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Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation

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  • Perrier Carmelle Fouelefack
  • Luc Nembot Ndeffo
  • Windkouni Haoua Eugenie Maiga

Abstract

The objective of the article is to measure the impact in 2014 of school infrastructures on school completion in Cameroon's rural milieu. They are provided between 2002 and 2012 through a participatory development model that the National Community‐Driven Development Programme (NCDDP) is implementing in local governments to fight against school drop‐out, a major obstacle to education‐for‐all in Cameroon. Applying a triple difference to data from The fourth Cameroonian Household Survey (ECAM4), it emerges that with a classroom built or equipped, the number of years of completed schooling by children aged 2 to 6 in 2004 has increased on average by 0.004 compared to that of those aged 12 to 16 in 2004 who dropped out of school in the same year. This leads to recommendations to consolidate the participatory development model to ensure better results from the decentralization of education. L'objectif de l'article est de mesurer l'impact en 2014 des infrastructures éducatives sur l'achèvement des études en milieu rural camerounais. Elles sont fournies entre 2002 et 2012 à travers un modèle participatif de développement que le Programme National de Développement Participatif (PNDP) implémente dans les gouvernements locaux pour lutter contre la déperdition scolaire, un obstacle majeur à l’éducation pour tous au Cameroun. Appliquant une triple différence sur les données de la quatrième Enquête Camerounaise Auprès des Ménages (ECAM4), il ressort qu'avec une salle de classe construite ou équipée, le nombre d'années d’études achevées avec succès des enfants âgés de 2 à 6 ans en 2004, a augmenté en moyenne de 0,004 par rapport à celui de ceux âgés de 12 à 16 ans en 2004 ayant cessé les études la même année. Il en découle des recommandations visant à consolider ce modèle participatif de développement pour assurer de meilleurs résultats à la décentralisation de l’éducation.

Suggested Citation

  • Perrier Carmelle Fouelefack & Luc Nembot Ndeffo & Windkouni Haoua Eugenie Maiga, 2020. "Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation," African Development Review, African Development Bank, vol. 32(3), pages 327-337, September.
    • Handle: RePEc:bla:afrdev:v:32:y:2020:i:3:p:327-337
    DOI: 10.1111/1467-8268.12442
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    1. Tii N. Nchofoung & Simplice A. Asongu & Arsène A. Njamen Kengdo & Elvis D. Achuo, 2022. "Linear and non‐linear effects of infrastructures on inclusive human development in Africa," African Development Review, African Development Bank, vol. 34(1), pages 81-96, March.
    2. Bruno Emmanuel Ongo Nkoa & Djondandi Wangbara & Gautier Tchoffo Tameko, 2024. "Efficiency of local public spending in Cameroon: Does population size matter?," African Development Review, African Development Bank, vol. 36(2), pages 362-376, June.
    3. Constant Fouopi Djiogap & Justin Romuald Amougou Manga & Simon Pierre Onana & Fabrice Ewolo Bitoto, 2024. "Does fiscal decentralization improve people's access to health and education services in Cameroon?," African Development Review, African Development Bank, vol. 36(3), pages 457-470, September.

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