Socio Cultural Practices and the Level of Implementation of Policies for Universal Primary Education: The Case of the Mbororo Community of the North West Region of Cameroon
Keywords:
Cultural Practices, Education, Mbororos Community
Abstract
The study was to find out the extent to which cultural practices amongst Mbororos affects the implementation of policies for universal primary education in the Mbororo community of the North West Region of Cameroon”. This study was guided by the Bourdieu’s theory of cultural capital. The target population was 3500, and sample was 308 respondents, Snow ball, purposive and convenience sampling technique was used, questionnaire and interview guide was used to collect data, and data were analyzed using thematic content analysis, frequencies, proportions and chi-square. The results indicated that: There is a significant influence of culture, religion on the implementation of UPE. lack of finance, family support, early marriages, inadequate school facilities, nomadic life style, poor infrastructure, cultural values like drum beating, isolated settlement, limited Islamic schools, high illiteracy, are some of the factors that hinder the implementation of UPE in the Mbororo Community of the North-West region of Cameroon. The study recommends that Ardors or chiefs should be sensitized to disseminate educational talks to their local communities. The content of the curriculum should be relevant to Mbororo children, should also responds to cultural diversity. Parents and the entire community should be schooled on the importance of education to both the child and the community in general. Suggestions were made for this study to be replicated in the North -West Region of Cameroon using a larger sample.
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3. Aeisatu, B. (2012). Mbororo Pastoralist, Cameroon. Bamenda: Unique Printers.
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33. Graig, J. E. (1987). Implementing Educational Policies in Sub-Saharan Africa; A Review of the Literature. (Discussion Paper) The International Bank for Reconstruction and Development/The World Bank, Washington , D.C.
34. Hilary, S. (1994). Social Exclusion and Social Solidarity. International Labour Review 133, nos. 5-6: 531-78.
35. Hills, Le Grand & Piachaud, D. (2002). Understanding Social Exclusion. Oxford University Press.
36. Hok-Bunku, et al. (2005). The Education of South Asian Ethnic Minority in Hong Kong. Available at http//www.apss.polyu.edu.hk/sscsps/download.php? file...pdf (Retrieve Octerber 10th, 2014).
37. Ismail, I. (2004). Nomadic education & education of nomadic Fulani. Available at http//www.gamj.Com/Fulani 7.htm. (Retrieved, June 2014).
38. Joshua, P, (2009). Mbororo culture and religion. Available at http://Joshua+project.net (Accessed on June, 2010).
39. Juuko, F.W & Kabonesa ,C. (2007).Universal Primary Education in Contemporary Uganda: Right or Privilage? Kampala: University Press.
40. Justinian, C. J & Galabawa, F. (2001). Developments and Issues Regarding Universal Primary Education in Tanzania.Fromhttp www.adeanet.org/adeaPortal/adea/ biennial/.../en_arusha_galabawa.pdf (Accessed September, 2014).
41. Kaneko, M. (2012). Universal primary education: historical and theoretical perspectives. From http//www.ide.go.jp/English/Publish/Download/Report/.../2005_04_15.html (Access July 6th, 2014).
42. Levitas, R. (2000) .What is Social Exclusion? In D. Gordon and P. Townsend (eds) Breadline. From http//housingforall.org/Social_exclusion.pdf (Access September 6th, 2014).
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51. Njeuma, D. L, et al .(1999). Reforming a national system of higher education: the case of Cameroon. ADEA working group on higher education.
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55. Saunders, P. (2003) .Can social exclusion provide a new framework for measuring poverty? Social Policy Research Centre Discussion Paper No. 127,
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60. Tchombe, T. M. (2001). Structural Reforms in Education in Cameroon. http://www.unifr.ch/ipg/ecodoc/conferences/DocuPDF Conf Inter/Tchombe.pdf (Access June, 2014).
61. Tchombe, T. M. (2006) Sciences of education: A necessary conceptual base for educational practices in cultural context. In Tchombe, T. M. & Fonkoua, P. (Eds.) Professionalisation et formation des enseignments au Cameroun. Les Cahiers de terroires 01, 51-75.
62. Tchombe, T. M. S. (1997). Teacher Education & Development in Cameroon. From http//www.thehdrc.org/Handbook%20of%20African%20Educational%20The... (Access July, 2014).
63. The Millennium Development Goals Report (2013). Global Out of school Children. From:http//www.un.org/millenniumgoals/.../report-2013/mdg-report-2013 english. p...(Access July, 2014).
64. United Nations (2008). The United Nations Today. United Nations Department of Public Information.
65. UNESCO. (2008). Net Enrollment Rate in primary education. Education For All Monitoring Report. From http// www.cfr.org/education/education- all...monitoring-report-2008-unesco/p (Access July, 2014).
66. UNICEF. (2009). All children everywhere: A strategy for basic education and gender equality. From http//www.uis.unesco.org/.../global-initiative-out-of-school- children-educatio...(Access July, 2014).
67. UNESCO. (2013). A conceptual frame work & basis for Action; Geneva. UNESCO Journal. From http//www.globalization101.org › Featured (Access July, 2014).
68. UNESCO. (2013). Institute for Statistics Out of School Children.From http//www.uis.unesco.org › Home › Education (Access July, 2014).
69. World Bank. (1995). Priorities and Strategies for Education- A World Bank Review. Washington D.C: World Bank.
70. Willis, P. (1983). Cultural production and theories of reproduction. London: Race, Class and Education
Published
2022-01-12
How to Cite
[1]
Song, K.L. and Lem, N.S. 2022. Socio Cultural Practices and the Level of Implementation of Policies for Universal Primary Education: The Case of the Mbororo Community of the North West Region of Cameroon. International Journal on Integrated Education. 5, 1 (Jan. 2022), 247-264. DOI:https://doi.org/10.17605/ijie.v5i1.2597.
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Copyright (c) 2022 Kimeng Liberty Song, Dr Forbi Sharlotte Lem
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