A 2020/2021 GTG Project
The pertinence of the theme “Schools for everyone - a pathway to inclusive education” in Cameroon is rooted in the huge ethnic, and cultural diversity in the country, with more than 250 ethnic groups and languages as well as the colonial legacies of the French and English cultures. These differentiate people and destabilize social cohesion. This theme was/is crucial in the North West region in particular, due to the Anglophone crisis that has rendered many persons including school children homeless, displaced, living under precarious conditions, and experiencing exclusion in and out of school.
Research shows that despite the numerous international conventions and treaties Cameroon has ratified in regard to inclusive education, exclusive practices continue to thrive in the country’s educational landscape, especially among the disadvantaged groups - poor, female folk, indigenous people, internally displaced persons, special need individuals and persons with physical disabilities. The situation is further compounded by the lack of explicit implementation procedures, lack of trained personnel, inadequate financial and infrastructural resources, and biases shaped by traditions and beliefs. This creates a huge gap between policy and practice and hinders the full operationalization of inclusive education in Cameroon. Therefore, mitigating exclusive practices through awareness creation becomes vital in school settings to enhance a positive school climate that fosters quality education for all. For it is through inclusive schools that inclusive societies are constructed.
Teachers, therefore, play a crucial role in this process through their school and classroom practice. It is in this light that in partnership with the regional delegation of secondary education North West-Cameroon, and in the framework of the Global Teacher Grant, 50 secondary school teachers were trained to promote best practices of inclusive education. They were equipped with knowledge and competencies to serve as focal points in their school communities, sensitizing and educating teachers, students’ parents, and other stakeholders on the importance of inclusive practices in educational institutions, at home and in the community. Their contribution came in to reduce the gap between policy and practice from a school and classroom perspective, as well as contribute to sustainable development goal 4 on education, which emphasizes inclusive and equitable quality education and the promotion of lifelong learning opportunities for all.
The training took place on the 25th of March 2022 and by the end of the project - May 31st 2022, over 300 secondary school teachers and 5000 students were indirect beneficiaries.
CAFTAL appreciates the support of the Teacher Exchanges Program for the support to ensure that Alumni demonstrate teacher leadership, develop professionally, enhance their role as change agents in their schools and communities and most importantly, give back to the local communities the knowledge and competencies gained during their professional development in the USA.
By Mercy Njobati | Fulbright TEA Alum
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