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Journal articles on the topic 'Education, cameroon'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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1

Fonyuy, Kelen Ernesta. "The rush for English education in urban Cameroon: sociolinguistic implications and prospects." English Today 26, no. 1 (February 23, 2010): 34–42. http://dx.doi.org/10.1017/s0266078409990289.

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The growing demand for English in parts of Cameroon that were once firmly under French influence.In the last decade, multilingual Cameroon has awoken to a new linguistic reality characterised by reconstructing linguistic identities in order to fit in the global space. This is seen in more and more urban Francophones pursuing English medium education and the Anglophones consolidating their identity alignment to the English language. From a sociolinguistic perspective, this paper evaluates the prominence and implications and prospects of this rush for English education in contemporary urban Cameroon. The case study method and cost-benefit analysis confirm that there is a fast growing interest in English medium education and the beginnings of English as an L1 in urban Cameroon. The result is a paradoxical sociolinguistic outcome: first of all, there is a shift by the majority Francophone group, who are shifting from a predominantly French medium to an English medium education, principally for economic benefits. Secondly, the Anglophones are increasingly shifting to English as an L1, without losing French as they live in basically French-speaking urban zones. This state of language shift implies that there will subsequently be bilingualism without diglossia in Cameroon's two official languages, and loss of the long-standing French language hegemony in Cameroon. At the same time, this shift threatens Cameroon's ancestral languages, forcing them increasingly into attrition and possibly endangerment.
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Eta, Elizabeth Agbor, Johanna Kallo, and Risto Rinne. "Process of transfer and reception of Bologna Process ideas in the Cameroon higher education system." European Educational Research Journal 17, no. 5 (September 29, 2017): 656–75. http://dx.doi.org/10.1177/1474904117733376.

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The Bologna Process (BP), which created the European Higher Education Area, has had a profound impact on educational systems in Europe and beyond, as far as Cameroon. Through thematic analysis of interviews and text documents, this article examines the adoption of BP ideas in Cameroon with a focus on the transfer and local reception to the adoption. This article shows that the adoption in Cameroon is found to continue a process that began with the adoption of the BP at the Central African Economic and Monetary Community (CEMAC) by the CEMAC heads of state, leading to its subsequent imposition on universities in Cameroon. The present findings show that, although imposed on the universities, the adoption of the BP found some support in Cameroon because of its potential to resolve the country’s higher education challenges. However, because of Cameroon’s dual French and Anglo-Saxon education system, some interviewees expressed scepticism about the adopted approaches, primarily because they appeared French driven. The article highlights some of the complexities and tensions associated with introducing a borrowed model to a dual system of education such as that in Cameroon.
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Laure, Njanjo Ekoungkang. "INSTITUTIONALIZATION OF E-GOVERNANCE IN CAMEROON HIGHER EDUCATION SYSTEM." American Journal of Public Policy and Administration 6, no. 1 (December 7, 2021): 44–61. http://dx.doi.org/10.47672/ajppa.866.

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This article analyses the emerging institutionalization of e-governance in Cameroon’s Higher Education System. It eventually pays attention to the game of actors by questioning their role and influence in this process. The government of Cameroon is engaged since several years in the promotion of ICT in the organization and governance of Higher Education through various initiatives and mechanisms; but there are also other actors, at the international and regional level as well as private sector, who actively take part to this transformation. In order to understand the different actors’ actions and interactions in the routinization and crystallization of E-governance in Cameroon’s Higher Education, this article utilizes conceptual perspectives from neo- institutional theory especially drawing from rational choice institutionalism.
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Takang, Bessong Stephen, Nixon Kahjum Takor, and Canute A. Ngwa. "Economic Backlash on the Cameroon Development Corporation (CDC) at the End of British Rule in Southern Cameroons, 1961-1968." International Journal of Scientific Research and Management 10, no. 06 (June 12, 2022): 3615–26. http://dx.doi.org/10.18535/ijsrm/v10i6.em05.

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The Cameroon Development Corporation (CDC) was created in 1946 and went operational in 1947 through the enactment of two important ordinances by the government of Nigeria. As an agro-industrial company, the principal objective at inception was the management of the ex-German plantations in Cameroon for the welfare of the workers in particular, and the inhabitants of Southern Cameroons in general. Curiously, the creation of the CDC coincided with a rising spirit of nationalism in the territory, culminating in the granting of independence by reunification with the Republic of Cameroon in October 1961. Considering that the end of British rule was accompanied by reunification, and not integration with Nigeria, the objective of this paper is to highlight the post reunification implications on the CDC. Even though it drastically reduced Nigerian domination of the plantations and offered the corporation greater access to seaport facilities in Douala, the article posits that the CDC suffered enormous setbacks at the end of the British trusteeship in the territory. Using qualitative historical designs, the finding of the study admit that the end of British rule provoked the suspension of Commonwealth funding, cancellation of banana trade preferences, tariff imbroglio, cross-territory security concerns, among the other constraints. However, the article concludes that the federal government equally embarked on a number of remedial measures which went a long way in mitigating the post-independence challenges faced by the CDC.KEY WORDS: Economic backlash, Cameroon Development Corporation, British rule and Southern Cameroons.
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5

Runcie, Sarah C. "Decolonizing “La Brousse”." French Politics, Culture & Society 38, no. 2 (June 1, 2020): 126–47. http://dx.doi.org/10.3167/fpcs.2020.380207.

