Abstract
In Cameroon, the mindset in universities is still hanging on tightened strict entry requirements, long three-year educational programmes. coupled with irrelevant curriculum to the community. This is frustrating and drop-out rates are high. We hypothesised that tightened entry requirements, lack of community inclusion to the bulky and long curriculum may be the reasons for the shortcomings of universities in providing essential lifelong skills to community members. In 2022, our Centre for Distance Education (CDE), University of Dschang, Cameroon, developed short three-month modules in skills development in agricultural entrepreneurship open to all, so that the university could become real tools and pools for agric development. We evaluate this new vision; how far it is reducing the gap between citizens, solving community problems and how replication can be undertaken in other campuses. Using appropriate programme evaluation tools, quantitative data is collected from interviews, observations and analysed using the Andragogy/Adult Learning Theoretical frame founded by Knowles (1980). 95.5% of respondents in the survey data preferred this new vision. The conclusion drawn is that by removing entry requirements, reducing duration, constructing programmes rooted into solving direct community problems and using ICTs, universities can, significantly, become more open and provide lifelong skills to citizenry.
Presenters
Afutendem Lucas NkwettaAssociate Professor of English and Film Studies, Applied Foreign Languages, University of Dschang, West, Cameroon
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
New Digital Institutions and Spaces
KEYWORDS
Innovation, Curriculum, Inclusion, Community, Agriculture, Skills, Improvement
