81

Since 2005, the Cameroonian government has been committed to a competency-based approach to its education system. Professionalism requires students to be able to analyze their practices, solve problems, mobilize strategies to ensure their employability (Altet, 1996, 2002; Lenoir, 2007; Perrenoud, 1993). However, professional integration remains a concern of the government. By researching the processes of academic success, it would be interesting a priori to analyze the factors of failure. An introspection of the identification of hidden costs reveals that dysfunctions related to human behavior, institutions and social changes are inhibitors of school performance.