CHAPTER ONE

INTRODUCTION

1.1Background to the study

There has been a growing awareness of the significant role that acquisition of technical and vocational skills can play in societal transformation. This is in response to the ever-escalating level of chronic youth unemployment experienced in many countries across the globe coupled with the resulting high level of social unrest in the Anglophone speaking regions of Cameroon. Ayonmike (2010) posited that empowering youths with appropriate practical skills is very imperative in view of the increasing rate of social ills and other negative consequences associated with joblessness. Indeed, according to Odu (2010), it is generally believed that the acquisition of the requisite skills is a means of increasing the productive power of a nation hence; every citizen should be equipped with practical skills to contribute effectively to the economic growth of the country. This, according to UNESCO-UNEVOC (2006) is because the development of relevant skills can open doors to economically and socially rewarding jobs and can help the development of small informal-sector businesses, allow the re-insertion of internally displaced workers and migrants, and support the transition from school to work for school drop-outs and graduates. It added that developing jobrelated competencies among the poor, the youth and the vulnerable is recognised as crucial to progress in reducing poverty. This explains why the development of job-related skills is, therefore, not only part of many countries‘ human resource strategies but also of their economic-growth and poverty-reduction strategies. Agreeably, the increasing importance that is now being attached to acquisition of technical, vocational and entrepreneurial skills is reflected in the increasing trend in technical and vocational education at all levels of education. This thesis therefore
examined knowledge, attitude and awareness of technical and vocational education in Buea, Cameroon as well as its fundamental issues, challenges, prospects and made some recommendations.
Historically, the colonial powers got it wrong from the onset. Ovbiagele, O. (2015). Opines that, agencies especially the Christian missionaries were more interested in the natives‘ ability to read the Bible and literacy subjects than in their ability to turn ―screws and prime water pumps. According to Ihims (2003). When Cameroon became independent in 1960 there were only five full – fledged secondary grammar schools and one Technical and Vocational secondary school. There were several apprenticeship centres and handicraft workshop, but post-primary education was not available for most Cameroonians. In addition, Atayo (2000). Poses that, currently there are around 500 general secondary school in Cameroon, and a few technical and vocational high schools and colleges. Technical and vocational education can provide practical skills and training that enables the youths to be self relevant.
Psacharopoulos (1985). See relevant education as diversified education. The Reasons for diversification of curriculum is to incorporate technical, vocational and prevocational subjects for continuity between skills learned in school and those required on the job, opening a broader range of possible career choices, and more equity in access to education in general. The acquisition of practical and applied skills as well as basic scientific knowledge is rudimental for the survival of any potential society.
Despite, the many universities and higher institutions of learning in Buea, graduates are roaming streets looking for white collar jobs/ employments which are not available. Many graduates and school leavers are forced to hawk the streets, indulge in petty trades or smallscale businesses. Some become drug peddlers, scammers or cab drivers in order to survive. The Cameroonian government educational policies, has not fully impacted on populace and society. This educational policy has the potential of transforming society but has not done so. Neither has it made the desired meaningful impact on the life of the average Cameroonian in terms employment, social welfare, social security, food security, shelter, transportation, health care, education, gross domestic income and societal transformation.
1.2 Cameroon Educational Systems
According to En.wikipedia.org/wiki/Education in Cameroon, educational system in Cameroon is divided into primary school (six years, compulsive), middle school (five years), secondary high school, (two years), and tertiary Institution and University (4 years). The academic year runs from September to June, at which time, end-of-yearexaminations are always written. Primary schooling has been free since 2000, but these are very basic, overcrowded, and parents must pay for all sundries. Education Sector Strategy Plan 2006-2012 aimed to develop and improve the education system by increasing the education financial budget and investing in technical and vocational education programmes amongst others programmes. The strategy stressed the importance of technical and vocational education, by recognizing technical and vocational education as a means to professionalize the Cameroonian education system. The Education Sector Strategy Plan 2006-2012 strategy aimed to diversify: develop technical and vocational education programmes in order to improve the quality of training, workplace productivity, and limit student drop outs (for example, 50 per cent of 1 Population aged 14-25 in the World).

