EARLY CHILDHOOD EDUCATION IN CAMEROON: THE SEARCH FOR A CONTEXT SPECIFIC CURRICULUM APPROACH FOR ALL LEARNERS / L'ÉDUCATION DE LA PETITE ENFANCE AU CAMEROUN : LA RECHERCHE D’UN CONTEXTE APPROCHE CURRICULAIRE SPÉCIFIQUE POUR TOUS LES APPRENANTS
DOI:
https://doi.org/10.46827/ejes.v11i2.5207کلمات کلیدی:
childhood in Africa, generative curriculum approach for learners and early childhood education / enfance en Afrique, approche curriculaire générative pour les apprenants et éducation de la petite enfanceچکیده
The objective of this article is not to advocate that early childhood education and development is an imperative objective to pursue; this has already been established. Rather, the purpose is to examine the status of early childhood Education provision in countries in Sub-Saharan Africa (SSA) such as Cameroon, and to determine if current support for pre-primary activities can inform educational policy strides within the context of Cameroon. The emphasis that African governments are placing on improving the education of children is seen in national Poverty Reduction Strategy Papers (PRSPs), which set goals and targets aligned with the MDGs. Cameroon is not left out in this quest. In essence, poor children are likely to grow up to become poor adults and give birth to children who are poor, perpetuating the poverty cycle. In contrast, children are more likely to go to school and perform well if they have support during the earliest years and if their parents are educated and supported in providing appropriate care. Research backs up the link between a supportive environment for the young child and poverty reduction. The economic, private, and social returns on investments in nutrition, health, and education early in life have been demonstrated by van der Gaag and Tan (1998), Myers (1998), and Schweinhart, Barnes, and Weikart (1993). Meeting the basic health, nutrition, and education needs of young children is key to breaking the poverty cycle.
L’objectif de cet article n’est pas de prétendre que l’éducation et le développement de la petite enfance constituent un objectif impératif à poursuivre ; cela a déjà été établi. L’objectif est plutôt d’examiner l’état de l’offre d’éducation de la petite enfance dans les pays d’Afrique subsaharienne (ASS) tels que le Cameroun, et de déterminer si le soutien actuel aux activités préscolaires peut éclairer les avancées en matière de politique éducative dans le contexte du Cameroun. L’accent que les gouvernements africains mettent sur l’amélioration de l’éducation des enfants est visible dans les Documents de stratégie pour la réduction de la pauvreté (DSRP), qui fixent des objectifs et des cibles alignés sur les OMD. Le Cameroun n’est pas en reste dans cette quête. Essentiellement, les enfants pauvres sont susceptibles de devenir des adultes pauvres et de donner naissance à des enfants pauvres, perpétuant ainsi le cycle de la pauvreté. En revanche, les enfants ont plus de chances d’aller à l’école et d’obtenir de bons résultats s’ils bénéficient d’un soutien dès leurs premières années et si leurs parents sont éduqués et soutenus pour leur prodiguer des soins appropriés. La recherche confirme le lien entre un environnement favorable au jeune enfant et la réduction de la pauvreté. Les retours économiques, privés et sociaux des investissements dans la nutrition, la santé et l’éducation dès le début de la vie ont été démontrés par van der Gaag et Tan (1998), Myers (1998) et Schweinhart, Barnes et Weikart (1993). Répondre aux besoins fondamentaux en matière de santé, de nutrition et d’éducation des jeunes enfants est essentiel pour briser le cycle de la pauvreté.
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