[ L'éducation pour le développement socio-économique du Cameroun ]
Volume 16, Issue 1, June 2015, Pages 145–158
Ehode Elah Raoul1 and ELIZABETH TAMAJONG2
1 Chargé de Recherche, Centre National d’Éducation-MINRESI, Membre de l’académie des jeunes scientifiques du Cameroun, BP 1721 Yaoundé, Cameroon
2 Directeur de recherche ; Chef de Centre National d'Education (CNE/MINRESI), Enseignante Associée, Faculté des Arts, Lettres et Sciences Humaines, Département d'Éducation à l'Université de Yaoundé I, Yaoundé, Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
A diploma is one of the indicators for the measurement of the educational level of an individual. In Cameroun, it remains a good distributed within the working population age with the young population accounting for an average of 43, 6% of the total population. With this, one predicts a high potential school request. In this respect, the Sectorial Strategy of Education, which arises from the Document of Strategy for Growth and Employment (DSCE) set-up by the Cameroonian Government, stresses on the training and the development of the human capita in order to equip each citizen with the capacities necessary to build an emergent economy by 2035. Comparatively, there is need to examine the relationship between economic growth and education. The objective of this study is to analyse the role and the place of education in the socio-economic development of Cameroun, by the means of an existing documentary review and data of investigations into education carried out by the National Institute of Statistics (INS) in Cameroun. From this, we arrived at the conclusion that education is in the middle of the socio-economic development of the country. However, the offer of education and the level of insertion of the graduates remains very weak. This situation requires an additional effort of the authorities and the partners of development in the direction of professionalising the educational system in Cameroun.
Author Keywords: Education, socio-economic development, Cameroon.
Volume 16, Issue 1, June 2015, Pages 145–158
Ehode Elah Raoul1 and ELIZABETH TAMAJONG2
1 Chargé de Recherche, Centre National d’Éducation-MINRESI, Membre de l’académie des jeunes scientifiques du Cameroun, BP 1721 Yaoundé, Cameroon
2 Directeur de recherche ; Chef de Centre National d'Education (CNE/MINRESI), Enseignante Associée, Faculté des Arts, Lettres et Sciences Humaines, Département d'Éducation à l'Université de Yaoundé I, Yaoundé, Cameroun
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
A diploma is one of the indicators for the measurement of the educational level of an individual. In Cameroun, it remains a good distributed within the working population age with the young population accounting for an average of 43, 6% of the total population. With this, one predicts a high potential school request. In this respect, the Sectorial Strategy of Education, which arises from the Document of Strategy for Growth and Employment (DSCE) set-up by the Cameroonian Government, stresses on the training and the development of the human capita in order to equip each citizen with the capacities necessary to build an emergent economy by 2035. Comparatively, there is need to examine the relationship between economic growth and education. The objective of this study is to analyse the role and the place of education in the socio-economic development of Cameroun, by the means of an existing documentary review and data of investigations into education carried out by the National Institute of Statistics (INS) in Cameroun. From this, we arrived at the conclusion that education is in the middle of the socio-economic development of the country. However, the offer of education and the level of insertion of the graduates remains very weak. This situation requires an additional effort of the authorities and the partners of development in the direction of professionalising the educational system in Cameroun.
Author Keywords: Education, socio-economic development, Cameroon.
Abstract: (french)
Le diplôme est un des indicateurs de mesure du niveau d'instruction d'un individu. Au Cameroun, celui-ci reste un bien diversement réparti au sein de la population en âge de travailler. Avec une population jeune représentant en moyenne 43,6% de la population totale, on présage une demande scolaire potentielle élevée. À cet égard, la Stratégie Sectorielle de l'Éducation, qui découle du Document de Stratégie pour la Croissance et d'Emploi (DSCE) mise sur pied par le Gouvernement camerounais, met l'accent sur la formation et le développement du capital humain afin de doter chaque citoyen des capacités nécessaires pour bâtir une économie émergente à l'horizon 2035. Au regard de la nécessité de l'examen du lien entre la croissance économique et l'éducation, l'objectif de travail était d'analyser le rôle et la place de l'éducation dans le développement socioéconomique au Cameroun. Par le biais d'une revue documentaire existante et des données d'enquêtes sur l'éducation menées par l'INS Cameroun, nous sommes arrivés à la conclusion que l'éducation est au cœur du développement socioéconomique du Cameroun. Cependant, l'offre d'éducation et le niveau d'insertion des diplômés restent encore faibles. Cette situation nécessite un effort supplémentaire des pouvoirs publics et des partenaires au développement dans le sens de la professionnalisation des enseignements au Cameroun.
Author Keywords: éducation, développement socio-économique, Cameroun.
How to Cite this Article
Ehode Elah Raoul and ELIZABETH TAMAJONG, “Education for socio-economic development of Cameroon,” International Journal of Innovation and Scientific Research, vol. 16, no. 1, pp. 145–158, June 2015.
