Attaining Educational Objectives in Secondary Schools in Cameroon’s Kupe-Muanenguba Division: Are Administrative and Fiscal Reform Efforts Making a Difference?
Keywords:
Educational objectives, administrative reforms, fiscal reform, secondary schools, Kupe-Muanenguba DivisionAbstract
As a means of tailoring practice to enhance the attainment of educational objectives at minimal cost, Cameroon’s educational system, like those of many other countries, is undergoing modification through the implementation of policy reforms that have had diverse impacts on the educational landscape. This study investigated the extent to which ongoing administrative and fiscal reforms influence the attainment of educational objectives in secondary schools in the Kupe-Muanenguba Division of Cameroon. Guided by Goal Setting Theory, which posits that clearly defined and challenging goals enhance performance, the study examined whether governance reforms aimed at improving administrative efficiency and financial governance are being effectively implemented, and whether they facilitate measurable improvements in areas such as civic values, bilingualism, vocational skills, and infrastructure. A correlational survey design was used, with questionnaire as means for data collection. Data were collected from 193 teachers across government and mission schools and analysed using descriptive and inferential statistics. Findings indicate that while educational objectives are moderately attained overall (M = 3.10), critical areas such as bilingual education, vocational training, and digital integration remain underdeveloped. Administrative reforms were rated as moderately implemented (M = 2.75), with notable gaps in leadership and teacher development, while fiscal reforms showed a higher level of implementation (M = 3.50), particularly in financial accountability. Statistically significant positive correlations were found between both administrative (r = .363, p < .01) and fiscal reforms (r = .421, p < .01) and the attainment of educational objectives, highlighting the importance of governance reforms in school improvement. To fully realise these benefits, the study recommends prioritising capacity-building for school leaders and teachers, especially in transformational leadership and digital pedagogy, and strengthening bilingual and vocational education through targeted language support and contextually relevant skills training. The findings provide practical insights for policymakers and education stakeholders aiming to enhance reform outcomes in Cameroon and other Sub-Saharan African contexts.
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Published on: 08-07-2025
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