Stratégies de planification et d’administration scolaire face aux flux de réfugiés et de déplacés internes : le cas de l’Extrême-Nord camerounais

Abstract

The Far North region of Cameroon has been experiencing a persistent security and humanitarian crisis for more than a decade, primarily linked to attacks by the armed group Boko Haram, cross-border movements, and recurrent natural disasters (floods and droughts). These factors have generated massive flows of refugees and internally displaced persons, placing considerable pressure on the regional education system. The sudden influx of school-aged children into host communities has led to overcrowded infrastructure, a shortage of qualified teachers, insufficient teaching and learning materials, and a deterioration in learning conditions. Many schools have been destroyed, closed, or converted into temporary shelters. Furthermore, disrupted schooling trajectories, violence-related trauma, and socioeconomic vulnerability undermine the retention and academic achievement of displaced children. In response to these challenges, the Cameroonian educational administration, in collaboration with humanitarian and technical partners, has adopted adaptive planning strategies that integrate education in emergencies into sectoral policies. These strategies include the establishment of temporary learning spaces, the implementation of accelerated education programs, the recruitment and training of contract teachers, and the integration of psychosocial support for students. These measures aim to ensure educational continuity, promote the inclusion of vulnerable populations, and strengthen the resilience of the local education system. However, the sustainability of these interventions remains contingent upon improved security conditions, increased public funding, and the consolidation of educational governance mechanisms.