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Addressing the Educational Crisis in Cameroon: Policy Syndromes, Arguments, Views, Theory and Agenda

Author

Listed:
  • Elvis D. Achuo

    (University of Dschang, Cameroon)

  • Simplice A. Asongu

    (Yaoundé, Cameroon)

  • Gildas D. Dinga

    (University of Bamenda, Cameroon)

Abstract

This study pursues two main objectives. Firstly, we sought to unravel the key factors at the origin of the educational crisis in Cameroon. Second, we sought to identify the major causes of the mismatch between educational attainment and the job market. The study reveals the educational sector and educational management constitute the major causes of the educational crisis in Cameroon. Moreover, in order to address the crisis, we propose a novel theoretical model “The Education and Job Mismatch Crisis Hypothesis†, wherein educational crisis is a function of employment, ability to grow and remuneration. Contingent on the findings of this study, we recommend that the Cameroon government should aggregate various existing educational ministries into a single ministry of education. Besides, the unique ministerial department should envisage the creation of separate directorates in charge of the English and French sub-systems of education that coexist in Cameroon.

Suggested Citation

  • Elvis D. Achuo & Simplice A. Asongu & Gildas D. Dinga, 2022. "Addressing the Educational Crisis in Cameroon: Policy Syndromes, Arguments, Views, Theory and Agenda," Working Papers 22/097, European Xtramile Centre of African Studies (EXCAS).
    • Handle: RePEc:exs:wpaper:22/097
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    References listed on IDEAS

    as
    1. Simplice A. Asongu & Vanessa S. Tchamyou, 2019. "Foreign Aid, Education and Lifelong Learning in Africa," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 10(1), pages 126-146, March.
    2. Asongu, Simplice A. & Orim, Stella-Maris I. & Nting, Rexon T., 2019. "Inequality, information technology and inclusive education in sub-Saharan Africa," Technological Forecasting and Social Change, Elsevier, vol. 146(C), pages 380-389.
    3. Ioulia Bessa & Andy Charlwood & Danat Valizade, 2021. "Do Unions Cause Job Dissatisfaction? Evidence from a Quasi‐Experiment in the United Kingdom," British Journal of Industrial Relations, London School of Economics, vol. 59(2), pages 251-278, June.
    4. Adejumo, Oluwabunmi O. & Asongu, Simplice A. & Adejumo, Akintoye V., 2021. "Education enrolment rate vs employment rate: Implications for sustainable human capital development in Nigeria," International Journal of Educational Development, Elsevier, vol. 83(C).
    5. Vanessa S. Tchamyou & Simplice A. Asongu & Nicholas M. Odhiambo, 2019. "The Role of ICT in Modulating the Effect of Education and Lifelong Learning on Income Inequality and Economic Growth in Africa," African Development Review, African Development Bank, vol. 31(3), pages 261-274, September.
    6. Stijepic, Damir, 2021. "A cross-country study of skills and unemployment flows," Journal for Labour Market Research, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany], vol. 55, pages 1-9.
    7. Ebenezer Lemven Wirba & Fiennasah Annif’ Akem & Francis Menjo Baye, 2021. "Earnings gap between men and women in the informal labor market in Cameroon," Review of Development Economics, Wiley Blackwell, vol. 25(3), pages 1466-1491, August.
    8. Asongu, Simplice A. & Nounamo, Yann & Njangang, Henri & Tadadjeu, Sosson, 2021. "Gender inclusive intermediary education, financial stability and female employment in the industry in Sub-Saharan Africa," Finance Research Letters, Elsevier, vol. 43(C).
    9. Francis Menjo Baye & Boniface Ngah Epo & Jean Ndenzako, 2016. "Wage Differentials in Cameroon: A Gendered Analysis," African Development Review, African Development Bank, vol. 28(1), pages 75-91, March.
    10. Damir Stijepic, 2021. "A cross-country study of skills and unemployment flows," Journal for Labour Market Research, Springer;Institute for Employment Research/ Institut für Arbeitsmarkt- und Berufsforschung (IAB), vol. 55(1), pages 1-30, December.
    11. Nasir Iqbal & Muhammad Majid Khan & Yasir Tariq Mohmand & Bahaudin G. Mujtaba, 2020. "The Impact of in-Service Training and Motivation on Job Performance of Technical & Vocational Education Teachers: Role of Person-Job Fit," Public Organization Review, Springer, vol. 20(3), pages 529-548, September.
    12. Jean C. Kouam & Simplice A. Asongu, 2022. "Female Unemployment and Economic Growth in Cameroon: An Estimation of a Nonlinear Okun's Law Specification by the ARDL Cointegration Model," Working Papers of the African Governance and Development Institute. 22/078, African Governance and Development Institute..
    13. Armand Totouom & Vincent De Paul Mboutchouang & Hervé Kaffo Fotio, 2018. "The Effects of Education on Labour Force Participation in Cameroon: A Gender Perspective," African Development Review, African Development Bank, vol. 30(1), pages 45-55, March.
    14. repec:iab:iabjlr:v:55:i::p:art.9 is not listed on IDEAS
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    Cited by:

    1. Simplice A. Asongu & Nicholas M. Odhiambo & Mushfiqur Rahman, 2024. "Information Technology, Inequality, and Adult Literacy in Developing Countries," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(1), pages 3927-3945, March.
    2. Achuo, Elvis D., 2023. "Resource wealth and the development dilemma in Africa: The role of policy syndromes," Resources Policy, Elsevier, vol. 83(C).

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