2017: conference in Douala, Cameroon

Traduction via Google Translate : frFrançais (French)

Call for papers


The aim of the RAIFFET is to develop solidarity and international cooperation between training-of-trainers institutions, in Africa and in other countries of the world, and between researchers, teacher-researchers and trainers working in the field of training. education and technological and vocational training. This 5th conference aims to focus on innovation in education, education and training to support the development of our societies and support their development. At the same time, we see, on the one hand, developing and trivializing many tools that facilitate and revolutionize the modes of access to knowledge and thus the development of the capacities and skills of each and every one, and, d on the other hand, we are increasingly measuring the growing social, cultural and economic gaps that lead to more segregation, exclusion and impoverishment. At the heart of these challenges of education for all and professional training of each and everyone, this conference aims to question the role of innovation to think this future that should not lack a future.

The expected communications will make it possible to question innovation processes and this at three levels of questioning: the meso level will interrogate institutional dynamics and educational policies; the macro level will query school and / or training organizations and the micro level will question teaching and / or didactic devices and methods.In all cases, it is the questions of the effectiveness and adaptation of solutions to local contexts that are at the heart of these debates, with a view to matching training, research and development activities to the needs of the local communities. communities and societies today and tomorrow.

This symposium also aims to support the activities of RAIFFET in the constitution of a community of researchers, teacher-researchers, teachers, trainers, institutional. RAIFFET has helped to develop and structure interinstitutional university cooperation to think about these innovative practices of training and professionalization of actors.

We can thus rely on the Unesco Chair in “Scientific and Technological Education and Teacher Training”, set up in partnership by ENSETP of Dakar and ESPÉ of Aix Marseille. The realization of the STETTIN project, funded by the European program Erasmus Mundus Europe- ACP zone, allowed us to lead a major international project, engaging 19 international partners and allowing the training of 14 PhDs and 84 Masters students. We have also been able to develop numerous cotutelles or co-supervisions of theses on these topics of technological education and vocational training.

It is also the experience that we have acquired in several skills and training actions with training institutions and public or private companies, particularly in Africa but also in other countries of the world that allow us to strengthen and to develop the network. Symposia are an excellent forum for confrontation, meetings and sharing experiences; the current stakes on innovation make this 5th conference the privileged place to improve and progress in order to collectively support the development of the network.

The objectives

This symposium should promote exchanges between partners and especially between the participants of these programs. It is not the only institutional meeting but it is an opportunity to develop scientific cooperation, to promote innovative practices and to contribute to the professionalization of the actors. This training in and through research in education is part of the professionalization of all network partners.

This colloquium is an opportunity to disseminate the results of research carried out in the field of scientific and technological education and vocational training, to discuss innovations, vector of the development of societies, to foster the construction of future joint programs and to support scientific publishing in order to promote research conducted beyond our local networks.

In addition, this symposium aims to support doctoral and post-doctoral students in a communication and scientific publications approach. In this perspective, a special session for PhD students or young PhDs (having supported for less than two years) is organized to allow them to present their research work. Two formats are available:

  • For doctoral students, it is a question of presenting their thesis work during a 15-minute oral presentation according to a so-called “classical” format.
  • For young PhDs, this is to present their thesis by adopting the format “My thesis in 180 seconds”

Support for young researchers will be enhanced by the presentation of the RAIFFET Young Researchers’ Prize.

In addition, the proceedings of the conference will be published and a selection of texts will be the subject of article proposals submitted to the indexed journal Distance and Mediations of Knowledge ( https://dms.revues.org ).

Colloquium Themes

This fifth symposium will be an opportunity to compare the points of view in terms of training and professionalization of teachers in the scientific, technological and professional disciplines, whether to look at this question at the basic school level. Education for All (EFA), Education and Technological and Vocational Training (TVET), and University Pedagogy.Three main themes will organize the various proposed communications:

  • Educational methods, learning situations and innovative training organizations and their effectiveness in learning and developing teachers’ professional skills
  • New tools, new practices , the role of digital technologies in education and technological and vocational training
  • Innovative Practices in Training and Professionalization : University Pedagogy

In each theme, particular attention will be paid to societal impacts.

