British Journal of Education, Society & Behavioural Science, ISSN: 2278-0998,Vol.: 20, Issue.: 4
The Involvement of Professionals Working in Training as a Vector of Professionalization: The Case of Agro-pastoral Training Institutions in the West and North-West Regions of Cameroon
Fongang Fouepe Guillaume Hensel1*, Taïti Moussa Brigitte2 and Kueda Zacharie2 1Department of Agricultural Extension and Rural Sociology, University of Dschang, Cameroon. 2Ministry of Agriculture and Rural Development, Yaoundé, Cameroon.
Fongang Fouepe Guillaume Hensel1*, Taïti Moussa Brigitte2 and Kueda Zacharie2
1Department of Agricultural Extension and Rural Sociology, University of Dschang, Cameroon.
2Ministry of Agriculture and Rural Development, Yaoundé, Cameroon.
(1) Jose Angel Lopez Sanchez, Department of Management and Sociology, Faculty of Economics and Business, University of Extremadura, Spain.
(1) Mehmood Ali Noor, Institute of Crop Science, Chinese Academy of Agricultural Sciences, Beijing, China.
(2) Borislav Kolaric, Serbia.
(3) Rajesh Kumar, Junagadh Agricultural University, Junagadh, India.
(4) Zoran Ciric, University of Novi Sad, Serbia.
Complete Peer review History: http://www.sciencedomain.org/review-history/19283
Aims: This article is an analysis of the contribution of socio-professional actors in agricultural training in Cameroon.
Methodology: Two categories of professionals are distinguished: the family of the learners on the one hand and on the other, active actors of the agricultural sector referred to as “referents” here. The study relies on a questionnaire survey of 50 young learners, 51 heads of households and 30 referents. On the other hand, research interviews were conducted with 10 pedagogic managers in five training centers in West and North-West regions of Cameroon.
Results: It is observed that referents make technical, material and financial contributions to the training of learners. The family heads provide technical and sometimes financial contributions. The lack of financial resources for the referents and the absence of family land for the future installation of learners are the main difficulties encountered in this new strategy of training professionalization. Financial and technical assistance to referents would significantly improve their contribution to the training process.
Conclusion: So for an efficient training, there must be an solid interaction between the different trainers.
Vocational training; alternation; working place; referent; family; agricultural sector.Review History Comments
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