Programmes de langues étrangères dans les Universités d’État au Cameroun et opportunités d’emplois

Abstract

Unemployment and underemployment of higher education graduates in general, and that of foreign language graduates in particular, is becoming a major problem in an environment where the need for professional competence in the professional milieu is increasingly being emphasized. This is the essence of this study of which the general objective is to identify the gaps in foreign language programmes in Cameroon universities related to the professional insertion of their graduates. The methodology adopted for the study was the survey. Through a questionnaire, data were mainly collected from responses of managers of professional structures in the Mfoundi Division in areas of activities targeted by these programmes. Data were equally collected by interviewing Heads of Department of three foreign languages concerned: the University of Yaounde I for German, the University of Dschang for Italian, and the University of Douala for Spanish Data were analysed using qualitative and quantitative approaches. Analyses of quantitative data revealed the following findings. Job opportunities for graduates of these programmes are generally low. There is an employment opportunity gap among the three foreign languages. The gap seems to be mainly as a result of the absence of factors that could enhance jog opportunities in the design of the programmes. Finally, that other languages could have an added value in the professional milieu in our country than the three languages of concern in this study. Analyses of qualitative data revealed that Heads of Department of these languages do not only agree with the opinions of managers of professional structures but are equally in favour of an in-depth programme redesign to enable students in this programmes not only receive academic training but also to acquire socio-professional skills and attitudes. Based on these findings, some suggestions were made for further research and for policy addressed to education authorities.