First theme:

Educational methods, learning situations and innovative training organizations and their effectiveness in learning and developing teachers’ professional skills

The professions of teaching, education and training belong to the category of human interaction professions (teaching, training, caring, coaching, helping, advising, assisting, animating …). They require the support of the subject, object of the intervention, and aim at its transformation. Three elements – the working collective, the institutional environment and the organizational context – impact the practices, putting in tension two registers of competences, those which concern the object of the service, the contents of teaching for example, and those which organize the communication of this object. This tension is translated into strong oppositions of one to the other by the exaggeration of the pregnance of one over the other. Thus, disciplinary academism is opposed to school pedagogy, as if one or the other could not coexist in the professional training of a teacher, as if one could worry exclusively of one without worrying about the other. The professional practices of teachers – the same is true for trainers – are more comprehensive and articulate the professional knowledge that combines these two registers of skills. The analyzes of the practices make it possible to identify three registers of professional knowledge: the mastery of the knowledge to teach, the mastery of the teaching of this knowledge and the mastery of the role of teacher actor of the educational system in which it acts. This organization in levels of mastery is operational to describe any of the professions of education, education and training.However, each of these registers is not independent of each other. Their interrelations must be put in permanent tension in the training course. The objective is to train professionals, this tension must be expressed by the test of the acquisition of knowledge in the context of the teaching provided in the training institution with the construction of skills built all over the world. long periods of professional training.

In this theme, the proposals will focus on presenting experiments or research based on innovative approaches to skills development. Educational organizations such as the project-based approach, organizations based on problem solving (preferably based on “real” problems related to the professional situations encountered in the field by students during their various professional internships), reverse pedagogy, business working groups, support and individualized monitoring, open schools, support for training in scientific research methodologies, etc. are all ways of breaking with a “top-down” approach. Course type, TD, TP. The selected papers can adopt institutional, sociological, didactic and psychological points of view.

Second theme:

New tools, new practices, the role of digital technologies in education and technological and vocational training

Today, there is no need to revisit the ever-growing interest in the contribution of digital technology in both initial and continuing education and training. We owe it first and foremost to the telecommunications and ICT sectors, which have undergone profound changes in recent years, leading in the process to unprecedented upheavals in all areas of life. In the majority of countries, major projects are under way to ensure the digital opening up, to generalize the use of digital in order to improve the living conditions and also the conditions and means of acquisition and transmission of knowledge. Information and Communication Technologies are developing on the African continent and are increasingly becoming essential factors in the transmission of knowledge in technological and vocational education. The future teachers are constrained to their use, the trainers of the trainers use them either by fashion effect or to improve the transmission. New forms of hybridism are being experimented, the face-to-face does not seem to contain all the active demand for the diffusion of knowledge.

This theme will be an opportunity for experts and education stakeholders to answer many questions about digital evolution and e-educational innovation in technological and professional education. It will assess the penetration of new technologies in African education and their impact on learning; to reflect on the new challenges to be met and to propose the necessary guidelines to make digital the real driver of the collaborative, educational and sociocultural takeoff of each country.

Third theme:

Innovative Practices in Training and Professionalization: University Pedagogy

University education still relies too heavily on a top-down transmissive model, based on a content-based approach. This model shows its limits in the students’ results with high failure rates, which result in fairly large drop-out rates and a very poor match between the academic knowledge taught and the skills to be developed, especially if we consider the questions of adequacy of the training to the jobs likely to be occupied by the students at the end of their training, for those who obtain a diploma. The increasing professionalization of university degrees, correlated with the employability rate of graduate students, and the reduction of academic failure are at the heart of all developments in university systems. The structuring of courses in courses organized according to the LMD architecture (license, master, doctorate) initiated within the framework of the Bologna process, involves rethinking training organizations (teaching units, semestrialisation, progression of cycles, professionalization of cursus …) and their evaluation methods (assessment of skills development, continuous monitoring …). Such organizations involve a complete overhaul of university pedagogy by abandoning the traditional organization of lectures, tutorials and courses.

This theme should provide an update on practices and research in university pedagogy. The proposed papers will address one or more aspects such as: pedagogical tools, evaluation practices, competency-based approach and innovation in higher education. It will also be an opportunity to create collaborations between practitioners and researchers to promote action research in university pedagogy.

