THE STUDENT PROFESSIONAL PROJECT (PPE)COURSE SYLLABUS – UNDERGRADUATE LEVEL (L1, L2, L3)

**********************************INTRODUCTION

These course units (UE) on “The Student Professional Project” known as French acronym “PPE” are

new in university programs in Cameroon, specifically at the Faculty of Science of the University of

Yaounde I (UYI). Like every novelty, they are a subject of curiosity and various questions in an

institution where formation is essentially fundamental-based. It is therefore even more useful and

necessary than for the traditional courses, that the widest information on these course units should be

made available to stakeholders involved in the training, in the university or beyond (staff, coaches,

facilitators, coordinators, students, socioprofessionals, etc.).

In this light, this syllabus is more than just a simple synopsis of courses for the Undergraduate Level; it

is an intelligible information document, describing the terms of reference of the pedagogical contract to

which the participants commit themselves to the teaching of the PPE course units in the Faculty. On the

one hand, it is intended for the institution and lecturers/coaches as a tool for monitoring and reflection;

on the other hand, it is intended for students as a communication tool and a first guide for personal

work. The document presents: the context of university studies in Cameroon; the purpose of the PPE

EU; the Bachelor's Degree program module; the pedagogical approach; the practical organization and

planning; the evaluation methods; as well as the 2017-2018 Teaching Team.

1. THE CONTEXT OF UNIVERSITY STUDIES IN CAMEROON IN 2016

Since the 1990s, the socio-economic context in Cameroon has been marked by unemployment,

underemployment and the lack of employment of young people, including a significant proportion of

graduates of Higher Education. In this respect, a survey called "Generation 2000", conducted in 2004-

2005 on a sample of 363 companies and more than 1700 graduates who finished their studies in the

early 2000s, revealed that many of the skills expected by companies from graduates are not those

offered by training institutions, and that among those offered, some are superfluous.

It is evident as well that in 2011, when the Government launched the call for the recruitment of 25,000

graduates, more than 100,000 applications from holders of university degrees were received; and since

then, the number of graduates has only grown. Specifically, graduates from our faculties face difficulties

in finding a decent job commensurate with the level of their supposed skills; Recruiters prefer young

people from higher institutes that, in their opinion, integrate more easily into the company and are more

quickly operational in the workplace.

The national university landscape is characterized at the same time by the over-representativeness of the

generalist faculty fields of study, a skyrocketing student population, and the increasingly young access

to the university without an operational information-orientation-counseling system. Since dedicated

vocational or technical training institutions absorb only 12% of the workforce in Higher Education,

faculty graduates will still remain, at least for a time, ultra-majority in the labor market. The question of

socio-economic integration is therefore even more acute for this category of graduates.

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In the meantime, the State multiplies actions to accompany the operability of the young graduates and to

help them to make their way in active life, including self-reliance. This is materialized in the creation of

structures and the implementation of dedicated programs like the National Employment Fund, the

National Agency for the Promotion of Small and Medium-sized Enterprises (SMEs), the SMEs Bank,

the Agricultural Bank, Rural and Urban Youth Support Program, and other support programs.

It is in this context that the PPE Course Units were inscribed in the programs of the Faculty of Sciencein

2015. These course units are included following a review of programs as part of the implementation of

the LMD system, prescribed by the government among the measures to address the thorny issues of the

employability of graduates and their effectiveness out of the faculties.

2. THE AIM OF PPE COURSE UNITS – PEDAGOGIC AND STRATEGIC GOALS

Law Nº 005 of 16thApril 2001 on the Orientation of Higher Education in Cameroon assigns to the latter

a fundamental mission of production, organization and dissemination of scientific, cultural, professional

and ethical knowledge for the development of the Nation and the progress of humanity. The PPE UEs

have been included in the training curriculum of the Faculty of Science as part of the other taught

disciplines, with the aim of reducing the gap between the Faculty and the socio-professional milieu and

significantly improving the rate and quality of the socioprofessional and economic integration of

students at the end of their university studies, thus leading to the full participation of the Faculty in the

development of the Nation.

The history of the University, in Cameroon as in Europe, has created a professional culture,

representations of the university teacher profession: the University is a place for the production of

knowledge not strictly attached to professional application; the consequence being the over-valorization

of research based on the doctoral model and a relative contempt for university pedagogy. The primacy

of research is translated by a minorization of the curricular approach in favor of a teaching program

linked to the strict sector of university research which has little interest in employability.

Prominently among the major obstacles to the socio-economic integration of faculty graduates are the

controversial and sterile opposition in the university between academic-training-focused research and

professionalization, on the one hand; and the lack of knowledge of university expertise both within and

outside the university, on the other hand. It is easily observable that our graduates often do not know

what they know how to do in practice; or cannot say what they know how to do; or do not know how to

use what they know.

