Policy Orientation in Inclusive Education in the Republic of Cameroon: Problems and Perspectives

Abstract

In this paper the literature on the unique characteristics of educational organizations and themes emerging from educational reform efforts are used to inform policy orientations and practices aimed at achieving the goal of greater inclusion within the Cameroon education sector. It is argued that the goal of inclusion will be achieved, if among other things, policies and practices are not dominated by the rational model of viewing educational organizations. A multi-frame perspective is recommended. It is also argued that attempts to create and nurture more inclusive educational environments will need to be based on holistic policy and practice perspective. For example, it will require efforts to strengthen relationships between family members, re-visiting the use of tests and examinations, how time is used, and drawing a fine line between education and schooling.