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This article examines French responses to transnational influences on medical education and rural health in Cameroon in the era of decolonization. As international organizations became increasingly involved in Cameroon in the postwar period, French military doctors claimed authority through specific expertise on medicine in the African “bush.” After Cameroon became independent, however, the building of new medical school became a focus of French anxieties about maintaining power in new African institutions of technical expertise and knowledge production. While scholars have begun to foreground the international context of Franco-African relations after independence, this article reveals how the distinct politics of Cameroon’s decolonization, growing out of its history as a United Nations (UN) trust territory, shaped French approaches to medical institutions there. Moreover, negotiations over the future of rural medicine in Cameroon highlighted the ways in which the approaches championed by French doctors relied on colonial authority itself.
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6

Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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7

Fru, Raymond Nkwenti. "Discursive Postcolonial Reflections of Reunification in Selected Contemporary Anglophone Cameroonian History Textbooks, 1961—2021." ISTORIYA 13, no. 12-2 (122) (2022): 0. http://dx.doi.org/10.18254/s207987840024114-4.

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The Anglo-French partition of German Cameroon in 1961 and the eventual reunification in 1961 of British Southern Cameroons with French Cameroon are responsible for the significant presence of Anglo-French heritage in contemporary Cameroon. Since its reunification, the country has witnessed several internal tensions mainly informed by developments around reunification and the colonial legacies. This article adopts a critical content analysis approach, nuanced with a discursive postcolonial theoretical framework to analyze two history textbooks from the English subsystem of education in Cameroon. In addition to the textbooks presenting history as a memory and uncritical discipline, the findings also reveal the presence of a robust Anglophone nationalism discourse rather than a Cameroonian one in the selected history textbooks under review. Furthermore, the author argues that the colonial heritage enshrined in the federal constitution is being systematically erased, indicating the assimilation of a weaker culture by a stronger one. There is a deep sense in the English-speaking community, both public and private, that the form of the state must be changed. Discourses of disempowered subaltern representation are emerging in relation to postcolonialism, which is also linked to internal colonisation.
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8

Amin, J. A. "Continuity and Change in Cameroon's Education: The Case of West Cameroon." Journal of Asian and African Studies 29, no. 3-4 (January 1, 1994): 248–59. http://dx.doi.org/10.1177/002190969402900306.

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9

Ngu, Jacob L. "Government and Higher Education in Cameroon." Higher Education Policy 6, no. 4 (December 1993): 29–33. http://dx.doi.org/10.1057/hep.1993.52.

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10

Ngamtiate, Amina Vanessa, and Didier Nganawara. "Comprendre le Changement Social de la Fécondité à Travers l’Autonomie des Femmes en Union au Cameroun : Apport des Méthodes de Décomposition." European Scientific Journal, ESJ 19, no. 35 (December 31, 2023): 78. http://dx.doi.org/10.19044/esj.2023.v19n35p78.

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Contexte : Au Cameroun, le niveau de la fécondité reste élevé bien qu’une tendance à la baisse soit observée au cours de ces dernières années. Le nombre moyen d’enfants par femme est passé de 5,1 enfants en 2011 à 4,8 en 2018 (INS, 2018). Objectif : Cet article cherche à identifier les sources de changement social du niveau de la fécondité à travers l’autonomie des femmes en union au Cameroun. Méthodologie : Les données proviennent des enquêtes démographiques et de santé réalisées au Cameroun en 2011 et 2018. Elles sont analysées par la méthode de décomposition pour identifier les sources de changement du niveau de fécondité en fonction de l’autonomie. Résultats : Les résultats de l’analyse montrent que, pour les trois variables de classification retenues, la baisse de la fécondité chez les femmes en union au Cameroun entre 2011 et 2018 est due principalement à un effet de comportement. Cet effet est plus important chez les femmes dont la prise de décision relève du conjoint. Les femmes de niveau d’instruction primaire ont contribué de manière très significative (226,2%) à cette baisse. Il en est de même, pour celles exerçant des travaux domestiques et des activités dans le secteur informel avec respectivement 226,7% et 165,6%. Conclusion : L’autonomie exerce une influence sur la baisse de la fécondité des femmes en union au Cameroun entre 2011 et 2018. Background: In Cameroon, the level of fertility remains high although a downward trend is observed in recent years. The average number of children per woman increased from 5.1 in 2011 to 4.8 in 2018 (INS, 2018). Objective: This article seeks to identify the sources of social change in the level of fertility through the autonomy of women in union in Cameroon. Methodology: The data come from demographic and health surveys conducted in Cameroon in 2011 and 2018. They are analyzed by the decomposition method to identify the sources of change in fertility level according to autonomy. Results: The results of the analysis show that, for the three classification variables used, the decrease in fertility among women in unions in Cameroon between 2011 and 2018 is mainly due to a behavioural effect. This effect is greater for women whose decision-making is the responsibility of the spouse. Women with primary education contributed significantly (226.2%) to this decline. The same is true for those engaged in domestic work and activities in the informal sector with 226.7% and 165.6% respectively. Conclusion: Autonomy exerts an influence on the decline in fertility of women in union in Cameroon between 2011 and 2018.
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11

Sewoyehbaa, Marcel, Pekiaka Zebedee Nyounibe, and Mboka Nyamsi Georges Bienvenue. "Self-Employment in Cameroon." Finance & Economics Review 5, no. 2 (November 30, 2023): 1–13. http://dx.doi.org/10.38157/fer.v5i2.574.

