This study aimed at investigating the interrelationship existing between educational gender gap, economic growth and income distribution in Cameroon using time series data from 1970 to 2014 obtained from the World Bank Development indicators and University of Texas inequality project. For estimation, the three stage least square regression technique was employed to estimate the parameters of the system of equations. The econometrics results showed that, educational gender gap had a positive and significant effect on economic growth, while increase in income inequality deters growth in Cameroon. The results also revealed that the theil index of income inequality negatively and significantly affect the educational gender gap, while the proportion of female teachers in the labour force and trade openness had a positive influence on the educational gender gap. Based on the findings, it is recommended that policymakers should focus on socio-economic policies apt to reduce educational gender gap and income inequality and at promoting economic growth.

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One of the most important aspects in the teaching learning process that can be controlled by the classroom teacher is the quality of instruction. This study aimed at examining the extent to which teachers' and students' characteristics as well as teachers' pedagogic content knowledge boost students' academic achievement. The study was carried out at seven (07) economics classes in Cameroonian secondary schools. The survey research design was applied in the study. A total of four hundred and forty four (444) secondary school students and thirty three (33) teachers from the North West Region participated in this study. Questionnaires were used for data collection. Data were analyzed using descriptive statistical technique. The findings reveal that to a greater extent teachers' and students' characteristics as well as teachers' pedagogic content knowledge enhance students' academic achievement in economics classes in Mezam Division. This study therefore puts forward a policy approach called valuable teaching and learning (for teachers and students) for improving on knowledge, competence and attitudes towards economics.

Obesity is a major risk factor to many non-communicable diseases leading to increase health care expenditures and concerns for curriculum innovations in many countries. Thus, the objectives of this study are: to determine the factors influencing health care expenditure, to investigate the effects of obesity on health care expenditure, to examine the relationship between obesity and education and to discuss implications for curriculum innovation on the basis of the findings. The study was conducted in the Bamenda Municipality of Mezam Division in the North West Region of Cameroon. The survey research design was employed. With the use of questionnaire, primary data was collected from 753 obese and non-obese individuals aged 20 and above. The multiple regression and multinomial logit results revealed that, level of monthly expenditure and education had statistically significant effect on health care expenditure in the Bamenda Municipality. There was insignificant effect of obesity on health care expenditures. Gender and age influenced health care expenditure and majority of those who had attained higher levels of education were non obese as opposed to their obese counterparts. The study argued that, curriculum innovation focusing on reducing obesity and health care expenditure via educational attainment remains a long term process. Therefore, educational stakeholders should sensitize the community on the basic rules on weight watching and the Bamenda City Council should create weight loss rehabilitation centers. The adoption of personalized and integrated approaches to innovative curriculum planning and design should be of utmost importance to the government of Cameroon.

This study investigates the comparative effects of married and single mothers’ educational attainment and instructional scaffolding on a child’s educational outcomes in Cameroon. The demographic survey data used is collected from the Cameroon National Institute of Statistics database. Employing the instrumental variable (IV) probit estimation technique, the study shows that an additional year of married mothers’ education as opposed to single mothers has positive and statistically significant effects on children’s educational outcomes. Using the analysis of variance estimation technique, the study reveals that married and single mothers’ utilization of instructional scaffolding has positive and statistically significant effects on children’s educational outcomes. Moreover, the findings indicate that Piaget and Vygotsky’s framework of instructional scaffolding is applicable in the Cameroonian economy. The study therefore recommends that the Cameroon government can improve early childhood education by creating a capacity building workshop where married and single parents will be educated on the value of attaining higher levels of education, how to adapt the culture of using one-on-one scaffolding technique as well as prompt questioning technique to scaffold a child. The study further recommends that married and single mothers should use innovative scaffolding techniques, provide appropriate explanations and give spaces for children’s voices and feedback throughout the instructional scaffolding process.