The Anglophone Crisis in Cameroon: Education in Emergencies in the North West and South West Regions of Cameroon
Abstract
The protracted Anglophone crisis in Cameroon has generated a complex education emergency in the North West and South West Regions, where insecurity, school closures, attacks on education, displacement, teacher shortages, learning loss and psychosocial distress continue to affect children's right to education. The study identified major educational needs generated by the conflict; assessed the nature and responsiveness of education in emergency (EiE) interventions; and analysed challenges affecting their accessibility, effectiveness and sustainability. A qualitative documentary research design was adopted, drawing on peer-reviewed studies, humanitarian situation reports, policy documents and programme evidence from credible academic and institutional sources. The documents were analysed thematically, with interpretation informed by Bronfenbrenner's Ecological Systems Theory, social-ecological Resilience Theory and the Humanitarian-Development-Peace Nexus (Bowen, 2009; Bronfenbrenner, 1979; OECD, 2019; Ungar, 2011). Findings indicate substantial needs for safe educational access, continuity of learning, remedial and accelerated education, teachers, learning infrastructure and materials, psychosocial support, gender-responsive services, disability inclusion and legal identity. EiE responses include Temporary Learning Spaces (TLS), community and neighbourhood learning, radio education, remedial programmes, MHPSS, inclusive education, menstrual-health support, teacher development and emerging digital-learning interventions, although programme coverage remains considerably below the scale of need (INEE, 2024; UNICEF, 2025a, 2026a). The study proposes an Integrated Education in Emergencies and Educational Resilience Framework organised around the pathway Emergency Access → Continuity of Learning → Learning Recovery → Formal-School Reintegration → Educational Resilience → Sustainable Formal Education, with the ultimate outcomes of Access + Safety + Learning + Wellbeing + Resilience (UNICEF, 2026a; Ungar, 2011).
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References
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