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Purpose: The purpose of this study was to investigate the determinants of self-employment in the Ndop Central sub-division in the North West Region of Cameroon. Specifically, the study aimed to examine the usefulness of technical education and finance in the creation of self-employment in the sub-division. Methods: Using a survey research design, data were collected from primary sources with the help of a questionnaire. The convenience sampling technique was used to collect the needed data from a sample of 384 people from three villages of the sub-division. Binary logistics was used to analyze the data. Results: Results revealed that the coefficient of technical education was significant and negative (-2.6581). This finding signifies that graduates from the technical system of education are less likely to join self-employment as compared to graduates of general education background. Also, the availability of finance was seen to have a negative effect on the probability of being self-employed (-0.0632). It implies that individuals who have easy access to loans are less likely to be self-employed. Implication: The study is expected to guide the government to revisit the curriculum and focus of technical education in the country, as regards its contribution to the unemployment problem of the country. The study also points to the fact that those who have access to loans are not those who deserve it.
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12

Ngitir, Victor Bayena, and Serge-Michaël Ebwa Ebwa. "Commemorating national cultures at Cameroon’s Museum of Civilizations." Issues of Museology 14, no. 2 (2024): 247–67. http://dx.doi.org/10.21638/spbu27.2023.209.

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Of the 20 private museums recognized by the Cameroon government, the Museum of Civilizations, Dschang (Musee des Civilizations, MDC) stands out as a hub of national cultures, despite its poor visitation and low visibility. Conceived in 1996 and inaugurated in November 2010, MDC was located at the heart of Dschang town in the West Region of Cameroon (Central Africa). Its central theme is man at the heart of his cultural identity for a dialogue of civilizations. Today, MDC faces fierce challenges as it memorializes the cultures of the Fang-Beti-Bulu, Sudano-Sahelian, Grassfields and Sawa peoples of Cameroon. This paper revisits MDC among other things, as a melting pot of Cameroonian cultures and regional identities. Our central question is: “how, despite its multiple challenges, does MDC successfully memorialize Cameroon’s four principal cultural areas?” While cultural representations remain central, concerns of identity, research and the teaching of museology have also been highlighted. A blend of qualitative research, iconography and ethnography, analyzed on the basis of content, chronology and participatory observation, provide the methodological grounds for our findings. The Museum of Civilizations not only commemorates the cultures and civilizations of Cameroon and the Central African sub-region in general, but also provides an ideal hub for culture tourism, education and research.
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13

Moluayonge, Gracemary. "Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon." Journal of Learning for Development 7, no. 3 (November 19, 2020): 479–84. http://dx.doi.org/10.56059/jl4d.v7i3.454.

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Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
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14

Mngo, Zachary Y. "The Dual Colonial Heritage of Cameroon: A Roadblock to Viable National Education Reform." Global Journal of Educational Studies 9, no. 2 (January 3, 2024): 1. http://dx.doi.org/10.5296/gjes.v9i2.21581.

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Educational reform on a national scale often presents complexities due to the myriad perspectives of the stakeholders involved. Particularly in multicultural and multilingual societies, the distinct frames of reference can significantly impede compromise. One challenge is the change agents’ occasional oversight of local nuances. In Cameroon, attempts at reform, especially at primary and secondary education levels, have been notably contentious since the country’s independence from France and Britain in 1960. The subsequent reunification of British Southern Cameroon and French Eastern Cameroon established an imperfect union, birthing two education and legal systems with distinct characteristics, difficult to harmonize. A comprehensive review of the literature indicates that resistance to educational reform is more deeply rooted in the dual colonial legacy than the vast diversity of ethnicities and languages. Notably, in 1960, Cameroon comprised over 279 ethnic groups and languages within a population of less than six million. In contemporary times, for a now-divided Cameroon, home to approximately twenty-four million residents, successful educational reform that addresses modern-day needs can only materialize if both decision-makers and citizens prioritize a Cameroonian identity over their Francophone or Anglophone affiliations. This shift is crucial given the prevailing sociopolitical challenges that not only complicate educational harmonization but also impede national integration and unity.
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15

Foncha, Kenneth Ngu. "Redressing the Declining Fortune of the English- Speaking Subsystem of Education in Cameroon." Modern Journal of Social Sciences and Humanities 3, no. 1 (January 31, 2024): 19–25. http://dx.doi.org/10.51699/mjssh.v3i1.746.

