The effects of colonization in all regions of Africa are apparent to this day. Territories exposed to dominating Western cultures still experience the influence of their economic and political policies in education and employment. The case of Cameroon is a particularly interesting example, as it is a country that, during colonial times, was influenced by three different nations – Germany, France, and the United Kingdom (Lekane, 2017). The existing scholarship considers the effect of this colonial legacy on Cameroon’s education, making French and British colonialism the center of study (Dupraz, 2019; Mitchell et al., 2020). The research is concerned with the effect of varying cultures on the division of the country (Mbihbiih, 2016). However, one of the gaps for exploration is the potential effect of colonialism from the three nations on the policy concerning education and employment and the outcomes of marginalization of certain groups (Hamann, 2020). This project can offer an insight into the different Western influences on Sub-Saharan Africa’s development, using Cameroon as an example and a representation for the region.
The necessity to study the history of Cameroon and its effect on the current state of the country calls for a deep investigation of existing literature and modern views of the national issues in education and work. Thus, a qualitative case study research with the use of secondary data is suggested (Gammelgaard, 2017). The chosen strategy allows one to consider a particular country’s colonial legacy on education and employment. Moreover, this knowledge will then be used in order to review the impact of colonial history on the whole region and to present a unique case in the general theoretical examination of the subject.
References
Dupraz, Y. (2019). French and British colonial legacies in education: Evidence from the partition of Cameroon.The Journal of Economic History, 79(3), 628-668. Web.
Gammelgaard, B. (2017). The qualitative case study.The International Journal of Logistics Management, 28(4), 910-913. Web.
Hamann, S. (2020). Not home-made: Historical and contemporary social policy dynamics in Cameroon.Global Social Policy, 20(3), 286-304. Web.
Lekane, G. M. (2017). One country, three colonial legacies: the politics of colonialism, capitalism and development in the pre-and post-colonial Cameroon. Journal for Contemporary History, 42(1), 134-153. Web.
Mbihbiih, N. R. (2016). Europhone divide in Cameroon: Constraining nation-building and democratization in the post-colony. IJASSH, 4(02), 10-21. Web.
Mitchell, R., Rose, P., & Asare, S. (2020). Education research in sub-Saharan Africa: Quality, visibility, and agendas. Comparative Education Review, 64(3), 363-383.