Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice

Yaro Loveline *

Department of Curriculum Studies and Teaching, Faculty of Education, University of Buea, Cameroon.

*Author to whom correspondence should be addressed.


The post-colonial period was a turning point in Cameroon’s educational system. Since Independence and Reunification in 1960-61, the various governments of the Federal Republic of Cameroon, the United Republic of Cameroon and the Republic of Cameroon have been committed to the development of Education. Significant resources have been invested in this course geared towards improved education quality in both sub-sectors of Primary and Secondary Education. The Ministries of Primary and Secondary Education continue to be amongst the top ministries to receive the highest allocation from the state budget with 19.7% in 2010 and 16.3% in 2011 (Cameroon, 2015). However, there still exist challenges to quality education in Cameroon that the government has continued to address through, formation of commission, committees, and taskforces that have influenced curriculum policy formulation and implementation. In this respect, the formulation of education policy of bilingualism to use in the teaching and learning in Cameroon schools has been one of the main concerns of education in Cameroon. There is therefore need to asses and monitor progress of how this has guided teaching and learning in schools. How this policy has evolved overtime and especially how it is serving the purpose for which it was formulated. Using the Historical approach this study provides an opportunity to critically examine the efforts made in Cameroon in implementing the policy of bilingualism formulated for teaching in primary and secondary schools after independence and reunification. It sheds light in the meaning of bilingualism in the context of school application and broadens discussions on challenges faced by stakeholders in the implementation process. Furthermore, as the country, looks towards the achievement of the millennium development goals and education for sustainable development, the study provides recommendations to optimize bilingualism in Schools in Cameroon.

Keywords: Optimising post-colonial, bilingual education, primary and secondary schools and school practice.

How to Cite

Loveline, Yaro. 2020. “Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice”. Asian Journal of Education and Social Studies 9 (3):39-53. https://doi.org/10.9734/ajess/2020/v9i330250.


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