Urgences Educatives à l'Extrême-Nord du Cameroun : Réponses aux Crises et Enjeux de la Scolarisation

Abstract

 Objective: The main objective of this study is to understand the impact of the security, climatic and human crises on the education system in the Far North of Cameroon. The study also aims to identify appropriate responses to the educational emergencies caused by these multiple crises, by examining the challenges associated with schooling in this region.

Methodology: A qualitative approach was adopted for this study, combining secondary data analysis and field surveys. Interviews with local stakeholders, including teachers, education officials, humanitarian workers, parents and pupils, were used to gather information on schooling conditions and the measures put in place in response to the crises.

Findings: The main findings reveal that attacks by armed groups and extreme weather conditions have considerably disrupted schooling in the region. School infrastructure is often damaged or destroyed, and the safety of pupils and teachers is at risk. In addition, massive internal population displacements have exacerbated social tensions and limited access to education. The number of pupils enrolled has fallen, and absenteeism rates have risen. Efforts to respond to these challenges include setting up temporary schools and distributing emergency educational materials, but the solutions remain limited and insufficient in the face of the scale of the crises.

Unique contribution to theory, practice and policy: This research contributes to the literature on education in the context of crisis by highlighting the specific features of crises in border regions affected by conflicts and climatic disasters. It suggests new avenues for analyzing educational responses in contexts of extreme vulnerability. In practical terms, the study recommends that emergency mechanisms be put in place to guarantee the continuity of education, including the creation of mobile learning centers and the integration of educational technologies in areas that are difficult to access. Regular training for teachers in crisis management and resilience is also crucial to improving the quality of teaching in these conditions. In terms of public policy, it is essential to step up efforts to improve security around schools and to guarantee ongoing funding for the reconstruction and maintenance of school infrastructure. The integration of education into humanitarian and development strategies is also essential to ensure that education becomes an accessible right even in crisis contexts.