This paper sets out to investigate profound pedagogic differences existing in the two sub-systems of secondary education in Cameroon. The problem identified here is that there are profound differences in the curricular contents of the two sub-systems of...
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This paper sets out to investigate profound pedagogic differences existing in the two sub-systems of secondary education in Cameroon. The problem identified here is that there are profound differences in the curricular contents of the two sub-systems of education in Cameroon. The central arguments in this paper have been articulated within the context of Von Bertanlaffy’s general system theory, John Dewey’s theory of democratic education, Rousseau’s social contract theory and James Banks’ multicultural education theory. Both qualitative and quantitative methods of research have been used in this study. Questionnaires, interviews and focus group discussions and participant observation constituted the research instruments. A thematic analysis supported by descriptive statistics was used within the context of interpretative approach of hermeneutic phenomenology. This research offers a different model for curricular organization in Cameroon taking into consideration perspectives of equity
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