The problem that exists in the Cameroonian education system especially in elementary and secondary education is the problem of quality teaching and that of quality learning. The basic problems in the elementary schools are related to language skills acquisition. Such skills include inability to write, spell, speak and understand. The writer has taught in secondary schools and in the teacher training college for close to 12 years and attests to the fact that students on entry to secondary school class cannot write their notes, cannot speak and understand even what they may read. They are very much unable to read a printed text to a level of understanding and response. Because of this problem, the students are only interested in playing as they face learning difficulties. Play is an alternative to learning the curriculum.

The root of the education problem in Cameroon stems the high levels of poverty. The parents are unable to afford for text books considering the poverty level and also the high rate of unemployment of school products. Secondly the fact that most secondary school teachers do not have professional qualifications. This is due to lack of professionally trained teachers in the secondary schools though government has intensified the training of professional teachers for the secondary schools now. Thirdly due to the quality of teaching. Communication skills, social skills, professional skills, study and reading skills are skills that most teachers in Cameroon do not posses at the elementary school teacher level.

The problem is multifaceted and due to the background of the prospective teachers and trainers, which are weak due to the various schools they have attended before becoming trainers. Also due to the quality and duration of training that the teachers receive in the training centres. In addition, the resources necessary for quality teaching are not available.

RUDEA’s vision for Cameroon consist of three parts. Firstly to improve the quality of education in Cameroon, secondly to initiate rural/urban community projects and thirdly to provide civic education to rural and urban populations.