The pedagogicalgoal of the PPE UE is to bring the student to later assume responsibilities as a worker in

a given field of professional activities with an optimal contribution to the economic production and

development of the Nation, through a structured support in the definition and development of his

personal professional project, in his training for this project and his insertion in the workplace.

The Law on Orientation of 2001 organizes studies in higher education in cycles of training. With

Cameroon having decided with CEMAC, to implement the LMD System in 2005, the PPE programs

were built on a systemic approach, within the framework of three L-M-D modules.

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3. THE UNDERGRADUATE PROGRAM

The program of the PPE Module for the Undergraduate Cycle (Module L) is broken down into the

following components: Objectives; structuring and content.

3.1 Objectives of the Under-graduate Module

According to the Orientation Law, the first cycle (in this case cycle L), has the following purposes:

- to enable students to acquire, deepen and diversify their knowledge in fundamental subjects opening

up to a large sector of activity, to acquire working methods and to raise awareness about research;

- to enhance the orientation of the student with respect to his freedom of choice, by preparing him either

for further training in the second cycle, or for entry into active life after acquiring a qualification

sanctioned by a title or diploma.

While the main UE disciplines aim to develop fundamental knowledge, methods of work and to raise

awareness about research, the PPE has an essential vocation of support and curricular complementarity

of these foundations, in order to set the pre-professional orientation of the student’s research at the end

of the training. This mission is transcribed into the PPE module of the undergraduate level by the

following specific curriculum objectives:

1° to fill the insufficiency of the information-orientation-advice mechanism of students in the Faculty;

2° to generate more motivation for pursuing studies in the Faculty and awaken the transversal cultural

potential of students;

3° to raise awareness on ethics and to support civic education;

4° to caution students against training courses without opportunities, and to "enable them" to better

understand active life through a personal integration project;

5° to highlight the employability aspects of faculty training and to reinforce its professional elements;

6° to add to the competencies of basic disciplines cross-curricular competencies of non-basic

disciplines that are in high demand in the workplace outside the educational system;

7° to support work-study and socio-professional integration;

8° to spread the entrepreneurial culture to stimulate and foster student entrepreneurship;

9° to develop and structure operational links with the structures dedicated to the development of

entrepreneurship and the creation of businesses.

3.2 Structure and contents of the programTo achieve the above objectives, the training / learning program was configured using the Vocational

and Personal Development Activation (ADVP) technique, structured in a three-step progressivity

approach. These stages are in three levels (L1, L2, L3) of the cycle, and correspond to three taught units

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that follow each other, irrespective of the course: PPE100, PPE200, PPE300. The entire PPE L module

is organized in 21 chapters at the rate of seven (7) per level, for a total of 9 credits (Cr) distributed as

follows: PPE100: 2 Cr; PPE200: 3 Cr; PPE300: 4 Cr.

Of course, as sequences of a module, the UEs PPE100, PPE200 and PPE300 are not disjointed. The

structure and contents are as follows:

Step1, L1 – PPE100 : Awakening-Exploration

The first step in the L cycle module is essentially the first three curricular objectives of the program. In

fact, few students have benefited, before entering university, from information and support for their

choice of higher education or career. For many of them, the Faculty is a stepping stone or a stop-gap

where they take an enrollment when they have not been received at the various entrance examinations

into vocational schools. Therefore, once they have gone to university, they need an appropriate

counseling and counseling system. The purpose of the PPE100 program is threefold: information-

orientation, interest on socio-economic issues, and exploration.

CONTENTS OF PPE100 : CHAPTERS 1 to 7Chapter1:Introduction: General Context and State of University Studies in Cameroon

Demographic data and the Higher Education market in Cameroon: the over-representation of generalist

faculty training;the socioeconomic context and employability of university graduates

Chapter 2: Training in the Faculty of Science: the Bid and Organization

Trainingin the Faculty of Science;the structural organization of training in the Faculty;the functional

organization of training in the FacultyChapter 3: Overviewing the LMD: Understanding the system –the Link between Credit and Professionalization

Definition of concepts (credit, capitalization, work, employment, unemployment, ...) - Pedagogical

approach. Employability: what link does it have with credits? Pedagogical approaches and evaluation in

the LMD system.

Chapter 4: The PPE UEs: a support tool for the construction of employability

The UEs in PPE: Stakes and challenges of a transversal module. Syllabus of the course: Pedagogical

guide, Pedagogical team,...