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The article, “Redressing the Declining Fortunes of the English- Speaking Subsystem of Education in Cameroon”, written by Dr. Kenneth Ngu Foncha is a concise, scientific and in-depth review of the current state of Anglophone education in Cameroon which, as he states, is at the root of an ongoing armed conflict.
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Amvéné, Jean Désiré Banga. "Appraising Cameroon Students Communicative Competence in English." International Journal of Research and Innovation in Social Science 06, no. 03 (2022): 283–86. http://dx.doi.org/10.47772/ijriss.2022.6320.

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Despite the adoption of the competency-based approach and the establishment in Cameroon of the teaching of English right from primary schools some twenty years ago, communicating in English is still a difficult task among French-speaking students. The present survey shows that, out of seventy-two students cumulating at least nine years of English studies, only three were able to prove themselves competent in an elementary communication situation that required them to introduce themselves by correctly forming five sentences indicating the following: name, age, date and place of birth, number of years they had been studying English. It seems therefore, that the teaching of communicative English may not have been effective in the Cameron education system whose lack of internal efficiency is also confirmed
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GAZELLE ABANG, Dr NAYAH. "Transformation of Higher Education in Cameroon through Decentralization Frameworks." International Journal of Research in Social Science and Humanities 05, no. 03 (2024): 69–79. http://dx.doi.org/10.47505/ijrss.2024.3.7.

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Faced with the problems and challenges of the centralized university system, the centralgovernment thought it wise to decentralize Higher Education in Cameroon.The present study looks at the various decentralization reforms put in place for the transformation of Higher Education in Cameroon and the practical measures that have been implemented to ensure this transformation. Decentralization which is widely used as an instrument of development is a process where centralized governments initiate reform agendas with the aim of transferring some powers, tasks and resources to regional governments and local authorities.Decentralization in education refers to the transfer of administrative and financialdecision-making powers from central ministries of education to the regions.In recent years, the Cameroon government has become concerned about transforming the higher education landscape. This has been made possible by ensuring the decentralization of higher education institutions according to section 34(2) of 2023 higher education policy and ensuring the implementation of the e-higher education policy.A joint agreement was signed between the Government of Cameroon and The People’s Republicof China in 2015 known as “the Electronic Higher Education Project”. The implementation ofthis project has recorded the creation of public university institutions in all regions of the country, distribution of laptops to university students and the creation of ten(10) digital centers. However, we recommend that the various digital centers should be strengthened such that lecturers should have equitable access and inter-university relations be fostered.The Cameroon University system now has a technological environment favourable for digital transformation.
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Akono, Christian Zamo, and Roger Tsafack Nanfosso. "Private Returns to Education in Urban Cameroon." Business and Economic Research 3, no. 2 (August 11, 2013): 23. http://dx.doi.org/10.5296/ber.v3i2.3679.

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19

Johnson-Hanks, Jennifer. "Education, Ethnicity, and Reproductive Practice in Cameroon." Population (english edition) 58, no. 2 (2003): 153. http://dx.doi.org/10.3917/pope.302.0153.

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20

Wankah, C. "Restoring relevance in medical education in Cameroon." Teaching and Learning in Medicine 8, no. 2 (January 1996): 64–68. http://dx.doi.org/10.1080/10401339609539769.

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21

Nkezi, Ndah Justus, Dobdinga Cletus Fonchamnyo, and Ngouhouo Ibrahim. "The Effect of Maternal Labour Force Participation on Child Well-Being in Cameroon." Law and Economy 2, no. 7 (July 2023): 1–11. http://dx.doi.org/10.56397/le.2023.07.01.

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This paper assessed the effect of maternal labour force participation on child well-being in Cameroon using data extracted from the 2018 Cameroon Demographic and Health Survey. The Instrumental Two- Stage- Least Squares (IV2SLS) technique, controlling for endogeneity was employed to analyse the effect of maternal labour force participation on child well-being in Cameroon. The results of the Instrumental Two- Stage- Least Squares (IV2SLS) revealed that maternal labour force participation had a positive and statistically significant effect on child well-being in Cameroon. Decomposing maternal labour force participation effect on child well-being, we realised that it was more of an issue of secondary education due to inadequate education and training. Based on the results, the paper recommends that development policies should continue to adhere to international conventions which promote the education of women and their emancipation so as to enhance their participation in the labour force in a bid to enhance child well-being.
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Fru, Raymond Nkwenti, and Johan Wassermann. "Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 57–76. http://dx.doi.org/10.3167/jemms.2020.120203.

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This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.
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Atanga, Lilian Lem. "A gendered academy – women’s experiences from higher education in Cameroon." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 27–42. http://dx.doi.org/10.1515/ijsl-2020-0080.

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Abstract Women make up less than 20% of the faculty in Cameroon and continue to work in male-dominated workplaces against a context of patriarchal gendered ideologies. This paper explores women’s experiences in the academy in Cameroon, highlighting the way they navigate these challenges to position themselves in higher education. Through autoethnography and critical discourse analysis, it examines literature within the area of gendered discourse and texts on higher education, and the author’s personal experiences as a female academic in Cameroon. It is argued in this paper that the challenges of women are higher and include rendering content of teaching and research gendered, appropriating gendered identities as women, and asserting themselves in research, publication, and administration. Language is considered as the vehicle for disempowering women in the academy. Thus, women are called upon to demystify stereotypes about femininity and women’s place in the academy through language use. That deconstruction of roles must start with gender-sensitive language use.
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Muluh Nkwetisama, Carlous. "Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.106.

