Polytechnic, and many others are beginning to reshape the predominantly general style of education that for over three decades has been the turf of most anglophone students in Cameroon. Eight Public Universities in Cameroon include: University of Bamenda University of Buea University of Douala University of Dschang University of Maroua University of Ngaoundere University of Yaounde I University of Yaounde II Other Universities in Cameroon include: St. Thomas Aquinas Regional Major Seminary (Bambui) The Information and Communication Technology University University (The ICT University) (Yaounde, Cameroon) Bamenda University of Science & Technology (Bambui) Catholic University of Cameroon, Bamenda (Bambui) Fomic Polytechnic, Buea (Buea, www.fomicgroup.cm) International University, Bamenda: website, facebook University Institute of the Diocese of Buea (two campuses) University of Maroua ST Monica The American University, Cameroon, Buea (Bulu Buea) smuedu.org American Institute of Cameroon, Ndop Catholic University of Central Africa (Yaounde) International Relations Institute of Cameroon Siantou and Ndi Samba Schools of Higher Learning (Yaounde) St Louis University Institute of Medical and Biomedical Sciences in Bamenda National Polytechnic Bambui St Jerome University Douala Institute Université de l'coté Douala Higher Institute For Professional Development And Training (HIPDET) Funding Cameroon public expenditure on education in 2011, according to UNESCO, amounted at 3.7% of GDP. St Monica America University Education issues Teachers Absenteeism of teachers is a reason generally considered to contribute to the poor level of education in the country. Teachers from both English and French sub-systems, for cultural and historical reasons, still operate as separate in the educational system, and this prevents "teachers from developing a joint pedagogical repertoire about professional matters and to engage in productive debates around new discourses and repertoires such as ICTs in support of teaching," even if as private individuals, they "appear to be open to the challenges of modern Cameroon and multilingual communication in large urban centres." Textbook review In 1995, the National Forum on Education strongly recommended "the insertion of local knowledge and practices in the school curriculum to make the education system more relevant to the learners." For so, the Institute of Rural Applied Pedagogy (IRAP) put into place adapted programs and an integrated training that combined general knowledge with work practices (agriculture, animal husbandry, poultry, brick laying, carpentry, etc.). However, the system was not perfectly balanced: traditional subjects (i.e. Mathematics, Science, French language) were adequately developed, whereas the new subjects were not studied to adapt to the different situations, nor were considered