Tech-MODE for Agricultural Education and Improved Livelihoods in ...

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STAKES AND CHALLENGES FOR TECH-MODE IN AGRICULTURAL EDUCATION IN CAMEROON datelines regarding enrolment. However, students who desire to pursue their studies at the university level in an accredited academic programme must hold the General Certificate of Education (Advanced Level) at the time of application for enrolment. Method of instruction The courses are essentially in print mode and the students enrol from all ten provinces of Cameroon. Courses are sent to them by post or through contract mail delivery systems. Some students pick up their courses personally on campus. Language of instruction Each of the 20 courses has been written in the first language of the author (either English or French – the official languages of Cameroon) and then translated into the other language. Students write their assignments and exams in the official language of their choice. Quality assurance Each course has been written following a needs assessment survey and is reviewed at various stages by qualified course writers and reviewers. The entire curriculum is approved by the University Senate upon the recommendation of the faculty. The diplomas are officially recognized by the Minister of Higher Education as an academic qualification equivalent to two years of residential instruction in agricultural education at the University of Dschang. Student assessment Each course contains at least two mailed assignments. Two examination sessions are organized each year. The students come to the main campus of the University of Dschang either in March or July for final practicals and final examinations. Value of the programme Students who successfully complete their programme and wish to continue their studies in the five year degree programme of the Faculty of Agriculture in the University of Dschang write an entrance examination (provided they are holders of the GCE AL or equivalent). Each year, the Government opens 10-15 places for suitably qualified external candidates (including holders of bachelor’s degrees in the sciences or agriculture-related fields). Successful candidates are admitted into year 3 of the 5-year programme. Since 2002, five graduates of the distance education programme who went into the 5-year programme through an entrance examination have graduated with the “Ingenieur Agronome” degree awarded by the Faculty of Agriculture. 34 ■ TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES
Problems STAKES AND CHALLENGES FOR TECH-MODE IN AGRICULTURAL EDUCATION IN CAMEROON The development of distance education at the University of Dschang was not devoid of obstacles and constraints. Problems arose at the individual level where some faculty members openly opposed innovations through the institution, where faculty and university leaders built roadblocks to the development of distance education. Such road blocks included blackmail, stonewalling and institutional inertia. At the national level, obstacles included a policy vacuum for the promotion of distance education, lack of recognition for distance qualification and lack of accreditation mechanisms (Nji, 1999). 10 National forum on distance education After several years of efforts, the Government of Cameroon agreed to organize a National Forum on Distance Education in September 2003 with substantial financial and technical support from the Commonwealth of Learning (COL). The forum identified among others the following: Opportunities and strengths • The pioneering experience of UD and INADES-Formation. • Cameroon’s official bilingualism to serve the CEMAC sub-region. • Availability and willingness of partners such as COL, AUF to participate in the programme. • Availability of AT3 Terminal in Douala for large bandwidth. • Promising acceptance of ODL by government. • Pressure on existing educational infrastructure and resources. • Law of Orientation of Higher Education of April 16, 2001. • Law of Orientation of National Education of 1998. Obstacles and constraints • Policy vacuum on distance education in Cameroon. • Several forms of resistance to ODL in Cameron. • Institutional inertia towards educational innovation. • Lack of infrastructure for ODL. • Absence of trained experts in ODL. • High cost of appropriate technologies required for ODL. • Limited energy supply to urban areas. • Poor communication resulting in isolation of rural areas. • Poor remuneration/motivation of teachers and farmers. TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES ■ 35
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TOWARD THE INTRODUCTION OF TECH-MOD
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STATUS, OPPORTUNITIES, POTENTIAL AN
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6.2 Challenges STATUS AND POTENTIAL
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