Chapter 5: Stakes in the Cameroonian Labor Context - Challenges for Graduates

Perception of work in the Cameroonian cultural context. Issues and challenges for students / learners

Chapter 6: Education and Civil Service: Civic Awareness and Ethical foundations for Life

What is it ?Why ? How? When? Held on and off campus.

Chapter 7: The "Reality Pre-Exploring”: Discovering One’s Aspired Preliminary Vocation

What is it ?Why ? How to write a report? Practical tips for a successful implementation - Evaluation

Grid

Step2, L2 – PPE200 : Projection-Crystallization

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Objectives 4 to 6 are the second step in the structure of L program of the PPE Module. Due to the

rapidly accelerating pace of the socio-economic world today, it is becoming increasingly difficult to

offer trade choices efficiently. The question of social and professional integration is addressed in the

PPE program from the point of view of employability in terms of personal project: once the student has

been made aware of the general environment, the socio-economic realities and he knows more or less

about the system as well as the offer and the organization of the training at the Faculty, it is necessary to

help him to define his project of insertion and to crystallize it. The technical elements, tools and

educational activities dedicated to this purpose form the bulk of the contents of the PPE200 program.

CONTENTS OF PPE200 : CHAPTERS 8 to 14Chapter 8: The Project Approach: The Personal Project

What is it? Why? The employment triangle and the personal project. The notebook: continuous

assessments of training and personality.Chapter9:Job References – Mapping of Professions

Job functions - Professions. Job descriptions - Job descriptions - Cut / arrow jobs

Chapter 10: Current Opportunities for Science Degrees

The skill profiles of science graduates;the current trades;current opportunities; openings / niches.Chapter 11: The PPEAcademic Internship: Structuring a Multi-Sectorial Coopetition

Typology of internships - The academic internship: what is it? The place of the internship in the

PPE;interest for recruiters; hosting Agreement on Training; the PPE trainee's notebook;internship

follow-upChapter 12: The Pre-Professional Internship Market in Cameroon: stakes and Challenges

Conferences / forums: speakers will not only describe the internship market per se, but also the

shortcomings identified in companies in student internship application files, as well as the question of

follow-up of students on internships by educational institutions.Chapter 13: The PPE Work Internship: From Research to Capitalization

The objectives of the work internship; the intern’s mission;the search of a work internship: internship

search file (CV, internship request, motivation letter);going on a work internship: the 1st notebook of

the trainee; the work internship report.Chapter 14: The portfolio approach: materialize your capital skills

What is it? To do what with?Back to the logbook - Training report - Personality assessment; Material or

tangible elements of acquired skills: e-portfolio or preprofessional progressive file.

Step 3, L3 – PPE300 : Specification-Realization

The third component of the program structure, PPE300, targets objectives 7, 8 and 9. The student who

reaches the last level of the cycle, must be able to prioritize his project options and see himself through a

well-informed choice of continuing studies or immediate insertion after the First Degree. But how do

you associate employability within an agricultural enterprise to solving the Schrödinger equation? How

do you make recruiters to understand that science and technology are part of their everyday business?

How do you make sure that the private sector is recruiting well based on the skills of graduates? The

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PPE300 program is specification-oriented, with a focus on entrepreneurship and self-employment, on

the one hand and pre-vocational immersion, on the other hand.

CONTENTS OF PPE300 : CHAPTERS 15 to 21Chapter 15: The Labor Market in Cameroon: From the State to Family Micro-Enterprises

Conferences: the speakers will make a prospective inventory of the current situationChapter 16: Employability of Graduates in Question: Challenges and Hope - Job Niches

Conferences / forums: the speakers will present the opportunity represented by the structuring and

formalization of family and individual micro-enterprises for the enlargement of the labor market.Chapter 17: Entrepreneurship and Business Concepts: From a Project Idea to a Successful Enterprise

The Idea: Information, Brainstorming; Description of the project briefing note, concept note, ...). Action

Planning: Tools, Tasks and Responsibilities, ... Funding and Fundraising.Chapter 18: Account Management of an SME

Concept of cost accounting; Operating account;Management account;Balance sheet.Chapter 19: Concepts of Administration and Operational Management of an SME

Strategic planning; Day-to-Day Management: Negotiation and Conflict Management; Administrative

and financial management; Circulation of project results.Chapter 20: Case StudyRural entrepreneurship: Cooperatives

Chapter 21: The Functional Internship of Pre-professional Specification: Orientation or Insertion?

The 2nd notebook of the trainee in company: the functional stage of specification.

4 THE PEDAGOGICALAPPROACH

The competency approach is the natural methodological framework for the implementation of training

programs in the LMD system; the basic principle being that the student is at the center of the training /

learning process. For the PPEUE, the implementation of this approach lies in the answer to the

following two questions: For which competences? Which activities and what pedagogical approach?

