Abstract
This paper explores how reflexivity was implemented through the analysis of professional situations (GFAPP Framework) an approach rooted in professional didactics first acquired during international facilitator training in Senegal and later tested in Cameroon’s vocational agricultural training system under the PCP AFOP–SECAL framework. Using agro-pastoral farm diagnostics as the training context, the study highlights team organization, facilitation practices, the identification of professional situations, and the lessons and limitations encountered.
1. Introduction
Vocational training in agriculture now emphasizes not only technical mastery but also the ability to act competently in real-world settings. Central to this shift are two pedagogical pillars: reflexivity, the capacity to critically examine one’s own actions and decisions, and professional situations, which anchor training in authentic work contexts rather than abstract simulations.
Cameroonian trainers were introduced to these approaches during a pedagogical workshop in Senegal. Agro-pastoral farm diagnostics were then used as a pilot setting to test and adapt them locally. This article reports on that process, with emphasis on pedagogy and methodology rather than diagnostic results.
2. Context
Within the PCP AFOP–SECAL program, facilitators at the National Coordination and trainers from vocational centers conducted farm diagnostics across diverse production systems in the West Region of Cameroon. While designed as a technical exercise, the activity also served as a pedagogical experiment: testing whether practices acquired at the international level could be applied and contextualized within Cameroon’s vocational training environment.
3. Methodological Application
Team Organization
The methodology was first shared with facilitators at the National Coordination of PCP AFOP to ensure a common understanding of the approach. The principles of the exercise were then presented in plenary, and problem situations were identified collectively. Trainers from five regions who had just participated in holistic farm diagnostics were divided into five mixed groups (11 members per group, totaling 55 participants). Each group was supported by a facilitator from the National Coordination to moderate the process. The group work lasted approximately one hour.
Professional Situation Analysis (GFAPP Framework)
The process drew on the GFAPP method and unfolded in structured phases:
- Opening and Framing: Facilitators recalled objectives, set ground rules, and invited participants to select a professional situation to analyze typically one that raised questions or represented a challenge. Some situations were analyzed include: farmer’s reluctance to provide information, existence of fictitious farmer’s organization,
- Presentation: A participant presented the chosen situation in about five minutes, while the group listened in silence.
- Questioning: Participants asked clarifying questions to better understand the situation. Facilitators encouraged diverse perspectives while keeping the focus on the presenter’s lived experience.
- Hypothesis Building: The group proposed hypotheses to interpret the situation, avoiding advice or judgment. These were framed collectively and recorded by the facilitator for plenary sharing.
- Conclusion: The presenter summarized insights gained and reflected on what they found most valuable.
- Meta-Analysis: In plenary, groups and facilitators reflected on the process itself methods, group dynamics, and analytical depth identifying adjustments for future sessions.
4. Lessons Learned and Adjustments
The testing process produced several key lessons:
- Reflexivity strengthened learners’ ability to link technical knowledge with decision-making in real contexts.
- Professional situations provided concrete anchors for competency-based learning, more effective than simulations.
- The tools and methods required simplification and contextual adaptation to local realities.
Improvements included refining diagnostic guides, clarifying team roles, and systematically integrating farmer feedback into the analysis.
5. Perspectives
The Cameroonian case demonstrates that professional situation analysis can transform farm diagnostics from technical observation into structured learning experiences. The successful transfer from Senegal to Cameroon underscores the importance of adaptation rather than replication. Looking forward, reflexive practices should be systematically embedded in training sessions to build professional adaptability and analytical skills.
Conclusion
By integrating reflexivity and professional situation analysis into agro-pastoral training, Cameroon has taken a step toward more adaptive, learner-centered, and context-sensitive pedagogy. This approach equips trainees not only with technical expertise but also with the reflective and analytical capacities necessary to act effectively in complex rural environments.
Sheila Anu
Trainer PCP-AFOP
sheilaanu@yahoo.com
