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Special Graduate Schools Graduate School of International Studies Department of International Development Cooperation 3. Theses(Master)

THE RELATIONSHIP BETWEEN POVERTY AND EDUCATION IN CAMEROON

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dc.contributor.advisorIN WATSON-
dc.contributor.authorLIONEL NWANA A. AWASUNG-
dc.date.accessioned2019-04-03T16:40:12Z-
dc.date.available2019-04-03T16:40:12Z-
dc.date.issued2012-02-
dc.identifier.other12627-
dc.identifier.urihttps://dspace.ajou.ac.kr/handle/2018.oak/15281-
dc.description학위논문(석사)--Graduate School of International Studies Ajou University :국제개발협력과,2012. 2-
dc.description.abstractABSTRACT. Cameroon after independence witnessed a steady increase in her growth rate. Between 1961-1985 her economy was flourishing and development was increasing rapidly. Sooner than later she was hit by an economic crisis due to the devaluation of the CFA Franc in 1993.Poverty began creeping into the economy. Salaries were slashed by almost 60% and many civil servants lost their jobs. The whole economy was affected and poverty was around the corner. The education sector was affected. Investment in education was low. Her educational enrolment was low. But then with the Birth of the millennium development goals in the year 2000 her primary enrolment ratio was on the steady increase. Her net primary enrolment ratio stands at 88.7% but her secondary enrolment ratio is at 34%.This thesis thus seeks to explain that primary education is not an issue blocking development in Cameroon as she stands on track to achieve universal primary education by 2015.There are other bulwarks on the path to Cameroons development despite her attaining a high literacy rate and a high primary enrollment ratio.-
dc.description.tableofcontentsCHAPTER ONE: GENERAL INTRODUCTION AND RESEARCH PURPOSE 1:1: INTRODUCTION..........................................................................................................1 1.2: HYPOTHESIS………………………………………………………………………….5 1.3: RESEARCH QUESTIONS………………………………………………………….5 1.4: MOTIVATION………………………………………………………………………..6 CHAPTER TWO: DEVELOPMENT AND EDUCATION THEORIES 2.1: INTRODUCTION………………………………………………………………………...7 2.2: DEVELOPMENT THEORIES…………………………………………………………7 2.2.1: DEPENDENCY THEORY…...………………………………………………………7 2.3: EDUCATION…………………………………………………………………………..9 2.3.1: THE SACHS VS. EASTERLY DEBATE IN RELATION TO CAMEROON’S EDUCATION ………………………………………………………………………………10 2.4: THEORIES OF EDUCATION………………………………………………………11 2.4.1: FUCTIONALIST REPRODUCTIVE THEORY……………………………………11 2.4.2: CONFLICT THEORY………………………………………………………………..13 2.5: LITERATURE REVIEW………………………………………………………………..14 2.6: CONCLUSION………………………………………………………………………..17 CHAPTER THREE: EDUCATION IN CAMEROON 3.1: INTRODUCTION……………………………………………………………………….18 3.2: PRE-COLONIAL………………………………………………………………………..18 3.2.1: MISSIONARIES 1814-1884………………………………………………………...18 3.3: COLONIAL PERIOD …………………………………………………………………..19 3.3.1: EDUCATION UNDER THE GERMANS 1884-1916………………………………..19 3.3.2: EDUCATION UNDER THE FRENCH 1914-1945…………………………………..19 3.3.3: EDUCATION UNDER THE BRITISH 1916-1960…………………………………..20 3.4: AFTER INDEPENDENCE…………………………………………………………..20 3.4.1: EDUCATION UNDER AHIDJO 1961-1982….……………………………………..20 3.4.2: EDUCATION UNDER PAUL BIYA 1982-PRESENT DAY……………………...21 3.5: POVERTY IN CAMEROON………………………………………………………….21 3.5.1: GENERAL INTRODUCTION……………………………………………………21 3.5.2: DEFINITION OF POVERTY: CONTROVERSIES AND DIFFERENCES………..23 3.6: TYPES OF POVERTY……………………………………………………………..26 3.6.1: ABSOLUTE POVERTY……………………………………………………………26 3.6.2: RELATIVE POVERTY……………………………………………………………….26 3.7: THE DOLLAR PER DAY DEFINITION-SUBJECTIVENESS OF POVERTY……...27 3.8: CAUSES OF POVERTY IN CAMEROON……………………………………………29 3.8.1: FAMILY/HOUSEHOLD SIZE……………………………………………………..29 3.8.2: LOW INCOME………………………………………………………………………..30 3.8.3: POOR HEALTH CARE…………………………………………………………….31 3.8.4: STRUCTURAL ADJUSTMENT PROGRAM……………………………………..32 3.9: CONCLUSION………………………………………………………………………….33 CHAPTER FOUR: WHAT IS BLOCKING DEVELOPMENT IN CAMEROON? 4.1: GENERAL DISCOURSE………………………………………………………………35 4.2: WHAT IS BLOCKING DEVELOPMENT IN CAMEROON........................................38 4.2.1: INADEQUATE SOCIAL CAPITAL………………………………………………...38 4.2.2 CORRUPTION AND EMBEZZLEMENT………………………….………………39 4.2.3 POOR EDUCATIONAL POLICY………………………………………………….....41 4.2.4 UNCONDUCIVE BUSINESS ENVIRONMENT…………………….……………43 4.2.5 LAME CIVIL SOCIETY……………………………………………………………....46 4.2.6: BRAIN DRAIN………………………………………………….…………………….47 4.3: CONCLUSION………………………………………………………….…………...48 CHAPTER FIVE: SUMMARY AND RECOMMENDATION 5.1: SUMMARY………………..……………………………………………………………49 5.2: RECOMMENDATIONS………………………………..………..................................49 List of Tables TABLE 1: Literacy Rate in Cameroon 2009……………………………………………..….36 TABLE 2: Percentage of Population of Tertiary Age in Tertiary Education………………………………………………………………………………..……43 TABLE 3: Ease of Doing Business Cameroon Ranking 2011……………………..…..…....45 List of Figures FIG 1: Percentage of Adult and Youth Literacy 2009………………………...…………….36 FIG2: Tertiary Enrolment in Cameroon………………………………………...……………42-
dc.language.isoeng-
dc.publisherGraduate School of International Studies Ajou University-
dc.rights아주대학교 논문은 저작권에 의해 보호받습니다.-
dc.titleTHE RELATIONSHIP BETWEEN POVERTY AND EDUCATION IN CAMEROON-
dc.typeThesis-
dc.contributor.affiliation아주대학교 국제대학원-
dc.contributor.department국제대학원 국제개발협력학과-
dc.date.awarded2012. 2-
dc.description.degreeMaster-
dc.identifier.localId905687-
dc.identifier.urlhttp://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000012627-
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