INTRODUCING PEACE EDUCATION IN CAMEROONINTRODUCING PEACE EDUCATION IN CAMEROONSCHOOLS: A BLUEPRINT TO SUSTAINABLE SCHOOLS: A BLUEPRINT TO SUSTAINABLE

DEVELOPMENTDEVELOPMENT

By By

Willibroad Dze-NgwaWillibroad Dze-NgwaLecturer/ResearcherLecturer/Researcher

The University of Yaoundé IThe University of Yaoundé I

Republic of CameroonRepublic of Cameroon

Introduction and Introduction and BackgroundBackground• Contemporary Africa is characterized by Contemporary Africa is characterized by

endemic inter-state and intra-state conflict endemic inter-state and intra-state conflict situations with the resultant, situations with the resultant,

• Vicious cycle of permanent instability, Vicious cycle of permanent instability, • Human rights violation, Human rights violation, • Inadequate investments, Inadequate investments, • Unemployment and Unemployment and • The persistent poverty situation in the The persistent poverty situation in the

entire continententire continent

Cont.Cont.• This conflict situation is compounded by This conflict situation is compounded by

corruption, nepotism and the increasing corruption, nepotism and the increasing spirit of micro-nationalisms and ethnic spirit of micro-nationalisms and ethnic loyalties within the African states. loyalties within the African states.

• The Republic of Cameroon is Africa in The Republic of Cameroon is Africa in miniature miniature

• With over 250 conflicting ethnic groups With over 250 conflicting ethnic groups and 268 national languages; and 268 national languages;

• Three colonial experiences under the Three colonial experiences under the Germans, the British and the French; Germans, the British and the French;

• And with the already conflicting Anglo-And with the already conflicting Anglo-Saxon and French legacies in the country Saxon and French legacies in the country since 1961 and other ethnic conflicts. Yet since 1961 and other ethnic conflicts. Yet there is relative peace in Cameroon.there is relative peace in Cameroon.

Cont.Cont.• To improve on internal stability and To improve on internal stability and

sustainable development there is dire need sustainable development there is dire need to introduce peace and tolerance education to introduce peace and tolerance education in Cameroon schools and colleges. in Cameroon schools and colleges.

• Cameroon in particular and Africa in general Cameroon in particular and Africa in general need peace and internal cohesion which are need peace and internal cohesion which are sine qua non for development. sine qua non for development.

• But then, what is peace education and to But then, what is peace education and to what extent is it taught in Cameroon? How what extent is it taught in Cameroon? How can effective peace-building strategies be can effective peace-building strategies be enhanced in Cameroon to attain sustainable enhanced in Cameroon to attain sustainable development? development?

Cont.Cont.• Peace education is the permanent Peace education is the permanent

struggle to minimize, transform and struggle to minimize, transform and resolve conflicts, in order to guarantee resolve conflicts, in order to guarantee effective co-existence, concord among effective co-existence, concord among diverse peoples and their cultures. diverse peoples and their cultures.

• Such education should be through Such education should be through formal and informal peace-building formal and informal peace-building efforts.efforts.

2: Objectives, Scope, Significance and 2: Objectives, Scope, Significance and MethodsMethodsThe general objectiveThe general objective was: was:

• To investigate the necessity for the To investigate the necessity for the introduction of Peace Education in introduction of Peace Education in Cameroon to Cameroon to eensure greater internal nsure greater internal cohesion and cohesion and Promote sustainable Promote sustainable development in the country.development in the country.

The specific objectivesThe specific objectives: :

• To know To know the extent to which peace the extent to which peace education are taught in Cameroon schools education are taught in Cameroon schools and collegesand colleges

• Know the curriculum contents, their Know the curriculum contents, their implementation, available human resources implementation, available human resources and legislative dispositions that facilitate and legislative dispositions that facilitate the teaching of peace education.the teaching of peace education.

• Investigate the extent of peace and internal Investigate the extent of peace and internal cohesion in Cameroon? cohesion in Cameroon?