Program of the 5th RAIFFET symposium in Douala from 24 to 27 October 2017

Technological Education, Vocational Training and Innovation Dynamics at the Service of Society

Opening ceremony

His Majesty Gustave EBANDA, Mayor of the municipality of Douala 5

Pr Léandre NNEME NNEME, Director of ENSET-President of the Local Organizing Committee of the conference

Jean Sylvain BEKALE NZE, Chairman of RAIFFET or his representative

Professor François-Xavier ETOA, Rector of DOUALA University

Hélène CHENEVAL-ARMAND, Associate Professor Aix Marseille University, President of the RAIFFET Scientific Council

Tuesday, October 24, 2017 – Morning

08h30-09h30: Welcoming participants
09h30-09h45: Arrival and installation of the guests

10: 00-11: 00 Opening Ceremony

His Majesty Gustave EBANDA, Mayor of the municipality of Douala 5

Pr Léandre NNEME NNEME, Director of ENSET-President of the Local Organizing Committee of the conference

Jean Sylvain BEKALE NZE, Chairman of RAIFFET or his representative

Professor François-Xavier ETOA, Rector of DOUALA University

Hélène CHENEVAL-ARMAND, Associate Professor Aix Marseille University, President of the RAIFFET Scientific Council

11: 00-11: 30 am – Coffee break

11h30: Visit of the stands: Esplanade of Amphi 300 of ENSET
12: 00-12: 15: Photo Sessions (Amphi 300) and press interview

12:15 pm to 2:00 pm Lunch break

Tuesday, October 24, 2017 – Afternoon

14h00-16h30: Communications session n ° 1 President: Turid Trebbi

1. Julia Ndibnu-Messina (ENS of the University of Yaoundé I): Co-construction of written knowledge through the activities and resources of the tutors / teachers: the case of the reading of the integral work by student-teachers graduates from the University of Yaoundé I

2. Arnaud Tabakou and Julia Ndibnu Messina (ENS of the University of Yaounde I) Towards a hybridization of the device teaching learning in high schools in Cameroon: establishment of a hybrid device in FLE class

3. Moudouma Emmanuel (LARETP): Roles of pedagogical devices of the teachers on the procedural achievements of the pupils in the classes of technological terminal in Gabon.

4. Ibrahima Gueye & Stéphane Brunel & Philippe Girard (IMS UMR 5218 CNRS, Bordeaux University) Creation of interconnected knowledge bases – Training Institute / Enterprise – by the capitalization of knowledge in industrial maintenance.

5. Yakhoub Ndiaye & Jean-François Herold & Patrice Laisney (University of Aix-Marseille Laboratory ADEF EA 4671): Effectiveness of the teaching-learning process in the case of the learning of so-called “complex” knowledge in science and technology

16: 30-17: 00 – Break

17h00-18h30: UNESCO RAIFFET-CHAIR session n ° 2 President: Guy Oliveri

6. Jeremy Castera and Jean-Luc Fauguet (ADEF / AMU): Study of Training Programs of Teacher Training Institutions in Haiti

7. Youssef Naouar (RAIFFET): The potential of RAIFFET’s contribution to human development and social inclusion in Africa – Mali as a model.

8. Hélène Cheneval Armand (Aix-Marseilles-University, ADEF, Marseille, France): Implementation of the UNESCO CHAIR “Education
science and technology and teacher training “

Wednesday, October 25, 2017 – Morning

09h00-10h30: Communications session n ° 3 President: Julia Ndibnu-Messina

9. Said Fatma, Chauvot Nadeige, Perrine Martin (AMU-ADEF): The choice of group work device by neo-teachers
of the first degree: the stakes and the limits

10. Maria Impedovo (AMU-ADEF): Designing blended learning: collaboration for teacher-educators training

11. Innocent Mbouya Fasse & Rosaline Tcheundjio & Miriam Bitche Bi Mvondo (ENSET, University of Douala): Communication not
Verbal in pedagogical action and the effectiveness of teaching: study applied to ENSET Douala

10: 30-11: 00 – Coffee break

11h00-12h30: Communications session n ° 4

§ President: Fatma Said

12. Paul-Marie Bayama (Koudougou University Normal University) Instruments for the professionalization of PHILOSOPHY professors: the teaching file

13. Bernard Dadié Mache: Training teachers to practice the inverse class: What device to put in place? Case History Teachers Geography and Citizenship Education West Cameroon.