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The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.
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Adams Daniel, Oyono. "Human Resource Management and Teacher Attrition in Secondary Education in Cameroon." American Journal of Educational Research 12, no. 1 (January 29, 2024): 28–34. http://dx.doi.org/10.12691/education-12-1-4.

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Yah, Neba Cletus, and Henri Ndame Makembe. "Human Capital and Environmental Quality in Cameroon." Jurnal Ekonomi dan Studi Pembangunan 14, no. 2 (October 30, 2022): 258. http://dx.doi.org/10.17977/um002v14i22022p258.

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The aim of this paper is to analyze the impact of human capital, notably education, on environmental quality in Cameroon. Used is made of ARDL bound testing techniques to analyze annual data spanning the period 1971-2019. The data was obtained from the World Development Indicators published by the World Bank website. The results show a positive impact of human capital development on environmental quality. Also, evidence was found to support the existence of the environmental Kuznets curve in the context of Cameroon. These results indicate that the government of Cameroon can improve on its environmental quality by developing the human capital of its citizens. This can be done by enhancing environmental education in the country.
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Diane, GUEMKAM OUAFO ARMELLE. "Importance de l’enseignement/apprentissage du chinois du Cameroun." Langues & Cultures 4, no. 01 (June 15, 2023): 225–33. http://dx.doi.org/10.62339/jlc.v4i01.178.

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L’enseignement/apprentissage peut être considéré comme le processus par lequel un enseignant transmet des connaissances aux apprenants dans le but de se faire comprendre ou alors de développer en lui des compétences. Le présent article traite de l’importance de l’enseignement apprentissage du chinois comme seconde langue au Cameroun et de son impact sur son développement. À partir des observations, des analyses et des expériences personnelles, il a été question de décrire la situation de l’enseignement apprentissage de la langue chinoise au Cameroun, d’évoquer la nécessité de cet enseignement/ apprentissage dans le système éducatif, de démontrer comment cette langue peut nous conduire vers l’émergence et enfin proposer des stratégies d’amélioration de cet apprentissage afin d’atteindre la croissance socio-économique souhaité.Abstract Teaching and learning can be considered as the process by which a teacher transmits knowledge to learners in order to make themselves understood or develop their skills. This article talk about the importance of teaching Chinese as a second language in Cameroon and its impact on its development. Based on observations, analyzes and personal experiences, this article first of all describe the situation of the teaching and learning Chinese language in Cameroon, then evoke the need of teaching and learning chinese language in our education system, demonstrate how this language can lead us towards emergence. andfinally propose some strategies to improve this learning in order to achieve the desired socio-economic growth.
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Alemnge, Fedelis Lekeaka. "Distance Education at the University of Dschang, Cameroon." Creative Education 09, no. 03 (2018): 549–57. http://dx.doi.org/10.4236/ce.2018.93038.

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Kouega, Jean-Paul. "The Anglophone Problem in Cameroon: Focus on Education." OALib 05, no. 03 (2018): 1–9. http://dx.doi.org/10.4236/oalib.1104408.

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Takam, Alain Flaubert, and Innocent Fasse Mbouya. "Language Policy in Education: Second Official Language in (Technical) Education in Canada and Cameroon." Journal of Education and Learning 7, no. 4 (May 15, 2018): 20. http://dx.doi.org/10.5539/jel.v7n4p20.

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It should be said from the outset that, apart from Esambe’s (1999) MA thesis, no comparative research, to the best of our knowledge, has so far been devoted to the study of language policy in education in both Canada and Cameroon. Yet, these two countries offer a fascinating basis for comparison because English and French (which were instituted at roughly the same time in these two countries) are the two official languages in each country, but the minority status is reversed. This study, which rests on the observation that students from technical training programmes generally underperform or lack interest in their second official language (SOL), aims at comparing the current policies of SOL in education in order to see how both countries’ experiences can be mutually informing. To achieve its purpose, this research focuses on the analysis of the policies of official languages (OLs) in education in both countries, specifically regarding technical training programmes. More clearly, language policy in education and SOL education policy as obtained in both countries will be comparatively examined. The comparison, it is hoped, will reveal the fundamental causes of the overall poor performance or lack of interest observed in Cameroon and Canada respectively.
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Gildas, Tiwang N., and Ibrahim N. Manu. "Impact of agribusiness labour on the child education in Cameroon." International Journal of Agricultural Research, Innovation and Technology 5, no. 2 (January 4, 2016): 58–63. http://dx.doi.org/10.3329/ijarit.v5i2.26272.