4.1 Skills Grid

The competences grid was developed with the contribution of lecturers of various fields and disciplines

of the Faculty of Science of the UYI, on the basis of the "TUNING" references and from the results of

surveys of former graduates in service or unemployed, retired or active human resources managers,

business leaders.

Addressing the question of social and professional integration from the point of view of employability

and the personal project, the designers of the PPE program relied on non-disciplinary skills that can fill

the gaps identified by recruiters. It is obviously not a question of modeling training on the needs of

companies that are too ad hoc by reducing the disciplinary aspect: training courses and diplomas would

lose their meaning. It is about increasing employability by playing on the ability to solve problems

through a set of cross-cutting personal skills that are in high demand in any out-of-school work

environment: cultural, organizational and relational skills.

The following table presents the elements of competence by type, with the expected levels at the end of

the apprenticeship:6

- Initiation (I) for the ability to carry out the activity with help or under supervision; and,

- Use (U) for the ability to perform the activity independently.Type of

competenceDescription of the element of competence level

Cul

tura

l

To challenge oneself, to be critical, to debate and / or to defend one's ideas I, U

Being able to understand issues of ethics, sustainable development, cross-cutting issues, economic and social issues of work, opportunities offered by coopetition, ...

U

Know the system, the training offered in the Faculty and the professional fields associated with its disciplinary field; to be situated in different perspectives of professional insertion related to one’sfield

I, U

Build your personal and professional project; build your portfolio of experiences and skills I, U

Know the research techniques of internship / employment: among other things, know how to write a curriculum vitae and a letter of motivation; know how to prepare for an interview, to present oneself in different circumstances, and to value one's skills and experiences in writing and orally.

U

Use information and communication technologies (common applications: Word, Excel, Power Point, SPSS, ...) U

To be able to invest one’s knowledge and skills in the context of a professional situation

U

Org

aniz

atio

nal

Perform an information search: specify the purpose of the research, identify the access modes, analyze the relevance, synthesize, explain and transmit

U

Implement a project: define the objectives and the context; realize and evaluate the action. I, U

Exploit information from different sources and supports (paper and electronic) in relation to training, format them to prepare a summary document (presentation, note, report, ...), produce them and distribute them on digital media ( texts, tables, slideshows, videos, ...).

U

Takeinitiative; Organize individually: manage your time and priorities; plan;self-evaluation. U

Being able to manage a modest project. I, UTo pursue by oneself one's learning; to prepare for training throughout life. U

Rel

atio

nal

master the written and oral expression and the techniques of one’s first working language: respect the syntax and the spelling as well as the characteristics of the type of writing

U

Integration into a professional environment: identify skills, situate a company or organization in its socio-economic context, identify the resource persons and various functions of an organization, be in a hierarchical and functional environment, respect the procedures and standards

I, U

Working in a team: integrate, position oneself, collaborate I, UNetworking: use digital tools for communication and collaborative work. UProfessional communication: write clearly, prepare appropriate communication materials, speak in public and comment on materials; communicate orally in the second official language.

U

be autonomous in writing and show on this occasion capacity to communicate thought, to reason and to organize knowledge.

U

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4.2 Activities –Pedagogical approachThree groups of activities articulate the implementation of PPE programs: face-to-face teaching; pre-

professional exploration and immersion of students; the structuring of partnerships for local

development. The pedagogical approach is described below for each group of activities.

Presence or face-to-face teaching:

The pedagogical approach for teaching PPE is active, participative and dynamic: the student must be a

co-actor, co-author of all that contributes to his learning and training. The face-to-face course is of the

animation-counsel-accompaniment type, the role of the lecturer being essentially limited to the

development of teaching materials, organization and accompaniment.

To do this, a "keynote" on the subject matter of the lesson or any other relevant support is made

available to students at least one week before the lesson date. Thus having a basic document to guide

their personal research work, facilitate the face-to-face exchanges and nourish the assimilation of

knowledge all the easier.

With small or large plenary workshop groups, the lecturer-facilitator leads discussion sessions on the

topics of the course chapters. Rather than delivering acquired knowledge, he assures the students'

companionship towards autonomy to be able to structure themselves information in learning resources.

The main objective of this approach for the lecturer-facilitator will be precisely the rapid empowerment

of students for the construction of their personal projects. He will use the adapted pedagogical and

didactic arsenal possible: case studies, scenarios, enactment, role playing, ....

