{'fraction_non_alphanumeric': 0.019855595667870037, 'fraction_numerical': 0.0, 'mean_word_length': 5.093406593406593, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
New Trends in Student-Teacher Relationships on University Campuses in Cameroon: Situation and Challenges

In Cameroon, the implementation of the Bachelor-Master-Doctorate system in the universities, which has been on for about ten years now, has drastically changed the nature of the relationships between students and teachers. The huge distance which used to exist between the learner and the teacher at university level has considerably reduced. The former conflicting relationships between the two partners are becoming more and more positive. Owing to the nature of the new tasks and roles that the new system entails, with the help of the ICTs, Cameroonian students can now approach, call / write to have appointments with their lecturers without any fear, even out of opening days and hours. Teachers do the same with their students. This new situation has led to new attitudes, behaviours, ways of thinking and challenges. From a sociological frame, this paper analyses the new trends in students and teachers relationships on Cameroonian university campuses and the new challenges that they involve.