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This paper aimed to assess the involvement of child labour in agribusinesses as well as the schooling pattern of children involved in these agribusinesses in Cameroon. For this study, some descriptive statistics and cross tabulations were computed using SPSS.20 and stata 13 software packages. The population of this study was made up of 51,190 individuals of both sexes that were concerned by the third Cameroon National Household Survey. The sample drawn from this population was constituted of individuals of age 5-17 years old, making a total of 17,550 children. The main results of this study revealed that agribusiness child labour was present everywhere in Cameroon and by both boys and girls. Children of all ages of the sample were concerned by the phenomenon and their level of education was essentially the primary. The impact of agribusiness child labour on education was positive because it helped the working and schooling children to provide means to finance their education and other needs. On the other hand, it has a negative impact on education because some children went for these jobs and finally stayed there and did not return back to school.Int. J. Agril. Res. Innov. & Tech. 5 (2): 58-63, December, 2015
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Amungwa, Fonteh Athanasius. "Impact and Challenges of Centres for Education and Community Action in Cameroon’s North West Region." Journal of Education and Research 8, no. 2 (December 31, 2018): 51–74. http://dx.doi.org/10.3126/jer.v8i2.27379.

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This paper examines the impact of community education and challenges facing Centres for Education and Community Action as a rural development strategy in Cameroon. The study was conducted in the North-West Region of Cameroon, employing field observations, semi-structured interviews with key informants using a convenient sampling technique and through elaborate review of documents. These research instruments were blended into what is termed triangulation and the data collected was analysed descriptively. The main focus of qualitative analysis is to understand the ways in which people act and the accounts that people give for their actions. This paper posits that extreme dependence on the provision of Western formal education cannot solve the problems of a rapidly changing society like Cameroon, which is facing a long-term economic crisis and persistent unemployment issues of graduates. Consequently, education should be redefined in the context of the prevailing economic crisis to make it responsive to the aspirations of rural communities. Findings showed that community education had contributed towards rural development immensely but has suffered many challenges due to neglect of the field in the policy agenda. This paper recommends the integration of community education with formal education to facilitate group and community betterment in particular and rural transformation in general.
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Zhao, Tongtong, and Yuwei Xu. "Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon." South African Journal of Education 42, no. 4 (November 30, 2022): 1–12. http://dx.doi.org/10.15700/saje.v42n4a2126.

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In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students’ attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers’ influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students’ optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women’s educational opportunities.
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Nkwenti, Michael N., and Ishan Sudeera Abeywardena. "OER Mainstreaming in Cameroon: Perceptions and Barriers." Open Praxis 11, no. 3 (November 15, 2019): 289. http://dx.doi.org/10.5944/openpraxis.11.3.981.

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The government of Cameroon has been increasingly pre-occupied with the quality of learning outcomes and the lack of learning resources at all levels of the education system. Research on similar educational systems in Sub-Saharan Africa and beyond indicate that Ministries of Education are exploring the potential of open educational resources (OER) to cut down the high cost of textbooks and enhance the availability of quality learning materials in classrooms. To explore possibilities of mainstreaming OER under the Ministries of Basic and Secondary Education in Cameroon, a quantitative research design approach was used to survey n=393 Regional Pedagogic Supervisors from the 10 Regions of the country. The outcome of this study presents the factors shaping the perspectives of Regional Pedagogic Supervisors in terms of perceptions and barriers to using OER. The novelty of this approach is the application of a proven model for technology acceptance testing in the context of OER. Based on the findings, three major recommendations for mainstreaming OER in Cameroon with potential impact on lowering textbook costs and increasing learning outcomes were formulated.
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Zemengue, J. "Training library staff in the Republic of Cameroon." Scientific and Technical Libraries, no. 10 (December 13, 2018): 116–24. http://dx.doi.org/10.33186/1027-3689-2018-10-116-124.

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Negative trends in the system of library education in the Republic of Cameroon and their the exterior and intrinsic factors are examined. Among the exterior factors are: the low economic development of the country and the labor market; lack of efficient standards and laws and state regulation of education, culture and library activities; low literacy and education level; undeveloped information culture; severe natural and climatic conditions. Insufficient standard, regulation, methodological, staff and logistical support of library education, insufficient application of modern pedagogical and information and communication technologies of education make the intrinsic factors. The author also emphasizes that the exterior and intrinsic factors are interrelated and interdependent: developed information and communication technologies, finances and logistics of library professional education always depend on the country’s economic development, and library education legislation depends on the national policy for libraries and education, and this is true for the Republic of Cameroon. Until the negative factors are eliminated, the level of professional training of librarians and their professional motivation will remain low.
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Mekolle, Prosper Mbelle. "Towards Inclusive Education: Reconciling Household Obligatory Financing and the Problem of Access to Secondary Education in Cameroon." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 1634–44. http://dx.doi.org/10.31142/ijtsrd23521.

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37

Maboh, M. N. "Liberalisation of education in Cameroon: The liberating-paralysing impact on nursing education." African Journal of Health Professions Education 12, no. 3 (October 16, 2020): 149. http://dx.doi.org/10.7196/ajhpe.2020.v12i3.1363.

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38

Njekang, Aziseh Eric, Molem Sama Christopher, and Mary Bi Suh Atanga. "Child Health Status in Cameroon: Mitigating Role of Information Asymmetry." Law and Economy 2, no. 8 (August 2023): 1–13. http://dx.doi.org/10.56397/le.2023.08.01.

