Skills Acquisition in Cameroon: How well does the Secondary School System Equip School Leavers for Employment? A Case Study of Two Regions

The aim of this research is to explore the level at which the acquisition of skills relevant for the workplace by students is facilitated by the curriculum of secondary general education in Cameroon. This is in the context of the link between education and employment, as well as the concerns raised by employers, as seen in the literature review, that school leavers of the curriculum of secondary general education lack skills relevant for the workforce. There is an increasing necessity for the curriculum of secondary education in the 21st century to provide school leavers with skills and attitudes relevant for employment, hence helping to resolve the challenges of youth unemployment, which has seen the government of Cameroon, with the support of the IMF/World Bank, implement educational reforms aimed at solving the problems of unemployment and promoting social development in the country. For example, Vision 2035, as presented in the Strategy for Growth and Employment Paper (GESP) of 2010, aims at elevating the country to an emerging economy status by the year 2035, thus demonstrating the commitment of the country towards strategic transformation for economic and societal progress.

A considerable number of school leavers in Cameroon, particularly those from the secondary general education sector, encounter difficulties in securing employment due to a lack of adequate employable skills developed during their formal schooling. Despite governmental reforms aimed at restructuring the educational system and redefining its goals to reduce youth unemployment and promote social development, data from the World Bank indicate that these initiatives have achieved limited success. The incorporation of vocational education within the Cameroonian school curriculum remains underexplored and is often regarded as optional rather than an integral part of curriculum design. This study aims to fill this gap by exploring the views of educational stakeholders on the development of a broad curriculum in secondary schools in Cameroon.

A qualitative case study approach, utilising questionnaires and interviews as data collection methods was applied in the research to 232 students, teachers, and Pedagogic Inspectors. Through thematic analysis of collected data, participants’ perceptions of their lived experiences and how secondary school stakeholders need to respond to the issues of skills acquisition and youth unemployment or underemployment were examined. Through the evidence obtained and analysed, four overriding themes emerged. These include Theme 1: Youth unemployment and Skills Development; Theme 2: Curriculum Development and Pedagogy; Theme 3: Support Mechanisms; Theme 4: Implications for Curriculum Review

The existing body of literature is supported and expanded upon by the elucidation and clarification of the diversity and variety of the links that exist amongst these themes. The information discussed under the four themes is applicable to the diverse stories of the study participants. The findings indicate vital links between curriculum development, the acquisition of employability skills, youth unemployment, and the effectiveness of the school system. It is recommended for government and educational authorities to concentrate more precisely on identifying and enhancing specific skills that could contribute to minimising youth unemployment. Such efforts may, in turn, improve curricular design and produce more favourable outcomes for students. If the inputs from secondary schools are not reinvigorated, school leavers of the secondary schools’ sectors will continue to drive up unemployment and underemployment rates in the country. Consequently, it is suggested that policy definitions and curricula be modified to reflect local realities, that policy implementation regarding curriculum development be enforced, and that government, secondary schools, and businesses form partnerships with the goal to enhance skills acquisition.