Reforming education via radio lessons for teachers? The promise and problems of distance learning in Cameroon, 1960–1995

ABSTRACT

This article contributes to the study of radio pedagogy in Africa by exploring the Cameroonian case. It shows how Cameroon, after it gained independence in 1960 but faced a shortage of primary school teachers, set up a continuous training scheme based on distance learning via radio broadcasts. Drawing on archival sources of Yaoundé, documentaries and field interviews, and taking a historical approach and a deductive logic, the article analyzes the implementation of this training initiative. It highlights the didactic devices, the teaching methods and the distance learning programs. The analysis shows that many teachers benefited from a professional qualification. The distance learning contributed to their skills development and career advancement. However, the article also reveals that the economic crisis of the 1980s put an end to this continuous training of teachers. It concludes with shedding light on the current challenges of technology use in Cameroon’s education.

KEYWORDS:

• School radio
• in-service training
• primary education
• postcolonialism
• Cameroon

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 From the end of the 1950s, the normal courses were transformed into secondary schools.

2 Precisely, there were 166 teachers, holders of General Certificate Education and Advanced Level (GCE-A/L), 1437 assistant teachers, holders of General Certificate Education and Ordinary Level (GCE-O/L) and First School of Living Certificate (FSLC); 1153 tutors’ holders of GCE O/L and 8704 tutor's holders of GCE A/L out of 11,465 teachers.

3 Buea-radio is a provincial station of the national station of Cameroon radio, installed in the English-speaking area, just like Douala-radio or Maroua-radio.