This book traces the evolution, expansion and changing provisions of the Cameroonian educational system through the various stages of the country's history, addressing policy issues, national developmental perspectives, and international constraints. This book should appeal to scholars interested in education, especially on the African continent, African history, and European influence in African society and history. for the provision of schools and the expansion of education in Cameroon. It offers an examination of the role of missionary agencies, successive colonial and national governments and private agencies (confessional and lay) in the establishment of schools within the context of social, economic, cultural and political obligations. Cameroon, like many African nations, can trace the origin of its formal education to evangelization and imperialism, both of which have greatly influenced the development, structure and content of its educational system. This book traces the evolution, expansion and changing provisions of this system through the various stages of the country's history, addressing policy issues, national developmental perspectives, and international constraints.

Cameroon is a land of much promise, but a land of unfulfilled promises. It has the potential to be an economically developed and democratic society but the struggle to live up to its potential has not gone well. Since independence there have been only two presidents of Cameroon; the current one has been in office since 1982. Endowed with a variety of climates and agricultural environments, numerous minerals and substantial forests, and a dynamic population, this is a country that should be a leader of Africa. Instead, we find a country almost paralyzed by corruption and poor management, a country with a low life expectancy and serious health problems, and a country from which the most talented and highly educated members of the population are emigrating in large numbers. To all of this is recently added a serious terrorism problem, Boko Haram, in the north, a separatist movement in the Anglophone west, refugee influxes in the north and east, and bandits from the Central African Republic attacking eastern villages. This fifth edition of Historical Dictionary of the Republic of Cameroon contains a chronology, an introduction, and an extensive bibliography. The dictionary section has over 300 cross-referenced entries on important personalities, politics, economy, foreign relations, religion, and culture. This book is an excellent resource for students, researchers, and anyone wanting to know more about the Republic of Cameroon.

In this unique volume, leading scholars examine how Cameroonians organize and experience their lives under Cameroonian leadership and local responses to that leadership. The volume offers essential case studies that allow us to examine the lives of ordinary people in post-colonial Africa through five lenses: politics, society and culture, economy, international relations, and migration. It places the nation’s contemporary challenges within a broader political, economic, and socio-cultural context, and uses that to make recommendations for future directions. The book also celebrates areas in which the country has done well and calls on its citizens to build on those achievements. This volume is forward-looking and as such raises important questions about issues of development, ethnicity, wealth, poverty, and class.

This study explores the historical development of educational administration in Cameroon from the Traditional (indigenous) Education in the sixteen century, through the post-colonial eras (1960- Present) in the late nineteenth and early twentieth centuries, to current concerns about the Cameroon educational system in the twenty-first century. It aims to showcase a chronological list of educational orders, education acts, policy acts, reports and other key educational development events in Cameroon. Similarly, while it deals with the educational administration and planning activities in Cameroon are presented according to the following thirteen major eras: indigenous traditional education; Indigenous Philosophies of African Education; the pre-colonial (1844-1884); the colonial (1884-1960/61); the German protectorate (1884-1914); The years of the first world war and peace settlement (1914-1922); French and British mandates (1922-191946); Education in French Cameroon Mandate (1916-1960); Education in British Cameroon Mandate (1914-1961); French and British Trusteeship (1946-1960/1961); the trusteeship in French Cameroon; the Trusteeship period in British Southern Cameroon; education in the federation period (1960-1972); education in the United Republic of Cameroon (1972-1984); education in the Republic of Cameroon (1984-2004); and the current state of education in Cameroon is given where it is relevant to the development of education administration generally. In addition to the thirteen main eras there's also useful information about the Cameroon Educational Context; a glossary of commonly used terminology to describe the Ideological Phenomena Influencing Structural Reforms in Cameroon Educational System. I hope will be especially useful for non-Cameroon readers; and a bibliography (which is a compilation of all the quoted sources listed at the end of this publication).

Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.