Pre-professional exploration and immersion:In addition to the personal research work and the organization of his or her learning resources that is his

or her responsibility, the student will have supervised personal work (TPE) off campus, in the form of

exploration activities and / or immersion in a socio-economic environment. Alone or in a group, he will

observe, explore with a particular interest the reality of workers, their real workplace or immerse

themselves more or less permanently. These include "reality pre-exploring", company visits, internships,

participations in events.

For these activities, especially those resulting in the writing of a report, the pedagogical approach is

active semi-directive. The student is prepared face-to-face at the Faculty, then supervised, directed or

tutored in the socio-economic environment. The teaching team proposes a guide that includes at least:

the definition of the object and objectives; the skills expected at the end of the activity; the description

of the student's mission; an evaluation grid.

Structuring of partnerships for development:

While community service and development promotion are among the statutory missions of university

lecturers, a persistent criticism of our faculties is their low external performance, their lack of relevance

and social profitability. PPE internships, beyond pre-professional immersion and employability building

for students, also provide the Faculty with an operational tool for its community service strategy and the

promotion of local development. They aim to structure operational links between the Faculty and the

socio-economic milieu, to promote the entrepreneurial culture and to foster the development of post-

university entrepreneurship.

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The approach of this strategy is an operational coopetition. Between co-operation and competition, the

term coopetition, of Anglo-Saxon origin, refers to a co-operation approach with competitors, generally

on activities for which they do not have a competitive advantage.

In implementing PPE activities, the Faculty makes a point of involving external socioprofessionals.

Theyconstitute the first strong "ligand" in the coopetitive approach of the PPE strategy. In addition,

through internships, students have access to direct knowledge and various skills in real-life business

environments. Collaborative follow-up of trainees by academic faculty and internship supervisors in

companies, promotes the development of a truly operational cooperation; without forgetting the

"inducible" effects.

5 PRACTICAL ORGANIZATION AND ANNUAL PLANNING OF ACTIVITIES

The practical organization of the implementation of the PPE programs and the annual planning of the

activities are constrained by four major parameters irreducible in the current context: the number of

students; the semestrialization of the academic calendar at the University; the necessary alignment of

certain activities on the beaches opened by the socio-economic partners who are prepared to receive the

students for the scenarios; the obligation of follow-up and personalized supervision of the students in

internship by academic referents. It follows that:

1 ° the implementation of all UE activities of PPE at any level of the L cycle is spread over the

academic year, but divided into two half-yearly phases to be easily planned as part of the overall

management of academic activities of the Faculty;

2 ° in the case of the formal semester, the PPE students are enrolled in the second semester (S2) of the

academic programs of the Faculty.

The phasing, plans and timelines for annual progress by level proposed below, although not

prescriptive, remain strong recommendations to all stakeholders in the implementation of PPEUEs in

cycle L.

5.1 Phasing of activities Phase I, first semester: face-to-face activities

The first semester (S1) must be devoted to information / training / face-to-face learning activities,

generally preparatory to off-campus scenarios. For example, finding an academic internship in the

Cameroonian context today is not easy. The skills for internship research must therefore be sufficiently

developed in the classroom coursein the faculty, to increase students' chances of finding one at their

own convenience. Freed from the pressure of the face-to-face lectures in the first semester, they will

then have the latitude to prepare and follow their internship requests.

In practice, the face-to-face phase will take between 15 and 16 weeks of activities, including related

assessments, to achieve the training objectives. At the rate of one hour weekly at L1 and L2, and two

hours per week at L3, the face-to-face program should be covered.

Phase II, second semester: TPE The students' off-campus TPEs, their monitoring and coaching, the compilation of marks and the

structuring of partnerships constitute the activities of the second phase of the annual PPE EU

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programming. They take place in the second semester (S2); and partly during the university vacation

period. This is consistent with the timing of socio-economic partners.

Indeed, among the companies open to the reception of students for a short-term or long term stay, most

make more provisions for the period from mid-April to mid-September and close the study of the

requests for internships in March. PPE internships, lasting a minimum of one month for L2 and L3

levels, where they are provided in Module L, will generally take place between mid-April and mid-

September depending on availability. In all cases, the internship reports must be submitted at least two

weeks before the start of the first semester of the following academic year for the marks to be taken into

account in the current year.

5.2 Plans and chronograms of annual activitiesThe lesson plans and the tentative timelines of the activities are presented in the tables below. For levels

L1 and L2, the classroom session is one (1) hour per week, for a total of 15 to 16 hours per level per

year. At the L3 level, the program provides for a two-hour session per week for an annual total of 30 to

32 hours.

