The persistence of university crisis in Cameroon and the effectiveness of government reforms: A comparative perspective from Sub-Saharan Africa

Abstract

University education in Cameroon, like in many parts of Sub-Saharan Africa, continues to be disrupted by recurrent strikes, funding shortfalls, and contested governance reforms despite decades of policy intervention. This study examines the persistence of university crisis in Cameroon and evaluates the effectiveness of government reforms intended to address it, situating the Cameroonian experience within a comparative review of university crises in Nigeria, South Africa, Ghana, Chad, and the Democratic Republic of Congo. Using a survey of 72 lecturers and administrators across Cameroonian public universities, the study applies Systems Theory and Conflict Theory to interpret both the causes of persistent crisis and perceptions of reform effectiveness. Findings show that academic strikes (36.11%) and outdated policies (50.00%) are the most commonly cited forms and causes of crisis, while government reforms perceived by respondents as concentrated mainly in staff recruitment  were rated only marginally effective (M = 1.85 out of 4). A majority of respondents (55.55%) reported limited or no awareness of ongoing reforms, pointing to a communication and inclusion gap that undermines reform legitimacy. The study concludes that Cameroon’s university crisis persists not from an absence of reform, but from reforms that are narrow in scope, poorly communicated, and disconnected from the governance issues staff themselves identify as central. Policy recommendations include rebalancing reform priorities toward governance and policy modernization, strengthening implementation monitoring, and institutionalizing inclusive dialogue mechanisms with academic staff unions.