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Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country's development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

This study aims at introducing and discussing the concept of 'academic culture,' the Chinese concept of 'talent cultivation', and the influence of 'academic culture' in the process of 'talent cultivation' in the Chinese context. It uses the analysis of some observation notes and relevant literature that examines the issue of 'academic culture'. The Chinese 'talent cultivation' is fascinating and seems useful due to the significant development of the higher education system with the increasing internationalization and the innovation of scholars. However, some challenges such as academic scandals and academic corruption, the falsification and plagiarism of academic achievements, the phenomenon of money-worshipping, the vulgar pragmatism, the utilitarianism, the academic creation of falsehood, the culture of "guanxi," the lack of talent competition, and the lack of competition with consciousness remain actual. It appears that the cultivation of creative talent and innovative research involves the enhancement of the whole academic organization and environment.

This study aims to analyze Dewey?s statement about the functions of school as a special environment of formal education in the context of globalization. This article focuses on the need to rethink about the most important functions assigned to the school. It highlights the necessity to improve and adapt the functions of school according to the issue of individual creativity and development in the context of mass education, multiculturalism, and the multiplication of training environment.

Knowledge sharing should not be confused neither with data sharing nor with information sharing; the knowledge sharing includes data and information sharing, skills and expertise communication, ideas exchange. Since the fourth FOCAC held in Egypt in 2009, many policies have been added to reinforce Africa and China educational cooperation, especially in the area of higher education. And this paper intends to look more closely at this area, particularly with regards to the possibility of establishing and strengthening knowledge sharing, ideas exchange between Africa and China, through African and Chinese students' partnership. Based on the documented trends on Africa and China higher education cooperation, partnership and exchanges, questionnaire surveys, interviews and observations, the author tries to find out whether African students who are studying in China will to collaborate or not with Chinese students during their studies and researches. What are their motivations to cooperate with their Chinese classmates, and how should we beef up and promote knowledge sharing between African and Chinese people through University students' knowledge sharing partnership?