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Territorialisation du droit à l'éducation à partir d'une analyse des dynamiques de pouvoir : le cas de la région de l'extrême nord du Cameroun

Abstract : In almost all nations of the world, education is required as a fundamental human right. African states, following their accession to independence in the 60s, were also granted an absolute primacy to education, because sine qua non of any development. Conference in Addis Ababa in 1961 the foundations of Harare in 1982, through the Abidjan meeting in 1964 and Lagos in 1968, education has always been at the heart of the concerns of Heads of State and Government . It is contained in a set of international legal instruments. These instruments relating to the right to education have been internalized into the domestic legal corpus of Cameroon. In Cameroon, the expansion of the school in general and and especially basic education, has been remarkably slow with the economic crisis of the mid-80s, resulting in a high dropout rate, the highest of is seen in the Far North Region. Although the first President of Cameroon was coming from this region and it has the largest population nationwide, it has none provided result, the benefit of this region, a public action consistent in terms of educational investment. The application of instruments relating to the right to education guaranteed to those who are recipients able to have the full capacity to participate in governance, to develop their potential and contribute to national development. Except that the effectiveness of these instruments is far from guaranteed at the local level due to political, economic, demographic, geographic, social and cultural education system. Various public policies, including those related to decentralization have been adopted to increase the efficiency of local public action. Anything that can qu'impacter positively on the quality of educational investment. Decentralization policy tending towards a "new governance based on local dynamics." This decentralization is itself weighed down by many contradictions or delaying its effectiveness differs in the Cameroonian context.
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Submitted on : Friday, January 12, 2018 - 3:21:08 PM
Last modification on : Friday, March 25, 2022 - 9:41:49 AM
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  • HAL Id : tel-01682849, version 1



Robinson Herrick Mouafo Djontu. Territorialisation du droit à l'éducation à partir d'une analyse des dynamiques de pouvoir : le cas de la région de l'extrême nord du Cameroun. Droit. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAD007⟩. ⟨tel-01682849⟩



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