Education in Cameroon

The primary objective of the current plan, “Document de Stratégie du Secteur de l’Education et de la Formation 2013-2020” is the achievement of quality universal primary education. This objective aligns with the national strategy for growth and employment goal of providing the production system with human capital capable of supporting economic growth.

The document identifies the major challenges facing education in Cameroon as poor quality, weak governance and accountability across the system leading to the inequitable and inefficient distribution of resources, and persistent disparities related to gender, region of residence and income.

In order to tackle these issues the plan focuses on access and equity, quality and relevance, and sector governance and management. General and specific objectives as well as targeted interventions are outlined for each “strategic axis”.

  1. Access and Equity
    Improve access and equity at all levels of education. More specifically:
    • Increase preschool enrollment to 40% nationwide
    • Increase access by reducing disparities of all kinds in primary and secondary education
    • Expand basic education to include lower secondary school
    • Diversify and increase vocational training options
    • Strengthen higher education with a focus on professional preparedness, science, and technology
    • Promote literacy among children and adults
    • Develop nationwide building and infrastructure standards
  2. Quality and Relevance
    Improve the quality of learning paying particular attention to the socio-economic environment:
    • Improve the quality of learning in primary and secondary school through interventions such as curriculum reform, distribution of learning and teaching materials, and literacy programs,
    • Adapt training and teaching to the socio-economic environment focusing on achieving a well-educated human resources base in support of the country’s industrialization efforts,
    • Promote research and development of education practices within the sector,
    • Promote health in schools, universities, and vocational training efforts.
  3. Governance and Management
    Improve the governance and management of the education sector focusing on decentralization:
    • Maintain current regulation mechanisms until new ones are developed following the establishment of basic education,
    • Reinforce decentralization of education sector, delegating to local authorities,
    • Improve human resource management,
    • Improve teaching conditions and encourage efficient career management,
    • Reinforce sector planning capacity,
    • Increase transparency of resource management.

Source: Plan sectoriel de l'éducation (2013-2020). Cameroun

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Latest grant

Students lifting their slates during a lesson in a school in Cameroon.

CREDIT: GPE/Stephan Bachenheimer
Development objective: Improve the equity and quality of primary education service delivery in Cameroon with an emphasis on disadvantaged areas.
Allocation: US$53,300,000
Years: 2014-2019
Grant agent: IBRD
Disbursements: US$38,040,610

Cameroon received a GPE grant of US$47.1 million for 2007-2008 to support the government’s Contract Teacher Program which hired and contracted over 37,000 teachers.

The second grant of US$53.3 million, covering the years 2014-2018, supports a program to improve primary education service delivery, in particular the early grades, with a focus on supporting the disadvantaged areas and improving girls’ attendance. The program also aims to limit the risks of poor management, weak participation, and lack of transparency/accountability in the conversion of parents’ teachers to contract teachers and in the distribution of teaching and learning materials, and to better monitor service delivery.

The project interventions were determined jointly by the government’s technical team, the coordinating agencies UNESCO and UNICEF, and the World Bank as grant agent.

This grant has been restructured in May 2017 to accelerate the distribution of textbooks and teachers’ guides.

The program has two principal components:

  1. Improving equity and quality in primary education service delivery by:
    • Increasing teacher availability in public primary schools in disadvantaged areas
    • Providing teaching and learning materials
    • Providing professional development opportunities to teachers and inspectors
    • Supporting girls’ education through gender-oriented advocacy campaigns and enhanced monitoring and evaluation of gender equity in education
    • Developing a National primary education assessment framework, specifically using Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA)
  2. Building institutional capacity for improved education service delivery by:
    • Improving information, governance and accountability, and monitoring and evaluation capacity
    • Building knowledge for improved service delivery and learning

Source: World Bank program appraisal document. February 2014 and GPE grant restructuring document.

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent  
Program implementation 2014-2019 53,300,000 38,040,610 World Bank Progress report
2007-2011 47,064,100 47,064,100 World Bank  
Sector plan development 2018 500,000 World Bank  
2012 200,000 199,424 World Bank  
Program development 2012 190,650 190,395 World Bank  
  TOTAL 101,254,750 85,494,529    

GPE has also provided the Cameroun Education for All (CEFAN) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.

Education sector progress

The graphs below show overall progress in the education sector in Cameroon, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

No data to display

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Last updated June 10, 2019