About LCE Cameroon

LCE Cameroon promotes the transfer of skills to students

Who we are

 

LCE Cameroon is a non-profit initiative (Association) whose objective is to "give secondary school students the tools to develop their creative thinking and practical skills in various fields for a better integration in the socio-professional environment."

In a more specific way, we want to:

    - promote the development of student's practical skills,

    - promote creative learning methods,

    - help students to develop problem-solving strategies;

    - provide psychological support to students with academic difficulties,

   - Organize seminars and workshops with students, teachers, and parents on various educational topics,

    - Provide opportunities for talented students to share their practical skills with other students.

 

Why LCE Cameroon?

 

We have observed with regret that our school environment mainly the francophone system in Cameroon, provides very limited opportunities for students to develop their practical competencies and this has 2 main consequences:

    - The first one is the lack of practical skills and creativity of secondary school students and even teachers.

    - And the second one is the lack of motivation for teachers (Effect of routine).

Our Mission

 

LCE Cameroon promotes the transfer of practical skills to students through a better form of learning by providing them with the necessary tools that can help them better integrate the theoretical content taught in the classroom.

 

Our Vision

 

Build an African platform where teachers can come together in the development of practical strategies for creative teaching in order to enhance the transfer of practical skills to students.

 

 

 

Our Approach

 

The objective of LCE Cameroon's creative pedagogical approach is to encourage teachers to develop creative tools and didactic for quality teaching. As former students and today's educational actors, we, the founders of LCE Cameroon, have noticed that creativity is almost absent in the didactic practices and education. This lack of creativity and innovation explains in large part the teaching theory.

 

Criticism of the dominant theoretical way of teaching is not new. Several decades have seen the birth of several didactic approaches such as the competency-based approach, the experiential approach, the problem-solving approach that aim to put the student not only at the center of learning activities but also to develop tools for more interactive and creative teaching.

LCE Cameroon proposes a very playful teaching approach that awakens motivation, creativity, and curiosity among teachers and learners. This approach is marked by the slogan '' The art of seeing in EVERYTHING a didactic material ''.

 

Indeed, LCE Cameroon works for the development of practical skills of learners and this major objective can only be achieved through skills development, practices of teachers.

This is why LCE Cameroon proposes to teachers, training workshops both on the design of teaching materials and their implementation of problem-solving strategies and skills development practices. These teachers will then have the task of leading creativity workshops with secondary school students both within LiSy Creative Education Cameroon and their respective schools.

 

 

The Learning Materials

 

Teaching or learning materials are defined as any material that brings together the means and resources that facilitate teaching and learning.

Regardless of the school discipline taught, teachers must use the appropriate didactic materials. Among the basic didactic tools, we have the official manuals given by the minister of secondary education, the board, the chalk, the eraser. In order to make the course more interesting to keep the attention of students, teachers can integrate various other didactic materials that he or she can find online or design them himself, hence the creativity.

 

LCE Cameroon also encourages teachers to design as much as possible themselves their didactic support. As an advantage, the teacher has the opportunity to better adapt the content of his course to the social context of the learners. Learners can thus better discover their environment and give value to the local materials.