The government of Cameroon has been increasingly pre-occupied with the quality of learning outcomes and the lack of learning resources at all levels of the education system. Research on similar educational systems in Sub-Saharan Africa and beyond indicate that Ministries of Education are exploring the potential of open educational resources (OER) to cut down the high cost of textbooks and enhance the availability of quality learning materials in classrooms. To explore possibilities of mainstreaming OER under the Ministries of Basic and Secondary Education in Cameroon, a quantitative research design approach was used to survey n=393 Regional Pedagogic Supervisors from the 10 Regions of the country. The outcome of this study presents the factors shaping the perspectives of Regional Pedagogic Supervisors in terms of perceptions and barriers to using OER. The novelty of this approach is the application of a proven model for technology acceptance testing in the context of OER. Based on the findings, three major recommendations for mainstreaming OER in Cameroon with potential impact on lowering textbook costs and increasing learning outcomes were formulated.

中文翻译：

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喀麦隆的OER主流化：认识和障碍

喀麦隆政府越来越关注学习成果的质量以及教育系统各个层面的学习资源的匮乏。对撒哈拉以南非洲及其他地区类似教育系统的研究表明，教育部正在探索开放式教育资源（OER）的潜力，以降低教科书的高成本并提高课堂上优质学习材料的可用性。为了探索喀麦隆基础教育和中等教育部下将OER主流化的可能性，采用了定量研究设计方法，对来自该国10个地区的393名地区教育学督导员进行了调查。这项研究的结果从影响使用OER的观念和障碍方面提出了影响区域教育督导员观点的因素。这种方法的新颖之处在于在OER的背景下将经过验证的模型用于技术验收测试。根据调查结果，提出了将OER纳入喀麦隆主流化的三项主要建议，这些建议对降低教科书成本和增加学习成果具有潜在影响。