International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 12, No. 1 (2016)

Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration

Ngajie Berty Nsolly, Zhejiang Normal University
Ngo Mback Marie Charlotte, Zhejiang Normal University

Abstract
Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country’s education system, and outlines the various initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration. Key words: ICT integration；curriculum； primary and secondary schools； barriers； strategies； Cameroon

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