Opinion/Column: The plight of technical education in Cameroon

A young passionate individual grew up in a small village in Bui Division, North West Region, who loved playing with batteries and LED lamps to produce light during his primary school days at Government School (G.S.) Keyon.

After completing primary school, I discovered technical education through the internet, peers, family, and radio. Getting into Government Technical High School (GTHS) Oku, I felt like a dream had come true. When the crisis began, I relocated with my family to Dschang and continued at College Albert Camus (CAC), where I completed high school.

Upon getting into the university, I realised being an innovator requires more than knowledge and prototypes; it requires support, tools, and a push. Along the road to the university, I discovered that technical education in Cameroon is praised in words but ignored in practice. Out of 8 state universities, none was created with the idea of technical background students in mind.

Growing up as a kid, I heard officials say, “Technical Education is The Pride of The Nation,” “The Future of The Nation.” This phrase is very true in other countries, but here it feels like mere empty words. Perhaps I should buttress my standing with realities from other countries.

In Nigeria, a student built an electric car; in Kenya, a device to convert sign language to voice; and in South Africa, urine-based bricks. What about Cameroon? What is the result of our technical students? Is it that we don't have technical innovators from our schools?

The answer is in the negative because we have many of them who are now a shadow of themselves. Whose dreams of contributing to the development of their country are being shattered like sawdust springing from a wood mill. So what could be the problem?

Why can our young technocrats not strive like their counterparts in other countries? I can't face any difficulty in settling on the lack of government support for the innovations of young inventors in Cameroon.

The highest support we have received is from social media bloggers who expose our works while the government watches in vain. If our works can't be sponsored to reach the consumable stage, then why should the government create so many technical schools in universities?

I need to say emphatically that, without the right tools and financial encouragement, many of our ideas will die a natural death. I once heard of a young innovator from the Northwest, Blaise, building a prototype of a vehicle and a plane.

Today he has a startup—Textile Technology—without government financial support. And this startup has been creeping for years now. The example of Blaise, and that of others, pushes me to ask: *Is Cameroon a graveyard for technical innovations?*

Another disturbing issue is the fact that none of the 8 state universities was created for technical students. Polytechnics in Yaounde, Bamenda, Douala, and Bertoua mainly integrate general education students into technical fields. Even at Yaounde Polytechnic, those from general education with 25 points are given second chances, while technical background students with 40 points are ignored.

Rumour has it that only about 15% of technical students are always admitted. Looking at the number that are admitted from the technical background, it's obvious to me that “Cameroon is a graveyard for technical innovators.”

We, the technical students, end up being filled with theory from secondary school to university, with little to no real innovation. If the government could listen, I would propose the following:

1. Create a well-equipped state university solely for technical background students (ATVEE, ITVEE, or BACC technique holders).

2. Make it practice- and innovation-based, not theory-heavy.

3. Identify young innovators like Blaise and support them with tools to grow their ideas in the country.

This way, youths would stop thinking only of leaving Cameroon to develop their skills abroad. Wise leaders should look beyond the crisis and elections and prepare for 2035. Who will build that future if not technical students? Ignoring us means sacrificing the nation’s true innovators.

In conclusion, I plead with the government to give equal value to students with technical backgrounds as to general education.

Create technical state universities in all regions, not just throw out promises. Provide innovative education and tools at fair costs.

Support young inventors so they can create for nation building.

Are we going to sacrifice our innovators at the altar of general education? Whereas Cameroon’s 2035 emergence depends on technological advancement.

A voice from a technical background student for the future of the nation.

BY KEKOH JOEL

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