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Analysis reveals a connection between history education and graduate employability in Cameroon, suggesting improvements are needed.
This presentation explores the connection between history education and graduate employability in Africa, the case of Cameroon. As the continent grapples with the challenges of the 21st century, it is imperative to re-examine the purpose and relevance of history education in Africa. Through a critical analysis of existing literature and empirical data, this research argues that history education in Africa in general and Cameroon in particular has the potential to enhance graduate employability by providing students with critical thinking, problem-solving, and analytical skills. However, this potential can only be realized if history education is contextualized to reflect African experiences, perspectives, and challenges. The presentation concludes by proposing a framework for rethinking history education in Africa, one that prioritizes contextualized learning, interdisciplinary approaches, and community engagement. By doing so, history education can become a powerful tool for enhancing graduate employability and promoting sustainable development in Africa.
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Epie Benjamin NDAPE (2025) studied this question.
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