Coordinator of Distance Education Programme. This programme provides in-service and pre-service academic and professional development opportunities for practicing teachers of the Basic or Primary education in Cameroon. It is a four year course that ends with a Bachelors Degree in Primary and Nursery Education.

The education systems of countries are experiencing a period of expansion and change due to influence of new technology, scientific discoveries and globalisation. Above all, significant educational issues have emerged since 2000, such as the need to improve the development of skills for lifelong learning and for work for all age group, provision of inclusive environment where all learners can reach their full potentials given opportunities, effective teaching and appropriate resources. Despite these new experiences, critics of educational change like Robertson(2005), and Reid(2005) hold that while the social and cultural experiences of children and wider society have drastically transformed over the past 50 years, schools have failed to keep pace with this change. That classroom of today would easily be recognizable to pioneers of public education of the 1960’s because the ways in which teaching and learning is organized, the kinds of knowledge and skills that are valued by assessment, and the content of the curriculum have changed superficially since that era. This brings to questions whether schools are responding positively to the changing characteristics of education. 
The discourse argues that the shift in educational goals along with changing concepts and practices of education necessitate parallel changes in the role and function of teachers. This requires innovative pedagogic practices and initiatives to ensure that teachers are adequately trained to cope with their changing and increasing demanding roles in providing relevant education.  It raises issues on the extent to which teacher training colleges in Cameroon use transformative pedagogic practices with regard to the use of 
Content
Teaching strategies
Teaching practice
Evaluation techniques 
The discussion will practically be based on providing recommendations for best practices in teacher pedagogy and provision of Life long learning skills in teacher training colleges in Cameroon

Considering that the teacher factor is an indispensable element in the teaching process, and considering the fact that the provision of adequate training to improve quality and quantity to teacher out put has been much neglected in the Cameroon education system? I expect that the forum will provide concrete solutions and chat a way forward to a transformative teacher training pedagogy that will be relevant to the Cameron education system.