• Determine how greater cohesion should Determine how greater cohesion should enhanced sustainable development in the enhanced sustainable development in the country?country?

Sample sitesSample sites

• Five Divisional or Regional headquarters Five Divisional or Regional headquarters were selected and including Maroua; were selected and including Maroua; Kousseri; Bamenda; Yaoundé and Kousseri; Bamenda; Yaoundé and Douala.Douala.

Significance Significance • The significance of the studyThe significance of the study was to was to

influence policy makers in general and influence policy makers in general and those within the education sector in those within the education sector in Cameroon in particular, on the need to Cameroon in particular, on the need to introduce peace education in Cameroon introduce peace education in Cameroon schools and colleges. schools and colleges.

InstrumentsInstruments

• Interview Guides (IG) and Focus Group Interview Guides (IG) and Focus Group Discussions (FGDs), Discussions (FGDs),

• Informants included teachers of Peace and Informants included teachers of Peace and Citizenship education, students, Citizenship education, students, associations involved in peace activities, associations involved in peace activities, school administrators (Public and Private), school administrators (Public and Private), Curriculum developers and Teacher Curriculum developers and Teacher Trainers, Policy makers, traditional Trainers, Policy makers, traditional authorities, and people who have been authorities, and people who have been affected by conflict situations. affected by conflict situations.

• Two research designs were used for this Two research designs were used for this study, that is the study, that is the Ex-post FactoEx-post Facto and the and the survey research survey research designs. designs.

Cont.Cont.• Data was collected to accurately and Data was collected to accurately and

objectively describe existing phenomena as objectively describe existing phenomena as they manifest during the time of investigation. they manifest during the time of investigation.

• During the time of this research the During the time of this research the curriculum for Peace Education had been curriculum for Peace Education had been developed and is supposed to be developed and is supposed to be implemented in many schools nationwide. implemented in many schools nationwide. This gives a justification for the use of a This gives a justification for the use of a survey research design. survey research design.

• The respondents were randomly selected in The respondents were randomly selected in order to eliminate bias and inequalities. order to eliminate bias and inequalities.

3: Evaluating Peace Education in Cameroon Schools and 3: Evaluating Peace Education in Cameroon Schools and

CollegesColleges • After field work and experience, the After field work and experience, the

following results were found, following results were found, depending on each of the research depending on each of the research questions. The first research question questions. The first research question was: was:

3.1. What is the extent to which peace education is 3.1. What is the extent to which peace education is taught in Cameroon?taught in Cameroon?

3.1 a) Reality3.1 a) Reality

• By ministerial decision N° 30 / 05 / MINESEC / IGE / IGP / By ministerial decision N° 30 / 05 / MINESEC / IGE / IGP / SH that defines the citizenship education curriculum in SH that defines the citizenship education curriculum in Cameroon secondary schools (both general and Cameroon secondary schools (both general and technical), technical),

• By Circular No. 53/D/64/MINEDUC/IGP/ESG/IPN-HG of 15 By Circular No. 53/D/64/MINEDUC/IGP/ESG/IPN-HG of 15 November 1990 changing “the subject referred to as November 1990 changing “the subject referred to as Civics to Citizenship.” Civics to Citizenship.”

• By the curriculum content developed by the Pedagogical By the curriculum content developed by the Pedagogical Support Unit of the Ministry of Secondary Education, Support Unit of the Ministry of Secondary Education, Lesson 2 of Part I in the Form 5 programme is entitled Lesson 2 of Part I in the Form 5 programme is entitled

‘‘THE NOTION OF PEACE’’‘‘THE NOTION OF PEACE’’ with clear objectives. with clear objectives.

• The objectives of this lesson are stated as The objectives of this lesson are stated as follows:follows:

• At the end of the lesson, the student At the end of the lesson, the student should be capable of:should be capable of:

• Defining the notions: peace, war, peace Defining the notions: peace, war, peace treaty, aggression, civil war, armistice, treaty, aggression, civil war, armistice, ultimatum, diktat, dictatorship, tyranny, ultimatum, diktat, dictatorship, tyranny, imperialism, terrorism;imperialism, terrorism;

• Knowing the different bodies set up in Knowing the different bodies set up in Cameroon and the world at large to Cameroon and the world at large to preserve world peace.preserve world peace.

