The training and support of the educational staff has become a major challenge for professional and institutional development, but several Cameroonian universities/institutes/schools seems not to be ready or sufficiently prepared.

Yet the training of potential trainers is an essential element to be considered in defining the various educational policies. Moreover, in 2005 in Cameroon, the alignment of the university curricula to the bachelor’s, masters and Doctorate. (BMD) system aimed, among other things, at creating links between teaching, learning and evaluation. Although this system represents educational innovation in most African countries in general and Cameroon in particular, it is not yet sufficiently anchored in the daily teaching practices.

However, in order to carry out international collaborative projects, it is important for each universities/institute/school to ensure that the curriculum structure of its training programs is compatible with the North American educational standards and approach which is more focused on the competency-based approach (CBA). This implies that Cameroonian universities/institute/schools must first ensure that:

  1. the training provided by their institutions meets the requirements necessary for its development at the national and international level;
  2. teachers have all the necessary skills to deliver high quality training and;
  3. they are ready to engage in a professional development process.

While in most education systems in the world, training and teachers support is a sine qua non condition for their influence and that of their institution, it is up to the school/ institution to find appropriate solutions to train competent teachers.

One of the goals of Admission Internationale is to train and support Cameroonian universities/institutes/schools in their international collaboration process and memorandum of agreement signature with North American, European, Asian and African universities