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
Cite this paper
Ngalim, V. (2014) Harmonization of the Educational Sub-Systems of Cameroon: A Multicultural Perspective for Democratic Education. Creative Education
, 334-346. doi: 10.4236/ce.2014.55043
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