This paper examines trends in the Southern Cameroons’ sub-system of education, analyzes why it fails to meet the local, regional, and global developmental needs of the population, and makes recommendations for effective policy directions that would grant Southern Cameroonians the agency needed for self-governance, and prepare them to be effective participants in the twenty-first century global economy. Like many other African societies, Southern Cameroons had a rich history of education, culture, and identity that indigenous peoples practiced and taught younger generations. The advent of colonialism, however, witnessed the destruction of indigenous educational practices, and in its place British and German missionaries and governments opened up networks of schools that were designed based on structures in the metropole in basic curricula content, but much inferior to those of the metropolitan state in the scope of knowledge and resources. In 1961 British Southern Cameroons gained independence by joining the French-speaking Cameroun. This marked the beginning of an assimilationist agenda that further weakened the Southern Cameroons’ educational sub-system and has culminated in the current political crises. This article examines the problems inherent in the educational system that British Southern Cameroons inherited from the Germans and the British, takes issues with attempts at harmonization with the French educational sub-system, and proposes a way forward for a hybrid education policy that adequately prepares Southern Cameroonians for self-governance.


Additional Information

Print ISSN
pp. 445-463
Launched on MUSE
Open Access
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.