHER CENTRED VERSUS LEARNER CENTRED PEDAGOGY………..5
PEDAGOGIC CONCEPTS THAT ARE RELATED TO NPA ……………….6 a) Teaching for thinking b) Critical thinking c) Creative Teaching d) Metacognition
IMPLEMENTATION OF NPA IN CAMEROON SCHOOLS………………….9 a) Implementation efforts b) Difficulties c) Suggested solutions
CONCLUSION…………………………………………………………………..14
REFERENCES…………………………………………………………………...15
THE “NEW PEDAGOGIC APPROACH”
Introduction
Cameroon educational system like any system has been undergoing changes. The only constant is change itself. Cameroon educational system with relics of her colonial past has been undergoing changes to adapt itself to the realities of the country and modern globalised technological society since independence. This evolution and change in Cameroon education system entered into a high gear after the 1995 National Education forum. The 1995 National Education forum made salient recommendations that led to the enactment of the 1998 Law on education. Law No. 98/004 of 14 April 1998 to lay down guidelines for education in Cameroon spells out new orientations of Cameroon’s education system and reveals that Cameroon education intends to develop the child intellectually and develop his or her creativity and sense of initiative (Sections 4 & 5). This new educational orientation has provoked a major pedagogic reform in Cameroon schools. This pedagogic reform was captioned “New Pedagogic Approach (NPA)” by its originator, the Ministry of National Education (MINEDUC).
WHAT IS NEW PEDAGOGIC APPROACH (NPA)?
“New Pedagogic Approach” is a connotation given to a pedagogic reform effort issuing from the 1995 National Education forum and 1998 Education Law.
INTRODUCTION…………………………………………………………………….2
WHAT IS THE NEW PEDAGOGIC APPROACH?................................................2
CHARACTERISTICS OF TEACHING THAT ALIGN WITH THE “NEW PEDAGOGY APPROACH” REFORM EFFORT………………………4
ADVANTAGES OF NPA……………………………………………….…………5
TEACHER CENTRED VERSUS LEARNER CENTRED PEDAGOGY………..5
PEDAGOGIC CONCEPTS THAT ARE RELATED TO NPA ……………….6 a) Teaching for thinking b) Critical thinking c) Creative Teaching d) Metacognition
IMPLEMENTATION OF NPA IN CAMEROON SCHOOLS………………….9 a) Implementation efforts b) Difficulties c) Suggested solutions
CONCLUSION…………………………………………………………………..14
REFERENCES…………………………………………………………………...15
THE “NEW PEDAGOGIC APPROACH”
Introduction
Cameroon educational system like any system has been undergoing changes. The only constant is change itself. Cameroon educational system with relics of her colonial past has been undergoing changes to adapt itself to the realities of the country and modern globalised technological society since independence. This evolution and change in Cameroon education system entered into a high gear after the 1995 National Education forum. The 1995 National Education forum made salient recommendations that led to the enactment of the 1998 Law on education. Law No. 98/004 of 14 April 1998 to lay down guidelines for education in Cameroon spells out new orientations of Cameroon’s education system and reveals that Cameroon education intends to develop the child intellectually and develop his or her creativity and sense of initiative (Sections 4 & 5). This new educational orientation has provoked a major pedagogic reform in Cameroon schools. This pedagogic reform was captioned “New Pedagogic Approach (NPA)” by its originator, the Ministry of National Education (MINEDUC).
WHAT IS NEW PEDAGOGIC APPROACH (NPA)?
“New Pedagogic Approach” is a connotation given to a pedagogic reform effort issuing from the 1995 National Education forum and 1998 Education Law.
References: Fonkeng, E. G. (nd). Strategies to reduce repetition in Cameroon primary schools. Retrieved from http://www.saga.cornell.edu/saga/educconf/fonkeng.pdf on 15 February 2013 MINEDUC (2002), The Teacher 's Manual on the Teaching of the English Language in the English Primary Schools in Cameroon. MINEDUC (2002). Nouvelle Approche Pédagogie de l 'enseignement des Mathématiques à l 'école Primaire, Bookpole, Etampes, France. Nkeng, P. N & Mambeh, C. T. (2007). Curriculum development, supervision and evaluation. Limbe: Cure Series. Provincial Delegation of Basic Education (2007). Seminar /workshop for primary, nursery and teacher education report. Unpublished. Tambo, L. I. (2003). Principles and methods of teaching: Application in Cameroon schools. Buea: ANUCAM