CRISIS SITUATION AND THE CHALLENGES OF PRIMARY SECONDARY SCHOOL TRANSITION IN THE ENGLISH SPEAKING REGIONS OF CAMEROON

Kenneth Yuomeyse, Henri Rodrigue Njengoué Ngamaleu

Abstract


The study aims to identify the challenges that affect primary secondary school transition in crisis situations in the English-speaking regions of Cameroon. The attacks on students and teachers, forcing schools to close, destruction of teaching and learning facilities by Anglophone non-state armed groups have affected the transition from primary to secondary schools. Several hundreds of school children and students have dropped out of school as a result of the crisis that started in 2016. The dropout of students from schools because of the crisis motivated the researchers to carry out this study. The study made use of a qualitative research design. An interview guide was used for individuals and for focus group discussions to collect data. The sample was 60 participants including school dropouts, heads of households, school administrators, civil society, and religious authorities. The purposive sampling technique was employed to select the respondents. Data collected from the respondents was analysed using thematic content analysis. The results indicate the social and cultural norms, economic and systematic factors that limit primary secondary school transition, programmes implemented, and ways to prevent students from leaving schools before completing their studies. All children after finishing primary school would like to enroll in secondary education. The ministries of education should formulate policies and take appropriate measures that will meet international expectations and standards for effective transition from primary to secondary school in Cameroon. Children get the best of their future through education.

 

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challenges, transition, primary secondary school, crisis situation

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DOI: http://dx.doi.org/10.46827/ejes.v11i2.5247

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