This paper examines the reformed Cameroon primary school curriculum that was released for implementation in the 2018/2019 school year. The curriculum is guided by a contructivist educational philosophy and underpinned by developmental theory. It is not organized traditionally around objectives, learning experiences, organization of learning experience and evaluation but is rather organized around seven national skills and four broad based competences. The curriculum is designed to be implemented through pathway subjects and eight integrated learning themes. While using the vertical and horizontal considerations in organizing the curriculum elements, the data sources are heavily biased toward meeting market demands thereby compromising relevance. The curriculum which is designed to meet the needs of programme harmonization in Cameroon primary schools, will enable all Cameroon children for the first time since independence, to study the same curriculum contrary to past practices whereby Anglophone and Francophone children studied different school curricula. The curriculum is driven by a pedagogy of integration.
Competences, Competence based, Curriculum, Domains, Integrated learning themes, integrated themes
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