14. Pierre DJIBAO (Central African Agency for Vocational Training and Employment (ACFPE)) Apprenticeship Skills and Alternation: An Innovative Approach in the Central African Republic

§ President: Maria Impedovo

15. Géraldine YANON (Laboratory of Cim-Ercomes – University Sorbonne Nouvelle Paris III): Literacy of capacity building in high schools and universities: Digital social networks, a tool to learn to …?

16. KOFFI Bou Dieudonné (Alassane Ouattara University): Technological Education and Vocational Training: What Challenges for Africa’s Development?

17. Fleur Nadine NDJOCK (National Conservatory of Arts and Crafts – Paris DICEN-IDF) The challenges of a critical education for digital media in the education system in Central Africa: the case of Cameroon

12h30-14h30 Lunch break

Wednesday, October 25, 2017 – Afternoon

14h30-16h30: Communications session n ° 5

§ President: Emmanuel Moudouma

18. Rafik Tabbakh & Abdelmajid Naceur (Higher Institute of Education and Continuing Education, DISEMEF): Anticipate difficulties in teaching technical drawing

19. Catherine Nicole BILOA FOUDA (University of Douala – ENSET CERAME Laboratory – CODESRIA): Explicit teaching: an innovative training organization in the field of administrative techniques

20. Agnes KAPCHE KAMGA & Eric Desire KAMENI & Prof. Pierre FONKOUA (University of Yaoundé I) A criterion-referenced evaluation model of high school textbooks in Cameroon.

21. Germaine Calixte KENNE KUETE and Pierre Fonkoua (Yaoudé III, Cameroon): APC practice by teachers and success in mathematics among students of public primary schools in Yaounde.

§ President: Christian Mouity

22. Félix Pauné & Mbihi Jean (ENSET, University of Douala, EEAT Research Laboratory): New Topology of Teleoperable Laboratories Sharing via Internet

23. Tibiri Simon Pierre (ENS / University of Koudougou): ICT applicability: the digital skills of operators practicing in French-speaking Sub-Saharan Africa

24. Christelle ATOUBA AKAME and Julia Ndibnu Messina (ENS of the University of Yaoundé I): Educational uses of social networks in academia and impact on student / teacher interactions: case of the Faculty of Education Sciences of the University of Yaoundé I Yaoundé University I

25. Rosalie ADA BELA & Pr. Julia NDIBNU-MESSINA Ethé (FALSH, University of Yaoundé I & FALSH, University of Yaoundé I) Towards an improvement of the writing practices among the students of LCC: the TEI-XML as an alternative for a transcription and a graphic representation of texts in Cameroonian languages

16h30 – 17h- Break

17h00-18h: Communications session n ° 6

§ President: Fatma Said

26. Madi Yassa Goundiam (African Institute of Technology, Bamako, Mali): Professional Licensing and Skills Development in Higher Education.

27. René NDEDJE (University of Yaoundé I, Cameroon): The teaching of cultural practices, the promotion of traditional Cameroonian resources at the Ecole Normale Supérieure of Yaoundé: the case of the ghomala

§ President: Jérémie Castera

28. Mandir Diakhate (CHEIKH ANTA DIOP ENSETP University): Support for the training of trainers at the National Center for Technical Education and Vocational Training CNFMETP) of Kaffrine


18h00-19h: RAIFFET General Assembly

Thursday, October 26, 2017 – Morning

09h00-10h00: Communications session n ° 7 President: Innocent Mbouya Fasse

30. Babacar BITEYE & Pascale BRANDT-POMARES (Aix Marseille University, ADEF, Marseille): Distance education and professionalization of contract teachers of French from educational and middle and secondary schools in Senegal.

