Introduction
What does the future hold for a society where thousands of children grow up without access to education? The Far North is overrun by highly vulnerable children, deprived of the education that is so essential to improving their conditions. They face this major disadvantage. This article looks at the root causes of the educational deficit of ETVs (Very Vulnerable Children (ETV) refers to orphans and children from poor families living in both urban and rural areas) and explores ways of reintegrating them.
The Educational Challenges Children in the Far North of Cameroon Face
Internal and external determinants of access to education for highly vulnerable children. They live in households that spend less than 637 francs a day. Poverty, the early loss of parents and the lack of basic services compromise their access to education. In addition, the absence or distance of schools, unfavourable environmental conditions and intolerant educational institutions inclined to include the privileged to the detriment of TVEs exacerbate this deficit. Despite free schooling (Decree no. 2001/041 of 19 February 2001), these children are unable to cover the various costs (PTA, food, transport, school supplies), which excludes them from the education system.
The ETV (Very Vulnerable Children): Between the Streets and Survival, an Alternative to Formal Education
Faced with precarious living conditions, children are drawn to the towns and odd jobs to support themselves. There, however, they are exposed to various forms of trafficking and STIs. Survival as a self-subsistence strategy perpetuates their vulnerability. As a result, social security has deteriorated: the result of a social system marked by indifference and discrimination.
The Educational Needs of Children in the Far North of Cameroon
Education is an essential lever for transforming mentalities and socio-economic development. These children need it. It is crucial to remove the economic obstacles by offering them scholarships, financial aid, sponsorship schemes and psychological support programmes. They also need mentors, tutors, educational support and vocational training. Collective solidarity is essential for a better future.
Reintegrating Highly Vulnerable Children into the Education System: Solutions
Reintegrating these children into school requires multi-sectoral action. Firstly, the community must revitalise the values of solidarity and compassion to prevent their exclusion. Secondly, NGOs must provide financial and material support, build schools in rural areas and offer psychosocial support. Thirdly, schools must become their development spaces (scholarship programmes, tutoring and mentoring). Companies must invest in their education and professional integration. Finally, the government must allocate sufficient funding to supervise them, combat trafficking and support their foster families.
Conclusion
The highly vulnerable children of the Far North, deprived of education, are exposed to exploitation and insecurity. They are marginalised and represent a threat to social security. It is imperative to offer them a second chance by combining the efforts of governmental, humanitarian, community and educational players. Educating them means guaranteeing a sustainable future based on solidarity.
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