Curriculum Policy Implementation in Cameroon Education System Insights from Theories of Policy Change

• Published in: The International Journal of Social Sciences and Humanities Invention Vol. 7; no. 7; pp. 6028 - 6045
• Main Authors: Lukong, Emmanuel, Loveline, Yaro
• Format: Journal Article
• Language: English
• Published: 16.07.2020
• ISSN: 2349-2031; 2349-2031
• DOI: 10.18535/ijsshi/v7i07.04

This study takes as its point of departure the assumption that policy implementation is a complex process that cannot be fully understood without analysis of the complexities, tensions, conflicts, perceptions and dilemmas related to those engaged in the implementation. In curriculum, theories are used to provide explanations for practice that help to facilitate the creation and implementation of the curriculum. They also provide justifications that enable school practitioners to articulate the reasons for their actions and therefore help to assist the understanding of what has been created. Theories also criticize the outcome or that which has been created and implemented. It is therefore necessary to develop a fundamental understanding of curriculum theory by providing the tools necessary when analysing curriculum endeavours. This study has adopted four theories to provide an understanding of Educational policies in Cameroon.Itreviews the different theoretical perspectives relating to factors that impact on policy implementation and provide insights on trends in the approaches to curriculum policy implementation practices.