PROPOSED ANNUAL CHRONOGRAM OF PPE100ACTIVITIES Week Activity

1 Workshop on analysis and exchanges of the teaching practices of the participants2 Lecturer-student contact: Practical advice - Declining the program and the annual progress planning3

CHAPTER 1: INTRODUCTION: GENERAL CONTEXT AND STATE OF UNIVERSITY STUDIES IN CAMEROON

Demographic Data and the Higher Education Market in Cameroon – Overrepresentativeness of generalist faculty training4

5 The socio-economic context and employability of university graduates6

CHAPITRE 2 : TRAINING IN THE FACULTY OF SCIENCE : THE BID AND ORGANIZATION

The training offered by the Faculty of Science7 Structural organization of training at the Faculty of Science8 The functional organization of training in the Faculty9 CHAPTER 3: OVERVIEWING THE LMD:

UNDERSTANDING THE SYSTEM – THE LINK BETWEEN CREDIT AND PROFESSIONALIZATION

Concepts (crédit, capitalization, …) 10 Employability: what link to credits?11 Pedagogical Approaches - Evaluations12 Control: 1st summative evaluation13 CHAPTER 4: THE PPE UES: A SUPPORT TOOL FOR

THE CONSTRUCTION OF THE EMPLOYABILITY OF GRADUATES

PPE UEs: Stakes and challenges of a transversal module

14 Course Syllabus: Pedagogical guide, Pedagogical team, ...

15 CHAPTER 5: WORK IN THE CONTEXT OF CAMEROON: STAKES - CHALLENGES

Perception of work in the Cameroonian cultural context16 Stakes and challenges for students / learners17

CHAPTER 6: PUBLIC ETHICS - CIVIC SERVICEPublic ethics: What is it? Why? Stakes and challenges

18 Civic service: What is it? Why? When?19 Preparation for Civic Service - Practical Tips20 Control: 2nd summative evaluation21

THE "REALITY PRE-EXPLORING”What is it? Why? How to write a report?

22 Practical tips for a successful enterprise - Evaluation Grid23 OPERATIONALIZATION OF "REALITY PRE-

EXPLORING" AND COURSE CATCH-UPS Collection and correction of reality pre-exploring reports

24 Collection and correction of reality pre-exploring reports25

PRESENTATIONS OF THE REALITY PRE-EXPLORING GROUP PRESENTATIONS26

27

28COMPILATION OF MARKS OF VARIOUS EVALUATIONS

29

30JURIES - FINAL RESULTS Ordinary Session –Catch-up Session

31

10

32

33-40 OPERATIONALIZATION OF CIVIC SERVICE

PROPOSED ANNUAL CHRONOGRAM OF PPE200 ACTIVITIESWeek Activities

1 Workshop on analysis and exchanges on the teaching practices of the participants2 Lecturer-student contact: Practical advice - Declination of the program and the annual progression plan3 CHAPTER 8: THE PROJECT APPROACH:

THE PERSONAL PROJECTWhat is it? Why?

4 The employment triangle and the personal project5 The notebook sheet: elaborating one’s personal project6 CHAPTER 9: CARTOGRAPHY OF JOBS - REFERENCES

OF PROFESSIONS–LIST OF POSITIONSWork functions - Professions

7 Job lists - Job descriptions - Cut / arrow jobs8 CHAPTER 10: CURRENT OPPORTUNITIES FOR

SCIENCE DEGREESthe skill profiles of science graduates

9 Current jobs and opportunities - Job openings / niches10

CHAPTER 11: THE ACADEMIC EPP TRAINING: ENSURING EMPLOYABILITY AND SERVICE TO THE COMMUNITY THROUGH COOPETITION

Typology of internships - The academic internship: What is it?

11 The place of the internship in the PPE scheme - The interest for recruiters

12 The internship agreement - The PPE trainee's notebook13 Control: 1st summative evaluation

14 CHAPTER 12: STAKES AND CHALLENGES OF THE PRE-PROFESSIONAL WORKSHOP IN CAMEROON CONFERENCES

15 CHAPTER 13: THE FIRST ACADEMIC INTERNSHIP OF PEP: THE WORKER WORKSHOP - FROM RESEARCH TO CAPITALIZATION

Work (Paid) internship: the objectives, the trainee's mission, the follow-up

16 search for work or paid internship - Internship application files17 Goingon internship: Work intern’s notebook - Work internship report18

CHAPTER 14: THE PORTFOLIO APPROACH: MATERIALIZE YOUR CAPITAL SKILLS

What is it ?for what purpose?19 Material or tangible elements of capital skills20 Progressive preprofessional file21 Control : 2ndsummative evaluation Pre-internship file22

