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

STAKES AND CHALLENGES FOR TECH-MODE IN AGRICULTURAL EDUCATION IN CAMEROON
in the 21st century, and thus contribute significantly to finding answers to the
proverbial question of why poor people remain poor (Nji, 2004).
12 Priority areas for Tech-MODE in Cameroon
Participants to the Stakeholders National Forum on Distance Education held in
Yaoundé in 2003 identified priority areas for ODL development in Cameroon.
Although agriculture was not specifically mentioned, pursuing the areas proposed
for ODL intervention will have a direct bearing on agriculture and rural
development. The priority areas identified are:
• teacher training,
• skills and competencies development,
• employment creation and income generation,
• capacity building at all levels and in all sectors of the national economy,
• literacy improvement to meet the goals of EFA and subsequent global
declarations,
• lifelong learning and continuing education.
To these goals should be added the eight Millennium Development Goals (MDG)
for poverty alleviation and sustainable development which seek specifically to:
• eradicate extreme poverty and hunger,
• achieve universal primary education,
• promote gender equality and empower women,
• reduce child mortality,
• improve maternal health,
• combat HIV/AIDS, malaria and other diseases,
• ensure environmental sustainability,
• develop a global partnership for development.
At the end of day, it must be understood that in Cameroon as in other African
nations, the pangs of hunger, misery and disease are the same. Therefore, a number
of key guiding principles such as the following are in order:
• The number one problem at the roots of African underdevelopment is not lack
of resources, not colonialism, not ethnicity but poor governance depicted by
unaccountable, undemocratic and inefficient governments. This should be the
focus of ODL in Africa.
• Education institutions at all levels in all countries are catalysts of development
as they empower individuals with skills and competences that allow them to
participate effectively in the development process.
• In all societies, sustainable development is achievable if development action is
people-centred, problem and needs-oriented, goal-directed and focused on the
common good.
• Development education must tap indigenous knowledge and maximize the use
of local resources (natural, human, capital and equipment).
TECH-MODE FOR AGRICULTURAL EDUCATION AND IMPROVED LIVELIHOODS IN SUB-SAHARAN AFRICA: COUNTRY CASE STUDIES ■ 39