Valentine Banfegha Ngalim


This paper sets out to investigate profound pedagogic differences existing in the two sub-systems of secondary education in Cameroon. The problem identified here is that there are profound differences in the curricular contents of the two sub-systems of education in Cameroon. The central arguments in this paper have been articulated within the context of Von Bertanlaffy’s general system theory, John Dewey’s theory of democratic education, Rousseau’s social contract theory and James Banks’ multicultural education theory. Both qualitative and quantitative methods of research have been used in this study. Questionnaires, interviews and focus group discussions and participant observation constituted the research instruments. A thematic analysis supported by descriptive statistics was used within the context of interpretative approach of hermeneutic phenomenology. This research offers a different model for curricular organization in Cameroon taking into consideration perspectives of equity in democratic education. It argues that changes have to be effected in favour of a democratic conception of education. This is precisely because education is the means to construct the type of society appropriate for a harmonious relationship. Findings prove that pedagogic discrepancies obstruct the process of equity and quality education. This paper concludes that in order to ensure fairness and quality in the provision of educational values, a suspension of prejudices is imperative in order to establish a school curriculum proper to Cameroon irrespective of the colonial identities we assume. 


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pedagogic discrepancies; educational system; Dewey’s democratic education


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