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Prominent among others in agenda 2030 for Cameroon, is to guarantee that every child should have good health and live longer. Information asymmetry can be disadvantageous to child health status and strategies intended to address this worry can improve the child health status and consequently bring growth. This work analyses the mitigating effect of information asymmetry on child health status in Cameroon using data from the Cameroon Demographic Health Survey (CDHS) of 2018. The instrumental variable probit (ivprobit) approach is used to investigate this relation. The findings reveal that information asymmetry measured as an index has an adverse effect on child health status in Cameroon. Specifically, information asymmetry reduces the probability of child health status by 0.949 units. Other covariates that affect child health status in Cameroon include age, age squared, gender, level of education and place of residence. For Cameroon to improve on child health status through information flow, policies guided to increase the flow of health information are highly recommended by this study so that child health status can be improved upon. The use of radios and child health programs that can be in pidgin language and mother tongues should be put on air both for local and national radio stations in Cameroon.
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Mayin, Kinga, and Dobdinga Fonchamnyo. "Health and Women’s Employment in Cameroon." American Journal of Health, Medicine and Nursing Practice 6, no. 2 (May 21, 2021): 26–41. http://dx.doi.org/10.47672/ajhmn.718.

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Introduction: Housewives report more chronic illnesses than employed women and housewives are more likely to rate their health situation as either poor or fair than employed women. Poor health can deter a woman from seeking or keeping a job and this appears to be a major reason why poor health is reported more frequently by housewives than employed women. Purpose: This work investigated the influence health bears on women’s employment in Cameroon. Methodology: It utilized the expo-factor research design. Secondary data from the Demographic Health Survey (DHS) in Cameroon for 1991, 1998, 2004, 2011 and 2018 was also used in this work. The Instrumental Variable Probit Model and Control Function were used to analyze the data. Findings: Health capture by BMI had a negative and statistical significant effect on women’s employment. Other variables that positively and significantly influenced women employment were education, husband education, husband’s occupation, marital status, region of origin and lifetime sex partners on the one hand. On the other hand, the woman’s age, wealth levels, age at first birth, religion and year negatively and significantly affected the likelihood of her being employed. Factors that positively and significantly influenced women’s health were education, husband’s education, skipping meals and religion. In this vein, Muslims and Animists were significantly associated with lower BMI and better health compared to Catholics. On the other hand; age, husband’s occupation, lifetime sex partners, women’s employment, use of modern contraceptives, husband’s age, age at first birth, respondent’s occupation negatively and statistically significantly influenced women’s health. It was concluded that as women’s health worsens (BMI increase), the likelihood that they were employed reduced. Unique contribution to theory, practice and policy: This study recommends compulsory health insurance for all workers especially female workers and the effective implementation of the much talk of universal health coverage in Cameroon.
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Zemengue, J. "Formation of the Organizational and Functional Structure of Library Education in the Republic of Cameroon." Bibliotekovedenie [Library and Information Science (Russia)] 67, no. 2 (July 10, 2018): 181–88. http://dx.doi.org/10.25281/0869-608x-2018-67-2-181-188.

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The paper considers the works of Russian specialists and scientists from other countries devoted to the organizational and functional process of training of library personnel. The author proposes to use this experience to form the system of library education in the Republic of Cameroon. The organizational and functional structure of library staff training in the Republic of Cameroon should include the following multifunctional and successively interrelated levels: specialized secondary library education, higher library education, training of scientific personnel and additional training programs for the professional development and retraining of specialists. For realization of such a structure dedicated to the training of specialists, it would seem appropriate to decide at the government level on the establishment of a Library and Information Science College in the country, which would focus on training of mid-level specialists, primarily for small public libraries. At the University of Yaounde ІІ, it is important to create a Library and Information Science Faculty and start the Master’s Degree training of students in librarianship; and in the longer term, Postgraduate programs for scientific staff. Organisation of qualification improvement and professional retraining can be carried out by joint efforts of the University of Yaounde ІІ and the major libraries of Cameroon. Practical introduction of the organizational and functional structure as the basis for implementation of training system for library staff in the Republic of Cameroon shall be carried out on the basis of classical management functions: planning, organization, motivation, coordination and regulation, control, taking into account the external and internal factors influencing the training of library staff.
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41

Wencowska, Małgorzata. "Pedagogical challenges of third world countries in the health sector based on Cameroon Example." Catholic Pedagogy 33a, no. 1 (July 15, 2023): 355–64. http://dx.doi.org/10.62266/pk.1898-3685.2023.33a.28.

