PROPOSAL OF A TOOL FOR A MORE EFFICIENT SCHOOL GUIDANCE IN CAMEROON: PROPOSAL OF A TOOL FOR A MORE EFFICIENT SCHOOL GUIDANCE IN CAMEROON

FOPOUSSI TUEBUE JEAN CHRISTOPHE

doi:10.62416/ijwb-45

Yazarlar

FOPOUSSI TUEBUE JEAN CHRISTOPHE Jesus and Mary Secondary High School https://orcid.org/0000-0002-5487-6046

DOI:

https://doi.org/10.62416/ijwb-45

Anahtar Kelimeler:

Kamerun- Eğitim- Ortaöğretim- Okul Rehberliği- Öğrenci Akademik Profili

Özet

Bu çalışmanın temel amacı, Kamerun’da okul rehberliği uygulamalarını geliştirmek ve çatışmasız bir şekilde yürütülmesini sağlamak için kullanılabilecek bir araç önermektir. Araştırma, özellikle ülkenin Genel Eğitim Sistemine odaklanmaktadır. Bu doğrultuda, literatür taraması, saha verilerinin toplanması, verilerin analizi ve raporlaştırılması süreçlerini kapsayan bütüncül bir yöntem benimsenmiştir. Kamerun Genel Eğitim Sistemi'nde okul rehberliği, birinci döngü içinde, birinci ve ikinci döngü arasında, ve ikinci döngü içerisinde olmak üzere üç aşamada yürütülmektedir. Ancak, öğrenci yeterlikleri dikkate alınmaksızın, Fransızca konuşulan alt sistemde "Year Five Science" ve İngilizce konuşulan alt sistemde "Form 5 Science", ikinci döngüye geçişte en çok tercih edilen alanlar olarak öne çıkmaktadır. Her iki alt sistemde de öğrencilerin yönlendirilmeden önceki dört yıl içinde yaptıkları çalışmaların yalnızca %25’i değerlendirilmekte, bu durum özellikle Edebiyat alanına yönlendirilen öğrencilerin velilerinin itirazlarına yol açmaktadır. Bu soruna çözüm olarak önerilen Fopoussi Tuebue Tablo-2, çatışmasız okul rehberliği için yapılandırılmış bir model sunmakta ve ortaöğretim kurumlarında rehberlik kararlarına yönelik velilerden gelen itirazlara karşı etkili bir mekanizma işlevi görmektedir. Ayrıca, Year Five/Form 5 Science alanına yönlendirilme koşullarını sağlamayan yatılı öğrencilerin, çoğu zaman dışarıdan kabul edilen öğrencilere kıyasla daha yüksek akademik başarıya sahip olduğu tespit edilmiştir. Bu nedenle, her okulun öncelikle kendi öğrencilerini destekleyici stratejiler geliştirmesi, ardından dışarıdan öğrenci kabulünü değerlendirmesi önerilmektedir. Bu yaklaşım sayesinde, ülke genelinde olumlu okul iklimi ve öğrenci iyi oluşu (well-being) sağlanabilecektir.

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