Harmonization of the Educational Sub-Systems of Cameroon: A Multicultural Perspective for Democratic Education

Valentine Banfegha Ngalim

Department of the Sciences of Education, Higher Teacher Training College, University of Bamenda, Bambili, Cameroon.

DOI: 10.4236/ce.2014.55043                

Abstract

This study explains that lack of harmonization is responsible for the problems of equity and quality education in Cameroon. The objective of this paper is to inquire whether the discrepancies in achievement levels of students from the two sub-systems of education in Cameroon can be traced in lack of harmonization. To attain this objective, a mixed research method of quantitative and qualitative data collection was used to diagnose the problems of lack of harmonization in the educational sub-systems of Cameroon. Some of the problems highlighted include, lack of equity and quality education in both general and technical secondary schools. This paper therefore, exploits Dewey’s democratic theory of education, James Banks multicultural theory of education and the system theory in order to emphasize the importance of harmonization in educational development of Cameroon. A critical perspective is recommended for the process of harmonization. This emphasizes harmonization in a multicultural context. In order to produce democratic citizens for a democratic and multicultural society, a blending of values must recognize and preserve the differences that exist. That is, the experiences of learners, aptitudes and cultures must be given recognition.

Keywords

Harmonization; Multiculturalism; Democratic Education

Conflicts of Interest

The authors declare no conflicts of interest.

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