Educational partnerships and effectiveness of training in non formal adult learning centres: the case of CPFF Yaoundé 4

Abstract

This study was carried out on the topic “educational partnerships and effectiveness of training in non-formal adult learning centres: The case of CPFF Yaoundé 4”. Cameroon is currently in pursuit of Vision 2035 and according to its National Development Strategy, education and training in Cameroon face several challenges in the quality of education and training system, employability and entrepreneurship. In a bid to redress this, vocational training should be directed towards the driving sectors of the economy with government intervention centred around: access and equity; quality and employability; and strengthening the education system. One of the ways through which the government intends to do this is partnership governance - strengthening Public-Private Partnerships. Due to inadequate information, evaluating the effectiveness of such endeavours has been quite an issue, which brings into question the reason/need for continual insistence on the role of partnership as a tool for fostering quality education. The main objective of the study was therefore to evaluate the role of educational partnerships on effectiveness of training in non-formal adult learning centres. Data was collected from primary sources using questionnaires and interviews. The Experiential Learning Theory, and the Open Systems Theory were used based on their significance to this piece of work. The convergent parallel research design was used in this study making used of both the qualitative and quantitative research methods. A sample of 255 learners and 8 staff was selected from the institution using the random (Krijcie and Morgan Table) and purposive sampling techniques respectively. Data was collected using questionnaires and interview guides. Data was analysed using both inferential and descriptive statistics, multiple linear regression and the hermeneutic interpretative approach were used. The results of the study showed that, philanthropy and infrastructural initiatives, School-Industry Partnerships, Trainers and Capacity building initiatives all have positive and significant effects on effectiveness of training in non-formal adult Learning and Education institutions. Also, the from the interviewees’ viewpoints it is seen that partnership is a ‘very good thing’, ‘more than wonderful’ primarily due to the insufficiency of state efforts to sustain the huge need of non-formal adult education. It is therefore recommended to strengthen partnership through encouraging philanthropic financial engagement from the private sector into non-formal education programmes, the government and councils could try to mobilise the private sector actors by encouraging Corporate Social responsibility of Enterprises. Also, it is recommended that there should be more intentionality when it comes to partnerships, especially in the case of philanthropic and infrastructural initiatives. They could do this by first designing projects in the domain of equipment, workshops, and buildings; and then seek for funding from the private sector