International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume VII, Issue VI, June 2022 | ISSN 2454–6194
Customs and traditional issues in promoting gender education at tertiary level in Cameroon
Dr Ngwabienwu John Tumbuh
University of Bamenda, Cameroon
Abstract: This article seeks to examine the role of customs and tradition in fostering gender education at tertiary level in Cameroon. The impact of traditional societies on the promotion of gender education in Cameroon is a vital premise to look at. Traditional societies through traditional norms, values, rites and practices constitutes some of the obstacles in enhancing educational equality at tertiary level, and as such factors prevents students especially female students from life- long learning, that is women and young girls are hindered from ascending to higher education. Hereby, preventing them from becoming pertinent actors in the socio-political and economic development of the nation. Within the context of this study the social learning theory by Dorothy smith with the standpoint theory, which states “once level of education determines where he or she stands in the society” since women have limited access to tertiary education, they are also less represented in at the workplace and in public spaces. The study was carried out using the mixed method qualitative and quantitative research method whereby, the main instruments for data collection were the questionnaire, focus group discussion guide and interview guide. The simple random sampling techniques and the purposeful sampling techniques were used to obtain a sample size of 420 for the study. Content analysis was used to analyze qualitative data. The statistical instrument used to analyze quantitative data was the spearman rank correlation and the following results were obtained. Here hypothesis the p-value was less than the alpha, and the correlation coefficient was 0.657. Based on this we reject the null hypothesis and conclude that Customs and traditions significantly influence the promotion of gender education.
Keywords: customs and tradition, Education, promotion of gender, tertiary level.
I.INTRODUCTION
The government policy in Cameroon is that which aims at promoting gender equality in education where both women and men, girls and boys have equal opportunity and equal access to education. Education must once again become one of the cornerstone values of our world today, it must once again flourish, it must be instilled as a force of happiness, fulfillment and hope Mandela (1996). In Africa and specifically in Cameroon, under enrollment and school dropout are significant problems that impede ensuring inclusive equitable and quality education and promote life –long learning opportunities for all particularly among girls. Education empowers people for their role in the society and therefore education is of vital importance to promote the sustainable development of our global community. The Millennium Development Goals (MDGs) that was adopted by the UN general assembly in (2000) and the initiative proposed by the then UN secretary general, Koffi Annan during the