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University Reforms in Cameroon: For Better or for Worse, the Case of the University of Buea

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Title: University Reforms in Cameroon: For Better or for Worse, the Case of the University of Buea
Language: English
Authors: Fonkeng Epah George, Sophie Ekume Etomes, Tigma Maxmillian Younyi
Source: African Educational Research Journal. 2026 14(1):116-127.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Universities, College Administration, Educational Change, Institutional Autonomy, Government School Relationship, Educational Finance, Governance, Educational Facilities, Educational Quality, Educational Development, Educational Improvement
Geographic Terms: Cameroon
ISSN: 2354-2160
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502674
Database: ERIC
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  Data: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
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  Label: Abstract
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  Data: 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.
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    Languages:
      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
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      – SubjectFull: College Administration
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Quality
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Cameroon
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      – TitleFull: University Reforms in Cameroon: For Better or for Worse, the Case of the University of Buea
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