31. Dr. Karen Ferreira-Meyers (University of Swaziland, Institute of Distance Education): Evaluating Distance Learning for Primary and Secondary School Teachers: The Case of Swaziland

10: 00-10: 30 – Coffee break

10: 30-11: 30: Communications Session 8

§ President: Leandre Nneme Nneme

32. Janvier Ngnoulaye & Michel Lepage (Department of Computer Science and Educational Technologies, École Normale Supérieure de Yaoundé, University of Yaoundé 1 & Department of Psychopedagogy and Andragogy, Faculty of Education, University of Montreal): Influence ICT on student learning at the University of Yaoundé 1

33. Cherif I. GOUDIABY & Thierry MAILLEFAUD (Sheikh Anta DIOP University, Dakar Senegal – Paris Sorbonne Universities France): Differentiated pedagogy, a way to democratize higher technical education, in a context of massification and class heterogeneity. Case of graphic sciences and materials technology of the ESP of Dakar.

§ President: Colette Mvoto Meyong

34. SOME W. Eric (University of Koudougou (Burkina Faso) – Interdisciplinary Laboratory of Didactical Disciplines (LABIDID)): A didactic model for teaching learning geography in a perspective of education for sustainable development in Burkina Faso

35. Ndjiba Pakangoye Elsa & Pr. Jacques Ginestié (Aix-Marseilles-Univ, ADEF, Marseille, France) Integration of reverse pedagogy in Gabon (case of Ambourouet course)


36. Patrick Richard: Prototype of the International Professional Social Network for Research in Technical and Technological Education

12h30-14h30 Lunch break

Thursday, October 26, 2014 – Afternoon

14h30-16h30: Communications session n ° 9 President: Biloa Catherine

37. Elias Kossi KAIZA (University of Ghana, Legon, Lab Della & University of Yaounde I): Initial training of teachers of FLE in Ghana: challenges and prospects at Mount Mary Normal School, Somanya.

38. January FOTSING & Pierre FONKOUA (Laboratory School Mutation and Learning (EMA), TechEduLab, University Cergy Pontoise, France Physics Department, University Buea, Cameroon): Use of software in distance education as alternative of practical work in engineering training: evaluative study in MASTEL of the ENSP

39. Rodrigue CHEUMADJEU TCHOUAGA & Julia NDIBNU-MESSINA ETHE (FALSH, University of Yaounde I & FALSH, University of Yaounde I) Verbal interactions between patient and doctor at St Martin de Porres Hospital in Yaoundé and production of an intelligent platform multilingual medical assistance by verbal communication

40. Colette MVOTO MEYONG (Douala ENSET) Learning by digital simulation at ENSET Douala: Contributions, constraints and contextual challenges

16h30-16h45 – Break

4:45 pm – 5:45 pm: RAIFFET WORKSHOP

41. Patrick Richard: Creation of account animation http://drive.raiffet.org and creation / update identity of the account https://raiffet.org

Friday, October 27, 2017 – Morning

09h00-10h30: Communications session n ° 10 President: Yves Bapes Bapes

42. Christian Mouity and Emmanuel Moudouma (LARETP ENSET of Libreville – Gabon): University pedagogy in higher technical education institutions in Gabon: some difficulties in its implementation at ENSET in Libreville and in OWENDO Institute of Technology (ITO).

43. Marcelline Djeumeni Tchamabe, Innocent Fosting (University of Yaounde 1): Optimization of technical and vocational training courses at the University of Yaounde 1: a contribution to the achievement of the objectives of the emergence of Cameroon by 2035 .

44. Victor Njonbi & Pierre Fonkoua (University of Cergy Pontoise, EMA Laboratory): The implementation of the competency-based approach: feedback on an experience

10: 30-11: 00 – Coffee break

11h00-12h00: Communication session n ° 13 President: Jean Mbihi

45. Kettie Saint Fleur, Nicole Mencacci, Jeremy Castera (Aix-Marseilles-Univ, ADEF, Marseille, France): The intention of teachers to implement cooperative learning in the classroom.

46. ​​Victory Fomekong Kenne & Pierre Fonkoua (UNESCO Chair of Education Sciences for Central Africa National Antenna of Cameroon Yaoundé & ENS Yaoundé Cameroon) From Pedagogy by Objectives to the Competence-Based Approach: What Teaching Practices for academic success in primary education in Cameroon?

12:00 to 14:30 Lunch break

Friday, October 27, 2017 – Afternoon

14h30-15h00: Synthesis of the conference and conclusions
15h00-15h30: Young Researchers Awards ceremony
15: 30-16: 00 Closing Ceremony

Traduction via Google Translate : frFrançais (French)


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