Also Prof. Fonkeng George,(2010). States that, Cameroon is today on the threshold of an important stage in its educational development after bitter experiences of economic crisis. He goes further to affirm that, the educational system as whole represents that veritable instrument necessary for development and technological change, through skill acquisition and job creation.
The Law of Educational Orientation in Cameroon of 1998, Law Number 98/004 of 14th April 1998: Laid down Guidelines on Education in Cameroon makes Education system a major national priority and establishes bilingualism at all levels of the educational system as a uniting factor and national integration strategy. The law also instituted a general judicial framework for the Cameroon educational system. The law introduced technical and vocational education programmes for post-primary education. Education General Assembly of 1996 established a new education policy in Cameroon. The Assembly focused on, amongst others, decentralizing education, organization and administration, finance and partnership, and the training of both government and private education staff. These are urgent matters and must be addressed by the government and private sector, because we are lacking behind other countries such as United States of America, Germany, Singapore, Australia, Malaysia, Indonesia and India among others. In Cameroon Professional or technical and vocational education is governed by Law number 2018- 010 of 11th July, 2018.
UNESCO National Education Policy (2008), defines technical and vocational education as the attaining of professional training qualifications in extracurricular training centres, non-formal learning environments as well as technical and vocational training programmes, for example apprenticeships. The 2015 Policy outlines the aims and objectives of technical and vocational education in the country as follows; the provision of technical knowledge and vocational skills necessary for agriculture, industrial, commercial and economic development. To give introduction to professional studies in engineering and other technologies. To give room to young men and women to have intelligent understanding of the increasing competition of technical and vocational training and impacting of necessary skills leading to societal transformation. It also recognizes technical and vocational education as a pathway to normal and accelerated socioprofessional integration and societal transformation. The strategy proposes to improve technical and vocational education programmes by centralizing technical and vocational education activities under the supervision of Ministry of employment and technical and vocational education. According to Database Cameroon October, 2015, states that, primary school, secondary school and higher education drop outs were planned to be orientated towards technical and vocational education. This will make technical and vocational education socially acceptable and financially feasible. It will introduce technical and vocational training as a post-primary education alternative. Cameroon National Education Plan Education 2002 (PLAN-EPT) seeks to address technical and vocational education by promoting equal access for youth and adults to training programmes.
According to Atayo, (2000). This goal is important because of the economic situation of Cameroon where graduates of general education have to wait for years before they get white collar jobs, which may not empower them enough to combat poverty. It is not only enough to survive in a poor economic situation like it is in Cameroon, but it s important that the youths acquire skills and knowledge that will enable
them to take advantage of life opportunities within and outside the shores of Cameroon.

1.3 Statement of the Problem
Most youths in society are ignorant and lack the proper knowledge, attitude and awareness imbedded in technical and vocational education to transform society. As such, technical and vocational education has not been given its proper place in the education sector in Cameroon and Buea in particular. The youths in Buea, have not harnessed the potentials to create, provide and distribute jobs, as a means of poverty alleviation as other developed nations have done. Consequently, the continent in general and Cameroon in particular are characterized with these societal anomalies and challenges; high rate of unemployment, poverty rate high crime rates, inflation rate, teenage pregnancy, emergence of slums and drug abuse rate. UNESCO Education Strategy 2014- 2021, states that decades of self rule and independence have not succeeded in empowering Africans. Government and society do not accredit the same value to the certificate issued to graduates from the university and their counterparts from technical and vocational institutes. This is also the case in Nigeria, where university certificate are valued more than polytechnic certificate.
This fact was attested to by Nwachokor (2002) when he opined that there is a societal belief that technical and vocational education is meant for dropouts, as higher education dropouts were planned to be oriented towards technical and vocational Education. Parental attitude towards technical and vocational Education is negative. Parents see technical and vocational education graduates as those who never do well in our society, therefore they prefer their children to read courses such as medicine, law, engineering, accounting etc.

Fonkeng G. (2010), observed that, despite many efforts on the part of the Government, there are lack of direction and identity, which makes it difficult for education (irrespective of level) to initiate and sustain an authentic and socio-economic development. The high rate of population growth (above 2.8%) and demand for education at all levels has turned the educational environment into a complex structure with attendant management difficulties. The problem of relevance is that education in Cameroon is not providing for the real needs of the country – the development or material wealth of individuals brings doubt on the educational programmes of schools and universities. Poor remuneration associated with an inadequate teaching staff is demoralizing. The absence of effective guidance system and counselling policies and the high incidence of failure and repeating rates tend to reduce efficiency in the educational system (Fonkeng G. 2010).
1.4 Research Questions
1. How can we reposition societal knowledge, attitude and awareness of technical and vocational education for societal transformation? 2. What are the correlations between societal knowledge, attitude and awareness of technical and vocational education for societal transformation? 3. Are there challenges faced in societal transformation as result of lack of proper societal knowledge, attitude and awareness of technical and vocational education? 4. What measures can be put in place to strengthen public knowledge, attitude and awareness toward societal transformation through technical and vocational Education?

1.5 Research Objectives
The study has the following objectives:
1. To measure societal knowledge towards technical and vocational education for societal transformation. 2. To measure societal attitude of technical and vocational education for societal transformation. 3. To measure societal awareness of technical and vocational education for societal transformation. 4. To highlight the challenges and misconceptions faced in societal transformation and to propose measures that can be put in place to strengthen and reposition public knowledge, attitude and awareness