Introduction

In Cameroon, repeating classes are given either at home or in repetition centres. In the past, they were introduced to make up for the shortcomings of children who had difficulty understanding lessons in the classroom. But nowadays, it is a factor in the commodification of knowledge (Geoffroy FAHA KAMDEM, 2015) which is sometimes at the origin of students’ misfortune. The academic sector remains even less negatively affected by this phenomenon.

What is the current value of repeat classes in the West Cameroon Region? In this Region, the repetition courses can be both a good that reinforces the right to education (I) and a bad (II).

I- Repetition courses: a means of perpetuating the right to education

Repetition courses are a valuable asset for learners for several reasons, three of which will be considered here.

First and foremost, repeating courses are an alternative to the incomprehensibility of classroom lessons. Pupils and students who have not fully understood the explanations of their classroom teachers have the opportunity to have more detailed explanations in the repetition classes. This is especially beneficial as they have the chance to be monitored twice. Even learners who have understood their classroom teachers’ explanations well get a bonus when they attend the repetition classes.

Secondly, the tutors are more often than not obliged to achieve results. This leads them, more often than not, to be more involved in ensuring the success of their learners.

Thirdly, repetition courses can be crucial, if not unavoidable, in times of great crisis. During the COVID-19 crisis, learners who had the support of repeaters were less affected than those who did not. Repetition classes can therefore help the state to guarantee the right to education in times of crisis.

However, repetition classes are increasingly becoming a sword of Damocles in the West Cameroon Region.

II- Repetition classes: The sword of Damocles?

More and more, repetition courses are becoming dangerous in Cameroon in general and in the West Cameroon Region in particular. A number of factors justify this statement. However, it is necessary to distinguish between those factors that are caused by teachers and those that are related to learners.

The factors for which the teachers are responsible are various. Firstly, teachers in schools (primary and secondary) who have repetition groups are no longer effectively involved in the classroom (Geoffroy FAHA KAMDEM, 2015). They do not explain their lessons well in the classroom and (indirectly) force students to join their practice groups. In addition, they make the tests available to the students in their practice groups and ensure that they get good marks in the school evaluations. This is a commercial policy that encourages other students to join their repetition groups. Secondly, the repetition sector is even less regulated in Cameroon. There is no guarantee that the repeater is giving useful and true information to the learners.

With regard to learner factors, some problems are noted. Some learners do not study their lessons because they are doing repetition classes. They mistakenly believe that repetition classes give them absolute knowledge and that they are no longer obliged to study their lessons at home. This is a danger. More often than not, these kinds of learners do not get good grades in their schools and the tutors are blamed. Repetition classes therefore encourage some learners to be lazy rather than work hard. Or, some learners go to repeat classes to suddenly change their averages. They find themselves, more often than not, discouraged when they see that they are not directly moved from mediocrity to excellence. Yet progress is gradual.

Conclusion

In the end, repetition courses are important for many learners in the West Cameroon Region as they help to guarantee their right to education. A region where the teaching in schools needs to be improved. But the system needs to be reformed so that these courses are not only economically efficient, but that the success of the learners is also a fundamental objective.