Abstract

Cameroon considered as Africa in miniature because of its bilingualism and socio-cultural diversity, opted for a trans-disciplinary approach to implement sex education in primary and secondary schools in 2007. This work intends to investigate the parameters which may influence teachers’ conception on sex education in such a pluralistic country. Apurposeful sampled of 523 teachers were involved in this multivariate analysis. Principal component analysis (PCA) and Between-class analysis carried out on 24 sex education variables in Cameroon using the Biohead project questionnaire showed statistically significant differences for two parameters: group of teachers and language; and no significant differences for gender, religion, age, and qualification. These results reflect the constitutional long existence of two unharmonized sub-systems of education in Cameroon – the Anglophone and Francophone subsystems. These findings would enable us to develop constructivist strategies to overcome identified obstacles for a desired conceptual change in teachers and eventually their students, an effective strategy for the achievement of MDGs 3, 4, 5, and 6as well as her vision of becoming an emergent state by 2035.

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