Assessment of progress by the extended Steering Committee

Assessment of progress by the extended Steering Committee

The extended Steering Committee assesses the progress of the project

The expanded Steering Committee for the Project for Adaptation, Resilience and Pedagogical Innovation in the Crisis and Digital Age (PARI Pédagogique) met on Tuesday, April 26, 2022. The proceedings, which took place by videoconference from the auditorium of the ENS of the University of Yaoundé 1, were chaired by the Rector of this institution, Professor Maurice Aurélien Sosso, who is also the chairman of the said enlarged Steering Committee.

The purpose of this meeting was to assess the progress of the educational IRAP for the period from April 1, 2021 to September 30, 2021, and secondarily for the period from October 1, 2021 to March 31, 2022. The exchanges were based on three axes: the financial situation of the project as of September 30, 2021, the situation of the markets as of September 30, 2021, and the physical progress of the activities.

The Chairman of the PBS was pleased that the session was held “quickly”. “I am all the more satisfied that the partnership between the International Development Research Centre (IDRC) and our three teacher training colleges is the result of a synergy of action between Chad, the Central African Republic and Cameroon to address a common concern, which is the adaptation of our education systems in the context of a security and health crisis,” said Professor Maurice Aurélien Sosso, while thanking development partners, in this case the IDRC, and senior officials of the three countries present at these meetings.

This second meeting of the CPE comes after two workshops held respectively in October 2021 and mid-April 2022 by the project team at the three sites, accompanied by experts and partners in the project for its evaluation for semesters I and II. This meeting of the EPC follows the one held on July 9, 2021, which resulted in the validation of the project implementation plan.

The objective of the Pedagogical IRAP is to design, implement and reinforce innovative content and governance arrangements to generate proven knowledge for the training of trainers, i.e., contract and community teachers in a bi-lingual context, in a hybrid format and from an inclusive and differentiated perspective applicable in Cameroon, Central African Republic and Chad.

According to the senior project manager, Prof. Annie Sylvie Wakata, three outcomes are expected. In particular:
        • the proposal of a model for an observatory of good practices in initial and in-service teacher training;
        • the establishment of a digital learning environment for capacity building of the actors of the training and supervision chain;
        • a plan for scaling up the innovations and knowledge that will be generated by this project.
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