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The article is based on the author's participation and personal experience during a Polish-Italian Humanitarian Mission to Cameroon. According to UNICEF, Cameroon is one of the most endangered regions in Africa. This jeopardy is multifaceted. Epidemics and endemic health problems, such as HIV/AIDS, malaria and malnutrition, are the main causes of mortality among the population of this country. The difficult material situation, compounded by health problems, leads to deep poverty among the population, which particularly affects children and young people. The luxury for a child in Africa is a slice of bread, education is optional and paid for, which, in the face of catastrophic poverty, leads to total illiteracy. There is a lack of educational role models in the family and society. Young people are aware of the need for education as a ticket to a better world, but do not have the right conditions (financial and material) to take advantage of this opportunity. Schools at every level of education are paid. The teaching and education system in Cameroon falls far short of European standards. The challenge is, for example, to educate teaching staff and for families to provide financial resources for education. Such a situation raises civilisational and pedagogical challenges for the modern world towards the Black Land. Key words: school, education, illiteracy
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42

Elvis, Nguepi Tsafack, Hua Cheng, and Buregeya Ingabire Providence. "Exploring the Optimistic Approaches and Directives of Cameroon’s Textile Sector for Reliable Development." Sustainability 15, no. 7 (March 28, 2023): 5896. http://dx.doi.org/10.3390/su15075896.

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Cameroon is one of the largest producers of cotton in Central Africa. Currently, Cameroon’s textile sector is facing problems regarding manufacturing that restrict the expectations of various shareholders in the sector. This study examined accurate and strategically reliable instructions for the Cameroonian textile sector by utilizing explorative and depictive techniques and properly applying the SWOT (strengths, weaknesses, opportunities, and threats) and AHP (analytic hierarchy process) approaches to perform a pivotal analysis after several surveys of the textile sector in Cameroon. The SWOT–AHP strategy was used in the case of secondary data sources. The resulting analysis underlines the strategic challenges and enhances the textile sector’s competing capability. The weakness and opportunity (WO) strategy broadly had the greatest significance, which indicated, correspondingly, that this strategy should be prioritized for use in the Cameroonian textile sector. Governmental authorities should serve a controlling function rather than a decision-making one, thus facilitating improvements in the management of businesses. Furthermore, it suggested that efforts must be made by the government to promote workforce education and skill development, as well as update obsolete technology, which are currently the deficiencies of the textile sector. Additionally, to add value to the national economy’s capacity, Cameroon should slowly transform its cotton exports to finished textile goods within the country. To achieve this, the government, through a framework of collaboration with foreign companies, should industrialize, deregulate, and denationalize the textile industry and reduce taxes and withdrawal quotas to serve the interests of investors.
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Ngwa, Colvis Niba. "Cameroon English Speech: Intelligibility to Some Chinese Speakers of English Living in Cameroon and Pedagogic Concerns." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 177. http://dx.doi.org/10.17507/jltr.1102.05.

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In the recent past, there have been several calls from Cameroonian scholars for the variety of English spoken within the country to be taught in the Cameroonian classroom, arguing strongly that the acquisition and use of Standard British English (SBE) is far-fetched given the socio-pragmatic realities of the context within which the language is learnt (see, for instance, Atechi, 2006; Ngefac, 2010 & 2011). On the same token, there have been doubts whether Cameroon English (CamE) can be regarded as a variety in its own right (see Simo Bobda, 2002). This study set out to investigate the intelligibility of Cameroon English speech to educated Chinese speakers of English living in Cameroon and to examine what implications the findings can have on English Language teaching (ELT) in Cameroon.
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Seemndze, Lavngwa, and Valentine Ngalim. "Laying the Foundation of Holistic Education in Cameroon Schools." British Journal of Education, Society & Behavioural Science 5, no. 2 (January 10, 2015): 208–23. http://dx.doi.org/10.9734/bjesbs/2015/13020.

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Woodhouse, Howard, and Theresa M. Ndongko. "Women and science education in Cameroon: Some critical reflections." Interchange 24, no. 1-2 (March 1993): 131–58. http://dx.doi.org/10.1007/bf01447345.

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Paul, Jean-Jacques. "Technical secondary education in Togo and Cameroon — research note." Economics of Education Review 9, no. 4 (January 1990): 405–9. http://dx.doi.org/10.1016/0272-7757(90)90023-x.

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47

Bekkouche, Yasmine, and Yannick Dupraz. "Colonial origins and quality of education evidence from cameroon." World Development 170 (October 2023): 106245. http://dx.doi.org/10.1016/j.worlddev.2023.106245.

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48

Takwe, Mary-Ann Awasiri. "Migration and Education Experiences of Refugee Children in the East Region of Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 148–75. http://dx.doi.org/10.31142/ijtsrd18402.

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49

Aziza, Monique. "An Empirical Study of Human Trafficking Law in Cameroon: Victims Rarely Seek Justice and Traffickers Are Not Held Liable." African Journal of International and Comparative Law 25, no. 3 (August 2017): 430–41. http://dx.doi.org/10.3366/ajicl.2017.0203.

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This article argues that the number of unprosecuted human traffickers is growing in Cameroon. This article aims to examine Cameroonian government officials, prosecutors and judiciary attitudes to human trafficking laws, which endanger Cameroonians. This article is an empirical study of victims of human trafficking. It takes an objective look at Cameroon's anti-trafficking law that criminalises the trafficking of adults and children. It is evident that societal discrimination towards the North West region, lack of opportunities for free education or to a trade post-primary school and the lack of enforcement of the anti-trafficking law are making combating human trafficking an arduous task.
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Mngo, Zachary Y., and Agnes Y. Mngo. "Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership." Education Research International 2018 (2018): 1–13. http://dx.doi.org/10.1155/2018/3524879.

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The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.
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