LES CLASSES D'EXAMEN DES LYCÉES PUBLICS D'ENSEIGNEMENT GÉNÉRAL DE NGAOUNDÉRÉ ET LA PÉDAGOGIE DES URGENCES À L'ÈRE DU NUMÉRIQUE: ANALYSE RÉTROSPECTIVE DES INNOVATIONS MANAGERIO-PÉDAGOGIQUES PENDANT LA CRISE SANITAIRE DE COVID-19

Abstract

The total lockdown related to the Covid-19 pandemic drastically disrupted existing teaching practices in Ngaoundéré. During this period, Principals of government general high schools were called upon to adopt innovative managerial and pedagogical approaches. This article, from a retrospective perspective, analyzes the strategies and concrete actions of six Principals of general education institutions in Ngaoundéré in support of exam classes during the Covid-19 pandemic. Drawing on theories of strategic analysis and pedagogical improvisation, the study employs a qualitative methodology focused on document analysis and structured interviews with these school administrators. The analysis of the collected data reveals that the six principals involved in this study innovated their management practices by implementing part-time classes, dividing exam classes into smaller groups, recruiting substitute teachers to support permanent staff, using WhatsApp groups to distribute digital resources, and making physical materials available to students.  These innovations, based on managerial and pedagogical improvisation, allowed the various candidates to face the B.E.P.C., the Probatoire, and the Baccalaureate at the end of the 2019-2020 school year. The results above highlight the resilience of educational institutions in a crisis context.

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