FROM THEORY TO PRACTICE: SYSTEMIC BARRIERS TO INTERNSHIP PARTICIPATION AND GRADUATE EMPLOYABILITY IN CAMEROONIAN HIGHER EDUCATION

Authors

  • Emile Monono Mbua, PhD Associate Professor, Head of Division for Teaching and Teaching Staff, Office of Academic Affairs, University of Buea
  • Achinek Snonta Awengwie PhD, Research Candidate Faculty of Education, Department of Educational Foundations and Administration

Keywords:

Work-Integrated Learning (WIL), Graduate Employability, Massification, Higher Education in Cameroon, Signalling Theory, Experiential Learning

Abstract

Despite the widespread implementation of the Bachelor-Master-Doctorate (BMD) system in Cameroon designed to definitively professionalize higher education a profound paradox persists: exponential graduation rates are met with escalating graduate underemployment. While corporate discourse frequently attributes this to a "skills mismatch," this narrative obscures a deeper, systemic denial of Work-Integrated Learning (WIL).

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Published

2026-05-18

Issue

Vol. 48 (2026)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

FROM THEORY TO PRACTICE: SYSTEMIC BARRIERS TO INTERNSHIP PARTICIPATION AND GRADUATE EMPLOYABILITY IN CAMEROONIAN HIGHER EDUCATION. (2026). American Journal of Pedagogical and Educational Research, 48, 42-53. https://americanjournal.org/index.php/ajper/article/view/3569