CORRECTION OF PRE-STAGE RECORDS - COOPETITIVE COMMUNICATION ACTIVITIES INTO THE SOCIO-ECONOMIC ENVIRONMENT23

2425

COMPILATION OF MARKS - PARTIAL JURIESOrdinary session

26 Ordinary session27 Catch-up session28

OPERATIONALIZATION OF WORKER TRAINING - COOPETITIVE COMMUNICATION ACTIVITIES - SUPERVISION, FOLLOW-UP, COLLECTION AND CORRECTION OF REPORTS

29303132

FINALRESULTS 33

PROPOSED ANNUAL CHRONOGRAMME OF PPE300 ACTIVITIESWeek Activities

1 Workshop on analysis and exchanges on the teaching practices of the participants2 Lecturer-student contact: Practical advice - Declination of the program and the annual progression plan3 CHAPTER 15: THE LABOR MARKET IN CAMEROON:

FROM THE FAMILY TO STATE MICRO-ENTERPRISES Conferences: The speakers will make a prospective inventory 45

CHAPTER 16: EMPLOYABILITY OF GRADUATES IN QUESTION: CHALLENGES AND HOPE

Conferences: the speakers will demonstrate the opportunity represented by the structuring and formalization of family and individual micro-enterprises for the enlargement of the labor market.

678

CHAPTER 17: ENTREPRENEURSHIP AND BUSINESS CONCEPTS: FROM A PROJECT IDEA TO A SUCCESSFUL ENTERPRISE

The Idea: Information, Brainstorming.9 Brief description (information note, concept note, ...).10 Action Planning: Tools, Tasks, Responsibilities, ...11 Financing - Fundraising - Cash Flow Management

11

12CHAPTER 18: ACCOUNT MANAGEMENT OF AN SME

Concept of cost accounting.13 Operating account. Management account.14 Balance sheet.15 Control : 1stsummative evaluation

PROPOSED ANNUAL CHRONOGRAM OF PPE300 ACTIVITIES(cont’d)

Week Activities16

CHAPTER 19: CONCEPTS OF ADMINISTRATION AND OPERATIONAL MANAGEMENT OF AN SME

Day-to-Day Management: Negotiation and Conflict Management.17 Administrative and financial management. Circulation of project results18 Management and Strategic Planning19

CHAPTER 20 : CASE STUDY Rural entrepreneurship: individual micro-enterprises; familyCooperative enterprises, Other selected cases

202122 CHAPTER 21: THE PREPROFESSIONAL INTERNSHIP

OF SPECIFICATION: ORIENTATION OR INSERTION?The Intern's 2nd workbook: functional course of specification.

23 The preprofessional functional internship report24

CORRECTION OF e-PORTFOLIO - COOPETITIVE COMMUNICATION ACTIVITIES2526

COMPILATION OF MARKS - PARTIAL JURIESOrdinary Session

27 Ordinary Session28 Catch-up Session29

OPERATIONALIZATION OF INTERNSHIPS - COOPETITIVE COMMUNICATION ACTIVITIES - SUPERVISION, MONITORING, COLLECTION AND CORRECTION OF COURSE REPORTS

30313233

FINALRESULTS 34

6 EVALUATION PROCEDURES

No lecturer is ignorant of the importance and delicacy of evaluation in the educational process. If it is

essentially technical, the act of evaluation can sometimes be subjective in nature with various

parameters: nature and content of the competency elements to be assessed, the evaluator's personal

judgment, etc. This subjective side should be minimized especially when it comes to summative

evaluation designed to validate the student's learning outcomes.

Although summative evaluation is essential in a certification system such as the university, the active

methods chosen for the implementation of the PPE program will favor formative evaluation to support

the learning process. Also, face-to-face teaching will be accompanied, as much as possible, by

continuous formative assessment topics with more or less the standard format for summative

evaluations. For purposesof framing, the following recommendations are prescriptive:

1 ° In L1, one will avoid exercises / tests with open answers. Summative evaluation topics will have the

following general structure: a closed-ended questionnaire (QFR), possibly with a certainty index; a

multiple choice questionnaire (MCQ); a questionnaire with holes (table, text or graph); a group of Items

to match. The report of reality pre-exploring will be a separate test with a specific weight.

2 ° In L2 and L3, where students are expected to immerse themselves in a socio-economic environment,

students' diaries, files, reports and other reports of TPE off-campus (internships, missions, ...) will be the

main exercises or summative assessment tests. A clear evaluation grid must be provided and explained

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to students before they leave for the field and should be included in the guide for activities that have

one.

3 ° In all three levels, lecturers will make arrangements to assign marks continuously, even from the

formative assessment tests.

