Authors: John Kemeh Kebei
Abstract: This study evaluates the extent to which the reformed primary school curriculum in Cameroon addresses the development of 21st-century skills among learners, focusing on Bertoua in the East Region. Using a mixed-methods approach, data were collected from 600 pupils and 120 teachers across 30 public and private primary schools. Instruments included curriculum document analysis, standardized competency assessments for pupils, structured classroom observations, and teacher surveys. Quantitative data were analyzed using descriptive statistics and multilevel regression models, while qualitative data were coded thematically. Findings revealed that although the revised 2018/2019 competency-based curriculum emphasizes creativity, critical thinking, collaboration, and digital literacy, classroom practices in Bertoua remain dominated by rote learning and teacher-centered methods. Pupils demonstrated modest levels of collaboration and communication but limited digital literacy and problem-solving skills. Teacher training in competency-based pedagogy and access to instructional resources were significant predictors of higher pupil competency scores. The study concludes that the curriculum is only partially relevant to the demands of the 21st century due to weak implementation, assessment misalignment, and resource gaps. Policy recommendations include targeted teacher training, competency-aligned assessments, and scaling up digital inclusion programs in Cameroonian primary schools.