• Knowing all the good that peace does for Knowing all the good that peace does for community life and development.community life and development.

• Knowing the threats to peace in the Knowing the threats to peace in the country like poverty, misery, country like poverty, misery, ignorance, absence of dialogue, ignorance, absence of dialogue, sectarianism, disrespect of Human sectarianism, disrespect of Human Rights and all forms of imperialism, Rights and all forms of imperialism, and and

• Knowing the benefits of peace in Knowing the benefits of peace in Cameroon and the world at large.Cameroon and the world at large.

b) Dreamb) Dream• The programme on peace education is The programme on peace education is

supposed to begin only in Form 5 (general supposed to begin only in Form 5 (general education) and 5th year (technical schools).education) and 5th year (technical schools).

• More so, Cameroon has two educational sub-More so, Cameroon has two educational sub-systems; the Francophone and Anglophone systems; the Francophone and Anglophone sub-systems and the two sub-systems do sub-systems and the two sub-systems do not lay the same emphasis on the subject. not lay the same emphasis on the subject.

• In the Anglophone sub-system, the “Notion In the Anglophone sub-system, the “Notion of Peace” is just one chapter in the whole of Peace” is just one chapter in the whole citizenship education and the programme is citizenship education and the programme is taught only from Forms 1 – 3. taught only from Forms 1 – 3.

• This implies that the subject is not This implies that the subject is not taught at all, even in the Form Five taught at all, even in the Form Five class which is supposed to do the class which is supposed to do the subject.subject.

• Many secondary school authorities Many secondary school authorities only include the subject to please only include the subject to please education authorities because is not education authorities because is not tested in public examinations.tested in public examinations.

• School authorities consider including School authorities consider including the subject in examination classes as the subject in examination classes as sheer waste of time.sheer waste of time.

• In the Francophone educational sub-In the Francophone educational sub-system, peace and citizenship system, peace and citizenship education are taken more seriously.education are taken more seriously.

• Despite the numerous teacher-Despite the numerous teacher-training colleges in the country, there training colleges in the country, there no trained for the subject. no trained for the subject.

• Even state universities in Cameroon Even state universities in Cameroon are still reluctant to introduce are still reluctant to introduce programmes on peace studies. programmes on peace studies.

• However, there are many Private However, there are many Private Higher Institutions of learning and Higher Institutions of learning and NGOs which are involved in peace NGOs which are involved in peace education.education.

3:2. What is the curriculum content, its 3:2. What is the curriculum content, its implementation, available human resources and implementation, available human resources and legislative dispositions that facilitates the teaching of legislative dispositions that facilitates the teaching of peace education?peace education?• The curriculum content of Peace and The curriculum content of Peace and

citizenship education, has some citizenship education, has some shortcomings, shortcomings,

• The lesson on ‘‘THE NOTION OF The lesson on ‘‘THE NOTION OF PEACE’’ is supposed to be taught PEACE’’ is supposed to be taught only in one form (Form 5) only in one form (Form 5)

• Even in that form, it is just one Even in that form, it is just one lesson out of 14 lessons for the lesson out of 14 lessons for the whole year. whole year.

• Peace in Cameroon is threatened by the Peace in Cameroon is threatened by the increasing inter-ethnic and regional conflicts increasing inter-ethnic and regional conflicts in the country, yet, there is no lesson where in the country, yet, there is no lesson where students are taught on a Pan-Cameroon Idea.students are taught on a Pan-Cameroon Idea.

• The manner in which the various The manner in which the various constitutional changes took place in the constitutional changes took place in the country and the questionable way elections country and the questionable way elections have been conducted in the country does not have been conducted in the country does not inspire effective tolerance, recognition and inspire effective tolerance, recognition and protection of all and sundry. protection of all and sundry.

