Educational Context

Dschang is widely recognized as a city of knowledge. Universities, institutes, and training centers continue to multiply each year. With such an accumulation of skills and intellectual capital, one might expect the city to emerge as a strong technological and industrial hub.

Yet this is not the case.

Responsibility is often attributed to state institutions, local governance, or a lack of creativity among the youth. However, the problem runs deeper and reflects the broader national reality.

Cameroon’s education system remains largely inherited from colonial structures. It was designed to produce obedient civil servants rather than problem-solvers or innovators. Education is often pursued for diplomas or hypothetical employment, rather than to address clearly identified societal challenges.

As a result, scientific research remains disconnected from indigenous knowledge systems. Traditional medicine is dismissed, ancestral wisdom is excluded from formal validation, art becomes increasingly empty of meaning, and technology struggles to emerge—because technology is born from sciences and arts that have not yet emancipated themselves.