Automatic Promotion in Primary schools in Cameroon

The study sought to evaluate the in-service training received by teachers and the media they used in facilitating learning in the implementation of the policy of automatic promotion in primary schools in Cameroon. The policy divided primary education into three levels; in this scheme automatic promotion takes place within levels and the regular meritorious promotion takes place across levels. Data was collected through questionnaire, classroom observation checklist and interviews, and analysed using inferential statistics, Chi-Square test, thematic analysis and regression analysis. Findings indicated that the provision of in-service training was insufficient to enable teachers accomplish the set policy goals. In the same vein, a majority of teachers reported the inadequacy of the available teaching media to result in effective implementation of the policy.

Autorentext
I graduated from the University of Yaounde with a Bachelors (BA) in English Modern Letters in1986, obtained an M.Ed. in Educational Studies from the University of Sheffield, U.K. in 2000, and a Ph.D. in Curriculum Studies and Teaching from the University of Buea, Cameroon in 2015.