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Continuity and Change in Cameroon's Education

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This study, based on archival and secondary sources, argues that between 1919 and 1972 there was more continuity than change in West Cameroon's educational system. The period of study includes part of the colonial and post-colonial era; during which time Cameroon achieved independence and reunification, and made the decision to make education a top priority in the development plans. Because the colonial educational structure was designed to achieve specific objectives for the European colonizers, this study argues that radical educational reform must be a prerequisite if Cameroon hopes to advance beyond its present stage of development. The author suggests that similar reforms should be carried out by other African nations. The failure to reform the educational system has slowed Cameroon's development and has continued to contribute to the current drift of the nation.

Affiliations: 1: Department of History, University of Dayton, Dayton, Ohio 45469-1540, USA

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