Cette thèse de doctorat traite la problématique de l’école au Cameroun pendant les périodes coloniales allemande et française, ainsi que leurs retombées sur la situation actuelle. Il s’agit d’une analyse approfondie de la place et des formes de l’enseignement au Cameroun sous les jougs coloniaux allemand et français. Elle tient compte des différents objectifs politiques et des conceptions de l’Homme propres à chacune de ces deux puissances colonisatrices. Un accent particulier est mis sur l’enseignement féminin dans chacune des parties de ce travail. L’analyse comparative des systèmes d’enseignement coloniaux allemand et français fait ressortir les différences et les similitudes entre les deux politiques éducatives et leurs applications concrètes. Notre travail ne se limite pas à cette approche comparative, mais va au-delà. Il montre que le système éducatif camerounais actuel porte essentiellement les marques du passé colonial français, tandis que les vestiges de la colonisation allemande sur le plan scolaire sont quasiment absents. / This thesis deals with the school issue in Cameroon during the German and French colonial periods, as well as their impact on the current situation. This is a thorough analysis of the place and forms of education in Cameroon under the German and French colonial yokes. It takes into account the different political objectives and conceptions of man, specific to each of the two colonial powers. It specifically underlines feminine education in each part of this work. The comparative analysis of the German and French colonial educational systems highlights the differences and similarities between the both educational policies and their concrete applications. Our work is not restricted to this comparative approach but goes beyond this. It shows that the educational system in Cameroon is now essentially marked by the French colonial past, whereas the remains of German colonization academically are almost absent.

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)