7 THE PPEPEDAGOGICAL TEAM (2017-2018)

For the 2017-2018 academic year, the PPE Teaching Team includes about twenty professionals with

various complementary profiles: Teachers-Researchers, Teachers, Guidance Counselors, Youth and

Animation Advisers, Entrepreneurs, projects –Experts,among others. Some profiles are presented

below.

The Coordinator of the Pedagogical Team: ABEGA Clément RogerCurrently the Head of the Department of General Affairs and Personnel, the Coordinator of the Student Professional Project Course at the Faculty of Science of the University of Yaoundé I has a rich transversal experience covering fields as varied as teaching, research, administration, inter-university cooperation, procurement, setting up and operational monitoring of institutional and socio-economic development projects. He is also a high-class notable of Traditional Culture and Religion in the Mengisa tribe of Cameroon.

Engaged in the training of young Cameroonians since 1982 and a graduate from the Ecole Normale Supérieure (ENS) of Yaounde after his first cycle studies at the Faculty of Science of the University of Yaounde, he joined the Public Service as a General Education Secondary School teacher in 1989. He then furthered the strengthening of his skills, his technical and professional expertise through postgraduate and doctoral studies, practical training, a practical activity supported in academia and the institutional.

The multidisciplinary / cross-curricular academic and professional background of the PPEUE Coordinator, together with his attachment to his cultural background, gives him a great capacity to tackle issues with originality, to innovate and to face challenges - capacities he has been able to capitalize since 1994 by significant contributions to the governance of research, university cooperation and relations with the business world at the University of Yaounde I. Two challenges constitute his major interests today through the PPE course: the employability and socio-economic integration of university graduates, on the one hand, and the development of local communities at the socio-economic and cultural levels, on the other hand.

Lecturer/Facilitator: TAMBU MBA’, Ph.D.TAMBU MBA’ is a Development Engineer (Senior Youth & Action Counselor) currently in service at the University of Yaounde I. He holds a Doctorat/Ph.D. in Performing Arts & Cinema Production & Criticism – a discipline he lectures as at now as part-time in the Department of Arts and Archeology of FALSH. He is also a holder of the Higher Diploma in Youth and Action counseling obtained from the National Institute of Youth & Sports (INJS)Yaounde. Following this professional training, he has mustered a rich package of experiences in the areas of entrepreneurship, project conception/ management, humanitarian response, community development, semiotics, cooperation studies, Human rights, Theatre /Cinema Directing, etc. having undertaken a series of related courses offered by Harvard University,

The University of Adelaide, Sphere Association, Disaster Ready and participated in a series of international conferences and workshops, like the 2017 ALA Conference hosted by Yale University, USA. He is the father of ‘The asemiotics’ and ‘Cinesemiotics’.

On the professional scaffold, TAMBU MBA’ is the founder and CEO of CEPROCUL (Action for the Needy) an authorized national NGO through which he, with the collaboration of a series of human and institutional resources, has realized a stretch of outreach development projects in several parts of Cameroon. He is a member of the International Association of Semiotic Studies, the ALA, USA, Etc.

Madame ELOMO Christiane Lyliane est titulaire de deux diplômes de Master pro en Sciences forestières et environnementales, Spécialité Agroforesterie. À la suite de trois années d’apprentissage au Centre Mondial pour l’Agroforesterie comme Assistante de Recherche, elle a développé des compétences en recherché-développement ; dans la pratique des techniques d’amélioration végétative des fruitiers locaux et des techniques de restauration ; la réalisation et le suivi des pépinières en zone rurale,  la production des spéculations agricoles annuelles et pérennes ; et le prétraitement d’échantillons de sol pour les analyses en laboratoire en vue de l’amendement des terres dégradées.

Elle met en œuvre ces compétences depuis deux années déjà dans des activités de production et de gestion agricoles, dans deux micro-exploitations agricoles de piment qu’elle a créées à Meyo dans l’arrondissement de Nkol-Afamba. Elle maîtrise l’utilisation de l’outil informatique de base utile pour le traitement des informations simples dans la gestion de ces micro-entreprises : Word, Excel, Powerpoint, SPSS.

Elle a rejoint l’Equipe de PPE en mars 2017 comme observateur, puis s’est mise bénévolement au service de l’Equipe comme stagiaire d’appui au suivi des étudiants en stage ouvrier dans les entreprises de juillet à septembre 2018 avant de solliciter des enseignements. D’un tempérament très déterminé, elle possède aussi une extraordinaire capacité de transmission communicative de son enthousiasme

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que les étudiants apprécient. Son rôle dans la sensibilisation des étudiants à l’auto-entreprenariat est à ce titre important, elle-même pouvant servir d’exemple.

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