PUBLIC POLICY ON EDUCATION IN CONTEMPORARY CAMEROON: PERSPECTIVES, ISSUES AND FUTURE DIRECTIONS

Emmanuel Suh Ngwa, Prosper Mbelle Mekolle

Abstract


Public policy is critical in defining the direction of any institution, organization or country, including its education sector. An education policy as a public policy enhances, authenticates and regulates educational processes in a nation. A good education policy must be anchored on the attributes of good policy. Since independence, the Cameroon government has adopted different educational legislations which have guided educational processes over the years. While some scholars view these as constituting Cameroon’s education policy, others argue that their disjointed and incomprehensive nature does not qualify what exists as education policy. This conceptual paper critically examined public policy on education in contemporary Cameroon vis-à-vis the attributes of a good policy. It fortifies the existing structure for potential subsequent studies in education policy, and correlation with such variables as system effectiveness. The paper draws from the fact that educational policy lapses have constituted backdrop for the recent and ongoing conflict in the Anglophone regions of the country. Hence, it raises issues and offers insight intended to stimulate education policy makers towards action. The authors conclude that there is a big vacuum in terms of comprehensiveness, quality, adequacy and access in Cameroon’s education policy as a close comparative look at the situation in other African countries shows that Cameroon does not have one. The paper thus recommends on the urgent need for a National Conference on Education of the like of the 1995 Education Forum tasked among others to review all disjointed educational legislations and establish a comprehensive education policy to guide and regulate educational practices in the country’s two sub-systems of education.

 

Article visualizations:

Hit counter


Keywords


public policy on education, contemporary Cameroon, perspectives, issues, future directions

Full Text:

PDF

References


Adeola, F. (2009). Education for what purpose? 49th Founders’ day lecture, University of Nigeria, Nsukka, 7th October.

Anja, N. S. (2000). A hand book of educational legislation: An introduction to school rules and regulations for schools and colleges of education. Unique Printers.

Babalola, J. B. (2013). Educating for sustainable development in Africa. His Lineage Publishing House.

Bell, L. and Stevenson, H. (2006). Educational policy: Process, themes, and impacts. Routledge, Taylor and Francis Group.

Birkland, T. A. (2001). An introduction to the policy process; theories, concepts, and models of public policy making. M.E. Sharpe.

Biya, P. (2000). Address by the President of the Republic to the youths of Cameroon on the 34th National Youth Day. National Printing Press.

Denga, D. (2005). Introduction to sociology of education. Magnet Publishers.

Fonkeng, G. E. (2010). The history of education in Cameroon: 1844-2010. Moda Publishers.

Hoy, W. K. and Miskel, C. G. (1996). Educational administration: Theory, research, and practice. McGraw-Hill.

Javed, B., Khan, Z. and McClatchey, R. (2018). An adaptable system to support provenance management for the public policy-making process in smart cities. Informatics 2018, 5(1), 3; https://doi.org/10.3390/informatics5010003.

Mbua, F. N. (2003). Educational administration: Theory and practice. The management of organisations and individuals. Design House.

Mekolle, P. M. (2018). Private financing and access to secondary education in the South West Region of Cameroon: A situational analysis and strategies for improvement. Faculty of Education, University of Buea, Cameroon (unpublished PhD Thesis).

Mekolle, P. M. (2019). 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, 3(3), 1634-1644. Unique Paper ID – IJTSRD23521.

Ngwa, E. S. (2020). Primary and Secondary Education in Cameroon: Problems and Issues. Being Lecture Notes for the Course EDLZ2209 -Problems & Issues of Primary & Secondary Education in Cameroon; Educational Leadership, University of Bamenda, Cameroon.

Njung, G. N., Tazanu, L.M. and Nfor, E. N. (2003). Introduction to History: Cameroon. ANUCAM.

Norwich University. (2020). Characteristics of a successful public policy. Retrieved on 27/06/20 from http://online.norwich.edu/academic-programs/masters/public-administration/resources/infographics/characteristics-of-successful-public-policy

Pellissery, S. (2015). Public Policy. The SAGE Encyclopedia of World Poverty. Sage.

Peters, B. G. (2015). Advanced introduction to public policy. Edward Elgar Publishing Ltd.

Republic of Cameroon (1996). Law No. 96-06 of 18 January 1996 to amend the Constitution of 2 June 1972. Groupe Mauger.

Republic of Cameroon (2010). Growth and Employment Strategy Paper for 2010–2020. International Monetary Fund.

Republic of Cameroon (1998). Law No. 98/004 of 14th April to lay down Guidelines for Education in Cameroon. Presidency of the Republic.

Shu, S. N. (2000). Landmarks in Cameroon education (Rev. Ed.). NOOREMAC Press.

Tambo, L. I. (2003a). Cameroon national education policy since the 1995 Forum. Design House.

Tambo, L. I. (2003b). Principles and methods of teaching. Application in Cameroon schools. Pressprint.

Tamukong, J. A. (2004). Towards better management of public education in Cameroon. Africa Development, XXIX (2), 134-157.

U.S. Department of Education. (2010). No Child Left Behind Act (NCLB). Retrieved on 11/6/2020 from: https://www2.ed.gov/policy/elsec/leg/esea02/index.html.

Uchem, R. and Ngwa, E. S. (2014). The implementation of inclusive education in Post-Apartheid South Africa: Lessons for Nigeria and Cameroon. Journal of Education and Practice, 5(36), 93-100.

World Bank (2010). World development indicators 2010. World Bank Data Bank. Accessed at: http://data.worldbank.org/data-catalog/world-development-indicators.




DOI: http://dx.doi.org/10.46827/ejes.v7i8.3203

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Emmanuel Suh Ngwa, Prosper Mbelle Mekolle

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).