Pedagogic and programmes change and the enhancement of relevance of state higher education system in Cameroon

Abstract

This study was designed to examine pedagogic, and programme change and the enhancement of relevance of state higher education system in Cameroon. The study was guided by two objectives which examine how change in teaching methods and change in programmes enhances the relevance in state higher education system in Cameroon. This is supported by the Improvement Theory of Benthum, Gulikers, Jong and Mulder (2011) who holds that the world has evolved and that the type of university education, skills and knowledge in the past can no longer effectively serve the needs of the modern era/labour market (relevance). The concurrent mixed-methods research designed specifically the concurrent triangulation design was adopted for the study. Both close and open-ended questions for lecturers and an interview guide for university administrators (HODs) were the instruments used for the study. The sample consist of 1,915 lecturers, and 40 administrators (HODs) from the universities of Buea, Yaounde II, Douala, Bamenda, Yaounde I, Dschang, Maroua and Ngaoundere. The purposive and stratified sampling techniques was adopted for the study. Data from close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions and the interview were analysed thematically. The Spearman’s rho was used to test the lone research hypotheses formulated in the study. Findings shows that most of the lecturers (73.0%) agree that there is a need for change in teaching methods to enhance relevance of Higher Education and most of the lecturers (74.7%) equally agreed that there is a need for change in universities programmes to enhance relevance of Higher Education. Hypothetically, there is a significant, positive and moderate relationship between pedagogic change and the enhancement of relevance of state Universities (Rvalue 0.246**, p-value < 0.001 < 0.05) implying that changes in pedagogy will contribute to the enhancement of higher education relevance. It is recommended that; workshops and capacity building programmes should constantly be organized to improve on the pedagogical competences of academic staff. Internship/ placement, field work and industrial training should be actively incorporated in the curriculum for each degree programme where applicable while effective follow up, supervision and monitoring should be accompanied.