1: Implementation of Phase I of the Curricula Reform 299- At the level of basic education, the State undertook a curricula reform to step up the development of basic skills, adapt training to the modern changing world, and train increasingly creative children through decreasing dogmatic teachings. In 2016, Phase I of the reform was implemented through the validation of the framework-document and the drawing up of a more practical programme of studies. The programme contains 10 subjects192. The aptitude of pupils to communicate in the 2 official languages and in at least 1 national language is one of the strategic thrusts of the reform193. 2: Development of New Teaching Methods 300- In order to enable a large number of pupils to attain the “satisfactory” skills threshold in the major subjects such as Mathematics and languages194, new teaching methods were developed especially in Mathematics. In this regard, many challenges were identified such as capacity development in the proper understanding of the strategy and methods to facilitate the teaching of Mathematics, display of new tools targeting better teaching/learning of the said subject, and the upgrading of the level of the pupils in the said subject. 3: Teaching of ICTs 301- The learning of ICTs has become an important factor in economic and intellectual development, and an opportunity for opening up to the world. Considering such reality, actions were taken at the pedagogic level through experiments on the pedagogic integration of XO computers in pilot schools and the training of teachers on the pedagogic integration of ICTs. 4: Experimenting the Teaching of National Languages 302- Within the framework of the experiment, different actions were taken especially the production of teaching aids for reading and writing, training of 93 teachers in the teaching of national languages, the designing and establishment of national language teaching project on a pilot basis in 360 public primary schools, representing 1 school per Council, and the organization of a diagnostic evaluation of the performance of pupils in the pilot schools. 303- In addition, partnership with ELAN CAMEROON, a national language promotion experience was launched during the 2015/2016 academic year in 150 multilingual classes in 50 public primary schools nationwide, representing 5 schools per Region. 304- During the 2016/2017 academic year, as part of the teaching of national languages, focus was on defining the national base of national language skills and capacity development of the links in the pedagogic supervision chain. Phase I of the ongoing experiment195 in the teaching of national languages in 4 Regions in the country covers 28 schools with 36 teachers and includes the following 4 national languages196: Ewondo for Centre Region, Fufulde for North Region, Ghomala for West Region, and Bassa for Littoral Region as shown in the table in the 192 They include French, Literature, English, Science and Technology, ICTs, Social and Human Sciences, National Languages and Cultures, Mathematics, Physical Education and Health, Personal Development, and Arts. 193 The other thrusts include: teacher training, preparation of syllabuses using a participatory approach, test application on a small sample of schools in urban and rural areas in the French subsystem and the English subsystem, involvement of all categories of teachers in the drawing up of the said syllabuses (higher education, teacher training, primary and nursery education). 194 An evaluation conducted in 2014 showed that a large number of primary school pupils do not attain the “satisfactory” language skills threshold (70.3% at the start of the cycle and 51.2% at the end of the cycle) and in Mathematics (44.7% at the start of the cycle and 64.6% at the end of the cycle). PASEC 2014, p.149 195 The second phase that started in 2018 saw an increase in schools to 41 with a 5 th national language, Douala 196 Ewondo for Centre Region, Fufulde for North Region, Ghomala for West Region, and Bassa for Littoral Region 56