Dispositifs d'autoformation en période post-covid dans les lycées camerounais

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Thanks to the context of the Covid-19 pandemic, the Cameroonian government recommended self-learning for students. This involves developing learners' self-training outside the classroom by integrating multimedia into their teaching practices. In line with this objective, various measures have been put in place to enable students to acquire knowledge and develop skills independently. With an action-oriented aim, this work focuses on the analysis of the different devices deployed for the operationalization of this self-training. From this perspective, this research would like to study the transition from the exclusively transmissive paradigm to the paradigm of hetero-direction of learners while taking a look at the representations of the main actors. It emerges from the analysis of the questionnaires administered and the interviews conducted that very few establishments and target learners make use of the systems put in place for the individualization of knowledge inside and outside the classroom. The self-learning process put in place by the Government is a complex system still in its infancy, but evolving and therefore perfectible.