From Adaptation to Ruralisation in Cameroon Education Policy, 1922-2002: Replacing Six with Half a Dozen

Autor/in	Ndille, Roland
Titel	From Adaptation to Ruralisation in Cameroon Education Policy, 1922-2002: Replacing Six with Half a Dozen
Quelle	In: African Educational Research Journal, 3 (2015) 3, S.153-160 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Foreign Countries; Educational Policy; Educational History; Postcolonialism; Policy Formation; Foreign Policy; Cultural Influences; Rural Areas; Elementary Education; Handicrafts; Academic Education; Rural to Urban Migration; Agricultural Education; Developing Nations; Economic Development; Indigenous Knowledge; Research and Development Centers; Curriculum Development; French; Agricultural Production; Rural Economics; Agricultural Occupations; Vocational Education; Cameroon; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Post colonialism; Postkolonialismus; Politische Betätigung; Außenpolitik; Cultural influence; Kultureinfluss; Rural area; Ländlicher Raum; Elementarunterricht; Handwerk; Akademische Bildung; Landflucht; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Forschungszentrum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Französisch; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Occupation; Beruf; Landwirtschaftlicher Beruf; Berufsbildung; Kamerun
Abstract	The British colonial policy of education in the Southern Cameroons was guided by the philosophy of adapting education to the mentality, aptitude and occupations of the local population. This policy was gradually abandoned in the 1950s when it was realized that it was serving the colonial exploitative agenda of keeping natives to a permanently rural existence instead of meeting the needs of an independent state. Surprisingly, despite the so much talked of 'need for education to rid itself of the colonial stranglehold', a few years after independence, the government of Cameroon opted for the policy of ruralisation of education. This paper, examines the basic motivation for returning to such a policy and the outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01