EDUCATION FOR EVERYONE: Include the poor, disabled, indigenous, and refugee children.


Despite their great vulnerability, internally displaced and migrant children and their specific educational needs are often left out of national educational policies and humanitarian response plans. Comprehensive information on their education is difficult to come by, as assessments of their needs are rare and do not follow standard approaches, thus making it difficult to identify trends across time and contexts. Data on internal displacement are rarely able to reflect the specific barriers to education, which will vary by context; a child’s age, gender or disability status; and a family’s income, educational level and other sociodemographic characteristics. These challenges are often compounded by fears displaced and migrant communities have with sharing information with governments if legal protections for their status and protection are not well established. (unicef)

Ensuring access to national education systems for internally displaced children is vital, provided it is safe to do so. The reflexive responses of governments to crises, and in many cases the humanitarian actors supporting governments, however, often include offering education outside the formal system. Governments have an obligation to provide equal access to education for internally displaced children, and there is growing consensus that informal schooling is not a sustainable solution. (unicef)

The troubles in the South and North-West which started in 2016 considerably increased the number of internally displaced Cameroonians in the neighbouring French-speaking zones of the West and the Littoral Regions. In the refugee camps or in the invaded zones, class sizes have simply become unmanageable with many of them rising from simple to double or triple. Teachers who were trained to teach around 50 to 100 students per class have suddenly found themselves managing 150 – 200 learners in some classes without any preparation. Among the learners of the same class, some have abandoned school for two to three years. Those learners thus need a special pedagogy. This paper aims to propose some pedagogical solutions to such classes.


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