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It explains how adaptation to local mentality and occupations was phased out in the 1950s as it served a colonial agenda of maintaining a permanently rural native existence. After independence, Cameroon adopted ruralisation, and the paper examines the motivations for returning to that policy and its outcomes for education policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-33-review-from-adaptation-to-ruralisation-in-cameroon-education-policy-1922-2002/590801/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-33-review-from-adaptation-to-ruralisation-in-cameroon-education-policy-1922-2002/590801.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the original focus of British colonial education policy in the Southern Cameroons?","Question",{"text":112,"@type":113},"It aimed to adapt education to the mentality, aptitude, and occupations of the local population.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was the adaptation policy gradually abandoned in the 1950s?",{"text":117,"@type":113},"It was recognized as serving the colonial exploitative agenda by keeping natives in a permanently rural existence rather than addressing the needs of an independent state.",{"name":119,"@type":110,"acceptedAnswer":120},"After independence, why did Cameroon adopt ruralisation of education?",{"text":121,"@type":113},"The paper investigates the basic motivations for returning to that policy and evaluates its outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590801,1792667905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 3(3), pp. 153-160, July 2015 ISSN: 2354-2160  \nReview  \nFrom adaptation to ruralisation in Cameroon education policy, 1922-2002: Replacing six with half a dozen  \nRoland Ndille  \nLecturer: History, Educational Policy and Curriculum, University of Buea, PO Box 63, Buea, SWR, Cameroon. Accepted 11 June, 2015  \n\n| ABSTRACT\u003Cbr>The British colonial policy of education in the Southern Cameroons was guided by the philosophy of adapting education to the mentality, aptitude and occupations of the local population. This policy was gradually abandoned in the 1950s when it was realized that it was serving the colonial exploitative agenda of keeping natives to a permanently rural existence instead of meeting the needs of an independent state. Surprisingly, despite the so much talked of ‘need for education to rid itself of the colonial stranglehold’, a few years after independence, the government of Cameroon opted for the policy of ruralisation of education.\u003Cbr>This paper, examines the basic motivation for returning to such a policy and the outcome. Keywords: Adaptation, ruralisation, colonial, education policy. |\n| --- |\n| E-mail: [roland.ndille@ubuea.cm. Tel:](roland.ndille@ubuea.cm. Tel:) (237) 67772 5976 or (237) 697790250. |\n\nINTRODUCTION  \nAfter over three decades of independence, the World Bank lamented that education in sub-Saharan Africa was in crisis despite the fact that many of the countries were allocating over 20% of their budgets to education. Among the many speculations for the cause of the crisis was rapid population growths and the failure of African countries to develop country specific, comprehensive, and internationally consistent sets of policies (World Bank, 1989) . The paper however attempts to see the problem from the perspective of the ‘colonial matrix of power’ and the illusions of an independent Africa (Ndlovu-Gatsheni 2013:4) . Exhibited through bilateral cooperation agreements and technical expatriates, the colonial matrix of power, guaranteed the proliferation of erstwhile colonial ideologies and other imported Western policies which were not relevant to the development needs of the African nations but were rather geared towards keeping the African states as the suppliers of raw materials for European industries. Also, through the kind of colonial education, the colonial matrix of power exhibited in coloniality of knowledge kept the new African elite permanently and sentimentally attached to Europe as the source of all things good (Grosfoguel , 2007:203- 4) . It had blindfolded them from seeing beyond the surfaces of Western education and their initiated policies.  \nThis accounts for their inability to analyse or digest any suggested policy recommendations before adopting and committing a huge amount of national resources to them.  \nMETHODOLOGY  \nThe study is basically a historical analysis of educational policy trends in the colonial period and how the independent government grappled with reform efforts unsuccessfully because of the heavy influences of coloniality. The historical analytic method is a systematic process of describing, analysing and interpreting the past, based on information from selected sources as they relate to the topic of study, with significant purpose of informing about the past and using the information to influence the present. Being a study in history of education, the historical analytic method was the most appropriate as it permitted me to plot relationships between the factors and the events they occasioned in the past and how they have impacted on the present. It is within this premise that I have made use of official education policy documents and government communications from the National Archive in Buea, Cameroon, a few conversations with former education  \ndepartment authorities and other secondary sources to develop the paper. However, although an elaborate consultation of sources for this study was assured, I am aware that the hist","cbCaiqzo5my2RA2K","https://ap.wps.com/l/cbCaiqzo5my2RA2K","pdf",89829,"English","# Abstract\n# Introduction\n# Methodology\n# Adaptation as Educational Philosophy (1922 to 1954)","[{\"question\":\"What was the original focus of British colonial education policy in the Southern Cameroons?\",\"answer\":\"It aimed to adapt education to the mentality, aptitude, and occupations of the local population.\"},{\"question\":\"Why was the adaptation policy gradually abandoned in the 1950s?\",\"answer\":\"It was recognized as serving the colonial exploitative agenda by keeping natives in a permanently rural existence rather than addressing the needs of an independent state.\"},{\"question\":\"After independence, why did Cameroon adopt ruralisation of education?\",\"answer\":\"The paper investigates the basic motivations for returning to that policy and evaluates its outcomes.\"}]","African Educational Research Journal - Vol. 3(3) - Review - From adaptation to ruralisation in Cameroon education policy, 1922-2002 | PDF",1792070436]