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Shifting from Conventional to Open Community-backed Modules in Agriculture: A Case Study of University of Dschang, Cameroon 2023 to 2025
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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 dropout 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 3-month modules in skills development in agricultural entrepreneurship open to all, so that the university could become real tools and pools for 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.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 8279
Subject
Country
Cameroon
Region
Africa
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Adobe PDF, 234.29 KB
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)