Education Policy
Education
Professional Colonization: Why Africa's Industrial Future Depends on Education
The post argues that African ownership of mega-projects like the Dangote refinery means little if foreign expertise operates them. While a
Before You Pay for Digital Marketing Workshops
The writer argues that digital marketing certificates from short-term workshops offer false credentiality and rarely translate to employment or business results. True competence in the field requires sustained practice, demonstrated work, and reputation-building—not credentials—and workshops serve best as orientation, not qualifications.
The Employability Gap: What Cameroon's Graduates Reveal About Its Education System
A sharp critique of a structural mismatch between Cameroonian university graduates and workplace readiness, spotlighted through the writer's encounters with poorly written CVs, cover letters, and business proposals. The piece argues that while systemic failures in higher education bear responsibility, individual graduates must also take ownership of basic professional literacy through self-directed learning.
The World Belongs to Problem Solvers
A practical call to Cameroonians to identify unmet local needs—from waste management to agricultural processing—and build businesses around solving them. The writer argues that entrepreneurial problem-solving, not formal credentials, is the path to meaningful economic contribution and personal wealth.
C'est Dieu Qui Donne L'Anglais: English Teaching in Cameroon's Bilingual Crisis
This essay examines the chronic dysfunction of English-language education in Cameroon's francophone schools, tracing the phenomenon beyond discipline or resources to a deeper cultural and sociopolitical disregard for English itself. The writer documents the everyday contempt students and families show toward English, the toll this takes on teachers, and the uncomfortable question of whether systemic attitudes—not individual failure—have made language acquisition feel like a matter of divine grace rather than effort.
Education as a Contested Space: The Back-to-School Campaign and the Crisis of Safe Learning in Cameroon's Anglophone Regions
In 2019, as armed conflict in Cameroon's Northwest and Southwest regions kept schools shuttered for years, civil society organizations including WaraSon Music launched a #Back2school campaign, using music and media to appeal for the creation of safe spaces for children to resume education—a demand that cut across the political divide.
Cameroonian Universities Absent from Africa's Top 200
In 2018, no Cameroonian university appeared on uniRank's list of Africa's top 200 institutions, a reversal from the previous year when three Cameroonian universities ranked in the list. The writer frames this as both a disappointment and an opportunity to explore higher education alternatives across the continent.
Evaluating ICT University in Cameroon: Credentials, Capacity, and Pragmatic Choice
The writer undertakes a skeptical institutional audit of ICT University, a Louisiana-registered institution operating in Cameroon, and finds significant gaps in its research infrastructure, website professionalism, and academic depth. Despite these shortcomings, the writer recommends attendance as a practical choice—not for the institution's education itself, but as a base from which students can pursue self-directed learning through online platforms while gaining language and professional exposure.
The University of Buea and the Erosion of Institutional Purpose
The writer reflects on a visit to the University of Buea and asks whether the institution has cultivated a coherent identity or aspirational purpose. Through comparison with an American university's compelling brand promise, the piece exposes a deeper crisis in Cameroon's education system: one oriented toward credential-extraction rather than character formation and lasting institutional belonging.
Undereducated, Underemployed, Disoriented, and Under Control: The Plight of Cameroonian Youth
The writer argues that Cameroon's education system, despite proliferating in physical presence, has fundamentally failed its young people. Schools prioritize examination rankings over genuine learning, churning out graduates who are either programmed for failure or burdened with credentials disconnected from real-world capability or personal aptitude.
The Laptop Project: Specifications, Cost, and the Problem of Tied Aid
A technical and financial examination of the government's laptop distribution initiative, assessing the devices themselves against their stated purpose and exposing the structural costs of the tied-loan arrangement that funded them.
The Depreciation of Education: When Schooling Replaces Learning
The writer examines Cameroon's paradox: rapid expansion of schools alongside a collapsing education system that prioritizes exam performance over genuine learning, producing disoriented graduates unprepared for real-world challenges. The piece argues that parental pressure, corrupt institutions, and a curriculum divorced from practical reality have hollowed out the value of formal education.