Cameroon has invested in digital information systems for school administration for more than a decade, yet government secondary schools continue to record high dropout, repetition and delayed completion. This study examined the relationship between the integration of the Education Management Information System (EMIS) and internal efficiency in government secondary schools in Mezam Division, North West Region of Cameroon. A cross-sectional correlational survey design was adopted within a positivist frame. Multistage sampling produced 504 respondents (65 administrative and 439 teaching personnel) drawn from ten government secondary schools with an accessible population of 1,429. Data were collected using a researcher-designed instrument, the EMIS Integration and Internal Efficiency Questionnaire, scored on a four-point Likert scale and validated by subject experts. Descriptive statistics and Spearman rank-order correlation were computed in SPSS. Respondents rated all four dimensions of EMIS integration above the criterion mean of 2.50: users' competencies and attitudes (M = 3.20), facility and infrastructure management (M = 2.87), data management practices (M = 2.86) and policy and regulatory framework (M = 2.79). Internal efficiency was rated at 2.89. Every dimension correlated positively and significantly with internal efficiency at p < .001: data management practices (rho = .888), facility and infrastructure management (rho = .815), users' competencies and attitudes (rho = .755) and policy and regulatory framework (rho = .699). The ordering suggests that what schools do with educational data matters more for internal efficiency than the policy environment surrounding them. Schools in the sample were stronger at recognising the value of EMIS than at operating it, and stronger at monitoring efficiency indicators than at improving the processes behind them. The study recommends standardised data collection protocols, school-level data quality audits, dedicated technical support at divisional level and sustained investment in server infrastructure and power supply.

This articles outlines the findings from a study on French Language education in the Anglophone regions of the North-West and South-West impacts the future of bilingualism in Cameroon, the challenges if faces, opportunities and policy implications. Cameroon’s policy of bilingual education which accords equal status to English and French was adopted to promote national unity, social cohesion, and equal opportunities for all citizens. Despite Cameroon’s commitment to official bilingualism is meant to be a bedrock of national unity, it seems to be feeling the strain as French language education in the Anglophone secondary sub-system continues to face persistent challenges that undermine the achievement of these national objectives. This study digs into why there is low French enrolment in high schools, declining learner motivation, the effects of the Anglophone crisis, limited exposure to French, affects bilingual competence at the university level and the long term sustainability of bilingualism in Cameroon. Our research sampled 53 students spread across eight different schools. The research adopts a descriptive qualitative approach involving observation, unstructured interviews and questionnaires. Data was collected, analyzed and interpreted to determine how French is taught/learned and highlights opportunities such as curriculum reform, continuous teaching development, greater integration of educational technologies. The findings reveal that there is very little or no motivation as well as low interest on the part of the learners, ineffective teaching methods, insufficient teachers, inadequate resources, the fact that there is no elimination mark at the GCE Ordinary level, and socio-political factors significantly hinder French language acquisition. It is therefore recommended that students should be motivated to learn French, an elimination mark should be implemented at the GCE Ordinary level. These ideas aim to shore up bilingual education and secure Cameroon’s commitment to speaking two languages. The study concludes that these challenges have far-reaching implications for higher education bilingualism and national cohesion.

This article examines the involvement of the Moya diaspora in Douala in the festive celebrations of their country of origin.Through a socio-anthropological study, we examine howThis study examines the diaspora's participation in the festivals of its region of origin and how these festivals influence social cohesion and local development. It shows that festive events constitute privileged spaces for identity reconstruction and community building. Using a qualitative approach that includes observation and documentary analysis, it appears that Moya natives living in Douala participate in their village's festivals as an expression of their attachment to ancestral values, thereby promoting visibility and demonstrating their commitment to its development. Thus, the article highlights the identity transformations linked to urban life, generational issues, and gender.

The Sai Opera of Tanyin Village in She County is an important component of the national intangible cultural heritage project "Handan Sai Opera." Based on fieldwork and documentary research, this paper takes the transmission lineage of Tanyin Village's Sai Opera as its subject, tracing its historical origins and developmental trajectory, examining the continuity of the Tang family's artistic tradition, and exploring the reconstruction and evolution of the transmission lineage following the intervention of intangible cultural heritage protection policies. The transmission lineage of Tanyin Village's Sai Opera is a product shaped by the interplay of familial craftsmanship, village society, and state institutions. Its continuation relies not only on the oral transmission and personal instruction within the Tang family but also on the ritual support provided by Tanyin Society as the primary temple dedicated to Nüwa. With the introduction of intangible cultural heritage protection systems, the agents of transmission have shifted from natural family succession to institutional recognition, the space of transmission has expanded from within the village to broader public domains, and the audience has extended to include youth and female groups. At the same time, the transmission lineage faces practical challenges such as aging practitioners, changes in cultural ecology, and the individualization of transmission agents, reflecting the complex landscape of ritual-based traditional theater adapting to contemporary social transformation.

The 2023 English Language Syllabus for Ordinary Secondary Education in Tanzania places communicative approach, learner participation, and the purposeful use of English at the centre of instruction. This integrative review examines two questions: whether communicative strategies are used effectively when teaching speaking and writing, and which constraints inhibit their use. It combines a close policy reading of the 2023 syllabus with a transparent synthesis of peer-reviewed Tanzanian research and the historical baseline supplied by Sila's (2003) dissertation. Searches covered ERIC, Google Scholar, Scopus-indexed publisher platforms, and reference chaining, with emphasis on studies published from 2020 to August 2026 and on evidence generated after the syllabus reform. Findings show partial rather than full enactment. Teachers employ question-and-answer exchanges, oral presentations, discussions, demonstrations, role play, dictation, modelling, and collaborative writing. These strategies are effective when they create purposeful interaction, distribute speaking turns, connect oral rehearsal with writing, and include feedback and revision. In many classrooms, however, communication remains teacher-controlled: responses are brief, participation is concentrated among confident learners, and writing often ends with transcription or a single corrected product. Persistent constraints include large classes, limited materials, weak learner foundations in English, restricted exposure beyond school, time and workload pressure, teachers' uneven pedagogical knowledge, code-switching dilemmas, examination washback, and insufficient classroom-embedded professional learning. It is argued that reform should be evaluated through learners' actual opportunities to produce extended spoken and written English, not merely through the presence of communicative terminology in plans. It recommends task-focused professional development, large-class participation routines, communicative writing cycles and aligned assessment.