Secondary Education (General)
On completion of basic Education, pupils may get into apprenticeship or may get on to secondary education. The latter is subdivided into two major sectors: General Secondary Education and Technical Secondary Education. A special form of General Secondary school is a comprehensive college. Here pupils do general education, but can also lay an emphasis on commercial subjects. Secondary education consists of two cycles; the secondary school (5 years) and the high school (2 years). In core, the main target of secondary schools is giving the pupils/students an introduction to all the major fields of life. The students are provided with a broad knowledge base and a well-rounded education. The curriculum is designed to ensure that students receive a comprehensive understanding of various subjects, helping them develop critical thinking, problem-solving, and analytical skills.
From the exposure in secondary school, students are expected to narrow down their interest to specific fields that they can further deepen in high school.
From these, they are later on expected to select a professional field. Students may develop an interest in more than one domain, then they should be encouraged to move on. Knowing more than we need is of advantage and eases our understanding of the world in general.
Secondary Education ends with the acquisition of a General Certificate of Education (Advanced Level) GCE-A-Level. This is an entry requirement to higher education or some professional training courses.
Secondary Education (Vocational and Technical)
Vocational and Technical education refer to specific academic and practical training provided to students to acquire skills and knowledge in various technical, vocational, and professional fields. It focuses on preparing individuals for specific technical careers in areas such as engineering, technology, agriculture, health sciences, business, and trades. Institutions of this domain are classified in three categories: Rural Craft training centres, domestic science training centres and vocational/technical schools. The latter are subdivided into technical secondary and high schools. General subjects in technical schools include; English, Mathematics, (Mathematics in technical schools is business mathematics unlike general mathematics in general education) French, Law & government, Economic, Geography, Economics, Citizenship, Biology, Home economics.
Technical schools aim to equip students with a combination of theoretical understanding and lay an emphasis on practical skills relevant to their chosen field. The curriculum typically includes a blend of classroom lectures, laboratory work, practical training, industry internships, and apprenticeships which can be done at home or during holidays.
The explicit goal of technical education in is to produce competent professionals who are well-prepared to enter the workforce and contribute to the economic development.
The emphasis is on practical skills and job-specific knowledge, enabling graduates to directly apply what they learnt in the workplace. In the past, many people thought that only dull students who could not read well and write would attend technical colleges, because they would learn only practical skills there. On the contrary, the technical school needs student who are smart in combining theoretical knowledge and practical skills.
Technical schools often collaborate closely with industrial partners to ensure that the curriculum is aligned with industry needs and standards. This ensures the relevance and currency of the skills and knowledge provided to students, enhancing their employability and potential for career advancement.
SAR/SM (Section Artisanale Rurale et Section Ménagère = Rural Artisan and Craft Centres)
– A Special Form Of Secondary Education/Professional Training-
In Cameroon there are all together 288 SAR/SM institutions (stand 2023), located in rural areas. They offer two-year courses in Carpentry, Masonry, pottery, sewing and agriculture etc. Entry requirement here is the First School leaving Certificate. The SAR/SM had in the past been a means of attaining professional training for older pupils, who after completion of primary education, dropped out of school and did not continue with further education. Here, they could be qualified for the job market.
The SAR/SM have lost their value in the past decades due mainly to the fact that there is lack of equipment needed to train pupils. Secondly, massive exodus of the countryside in search of better opportunities in towns and cities lead to low enrollments in these institution.