University reforms in Cameroon: For better or for worse - the case of the University of Buea

Oct 15, 2026

The study examined university reforms in Cameroon, focusing on the University of Buea, and addressed the reform agenda “for better or for worse.” Using a survey design, 30 full-time lecturers with at least five years of teaching experience were purposively selected. Data were analyzed with both qualitative thematic analysis of open-ended responses and quantitative methods using SPSS. Results show limited financial autonomy and inadequate, insufficient, and sometimes non-user-friendly infrastructure, undermining educational quality and learning support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Reform context and challenges in Cameroon's higher education

Abstract and study approach

Research objectives and survey methodology

Data analysis methods

Key findings on financial autonomy and infrastructure

African Educational Research Journal Vol. 14(1), pp. 116-127, February 2026 ISSN: 2354-2160 Full Length Research Paper University reforms in Cameroon: For better or for worse, the case of the University of Buea Fonkeng Epah George1, Sophie Ekume Etomes2 and Tigma Maxmillian Younyi2* 1 Deputy Vice-Chancellor in charge of Academic Affairs and Research, Biaka University Institute of Buea (BUIB), P. O Box 77 Buea, Cameroon. 2 Department of Educational Foundations and Administration, Faculty of Education, University of Buea, Cameroon. Accepted 27 August, 2025 | ABSTRACT
The study examined university reforms in Cameroon: for better or for worse, the case of the University of Buea. Two research objectives guided the study. The study employed a survey research design. 30 full-time lecturers with at least 5 years of teaching experience were purposively selected for the study. Both qualitative and quantitative approach was used in analyzing the data collected for the study. Statistical Package for Social Science (SPSS 2.3) was used in analyzing the quantitative data. On the other hand, data from the open-ended questions was analyzed thematically, using themes, groundings and quotations. Findings revealed that (50 .7%) of the lecturers indicated that the university has no financial autonomy. Indicating that the university cannot undertake construction projects without the state, they cannot sponsor lecturers’ and students’ research endeavours without depending on the state and cannot take financial decisions without the ministry. About the university having financial autonomy as per the 1993 university reforms, findings show that while 6 (20 .0%) of the lecturers said the university has financial autonomy as per the 1993 reforms, 24 (80 .0%) of the lecturers disagreed. With sources of university funding being students’ tuition fees, business operating on campus, state budget, land and building, project, donations, students' medical and caution fees, transcript, lodging, foreign aid, farms and research grants. In line with Universities’ infrastructural development as per the university reforms, findings show that the majority of the lecturers (73 .3%) agreed that the university has infrastructures, even though it not adequate. Highlighting that the university is not endowed with adequate infrastructures for teaching, has no adequate laboratories and facilities, and classrooms are not well equipped for the teaching of professional courses. Many said classrooms are overcrowded, while others said the infrastructure is not user-friendly, especially for students with physical disabilities and visual impairment. About the present state of the infrastructure in the University of Buea, the majority of the lecturers said that it is inadequate. The lack of sufficient infrastructure undermines the quality of education, making it difficult for institutions to provide a supportive learning environment. Effective infrastructural development is essential not only for meeting current demands but also for positioning universities to compete in an increasingly globalized educational landscape. While university reforms in Cameroon, particularly at the University of Buea, hold promise for enhancing educational quality through financial autonomy and infrastructural development, significant challenges remain. The pathway forward requires a balanced approach that ensures sustainable funding, strategic investment in facilities, and a commitment to maintaining high educational standards. Only through addressing these critical issues can the reforms lead to meaningful improvements in the higher education landscape in Cameroon.
Keywords: University reforms, for better or for worse, financial autonomy, infrastructural development, University of Buea | | --- | | *Corresponding author. Email: [tigma22@gmail.com](tigma22@gmail.com. Tel:)[.](tigma22@gmail.com. Tel:)[ Tel:](tigma22@gmail.com. Tel:) (237) 677 96 17 82. | Fonkeng et al. 117 INTRODUC

FAQs

What research objectives guided the study on Cameroon’s university reforms?

The study used two research objectives to examine university reforms in Cameroon with the University of Buea as the case.

How were data collected and analyzed in the study?

The study employed a survey design with 30 purposively selected full-time lecturers. Quantitative data were analyzed using SPSS, while open-ended responses were analyzed thematically using themes, groundings, and quotations.

What did the lecturers report about financial autonomy after the 1993 reforms?

Most lecturers disagreed that the university has financial autonomy according to the 1993 reforms: 6 (20.0%) agreed, while 24 (80.0%) disagreed.

How did the lecturers describe the university’s infrastructure and its impact on education?

Lecturers reported that infrastructure is present but inadequate, including insufficient laboratories and poorly equipped classrooms for professional courses. They noted that overcrowding and limited accessibility reduce the quality of education and the supportive learning environment.

Oct 15, 2026

Uploaded by eBook King