• This situation has trickled down to the This situation has trickled down to the students and has seriously shaken the students and has seriously shaken the foundation of effective peace in the country. foundation of effective peace in the country.

Cont.Cont.

• The curriculum does not highlight and The curriculum does not highlight and encourage social justice. encourage social justice.

• Again, in the development of the curriculum Again, in the development of the curriculum content of peace and citizenship education content of peace and citizenship education in general, some historical facts and figures in general, some historical facts and figures are distorted.are distorted.

• Students are taught about the constitution Students are taught about the constitution of the country, which unfortunately of the country, which unfortunately highlights ethnic differences [sons of the soil highlights ethnic differences [sons of the soil vs settlers]. vs settlers].

3:3. Evaluating the degree of internal cohesion 3:3. Evaluating the degree of internal cohesion

• Cameroon is often described as a haven of Cameroon is often described as a haven of peace when compared to some peace when compared to some neighbouring countries, however, the peace neighbouring countries, however, the peace is just relative. is just relative.

• The Anglophone-Francophone dichotomy The Anglophone-Francophone dichotomy and even threats of secession from the and even threats of secession from the SCNC.SCNC.

• The Arab Choa/ Kotoko armed conflicts in The Arab Choa/ Kotoko armed conflicts in the Logone –Chari Division in the Far the Logone –Chari Division in the Far Northern Region of the country,Northern Region of the country,

• The Bamileke problem and The Bamileke problem and

• The Mbororo Problem. The Mbororo Problem.

• The ethnic coloration of political The ethnic coloration of political partiesparties

• The North-West South-West divide and The North-West South-West divide and the the come-no-gocome-no-go phenomenon, phenomenon,

• The Bali-Bawock conflicts, The Bali-Bawock conflicts, • The The ennemies dans la maisonennemies dans la maison and and

renter chez vous renter chez vous syndrome syndrome • The serious crisis of February 2008 The serious crisis of February 2008

which affected which affected • The increasing rate of unemployment The increasing rate of unemployment

and poverty, and poverty, • Ethnic and regional loyalties, Ethnic and regional loyalties,

• Corruption, favouritism, nepotism Corruption, favouritism, nepotism and and

• Constitutional changes and constant Constitutional changes and constant election manipulation and rigging. election manipulation and rigging.

• All these killed the spirit of love of All these killed the spirit of love of nation and effective citizenship. Such nation and effective citizenship. Such a situation could further escalate into a situation could further escalate into outright conflicts. outright conflicts.

4: Conclusions4: Conclusions

• IIt was realised that the programme on t was realised that the programme on peace education is supposed to begin peace education is supposed to begin in Form 5 (general education) and 5th in Form 5 (general education) and 5th year (technical schools). year (technical schools).

• Students from Forms 1-4 do not Students from Forms 1-4 do not benefit from the programme. benefit from the programme.

• In the Anglophone education sub-In the Anglophone education sub-system, Peace education is not taught system, Peace education is not taught at all.at all.

Cont.Cont.

• Meanwhile, in the Francophone education sub-Meanwhile, in the Francophone education sub-system, the subject is taken more seriously. system, the subject is taken more seriously.

• There are no trained teachers on the teaching There are no trained teachers on the teaching of peace and citizenship education.of peace and citizenship education.

• Few private universities have introduced Few private universities have introduced peace educationpeace education

• State universities in Cameroon are still State universities in Cameroon are still reluctant to introduce programmes on peace reluctant to introduce programmes on peace studies. studies.

• Meanwhile, there are many ethnic, linguistic, Meanwhile, there are many ethnic, linguistic, religious, ideological and regional conflicts.religious, ideological and regional conflicts.

• The conflict situation in Cameroon is The conflict situation in Cameroon is further compounded by further compounded by unemployment, poverty, ethnic and unemployment, poverty, ethnic and regional loyalties, corruption, regional loyalties, corruption, favouritism, nepotism and constant favouritism, nepotism and constant election manipulation and rigging, election manipulation and rigging, hence potentially conflictual.hence potentially conflictual.

• Internal cohesion and sustainable Internal cohesion and sustainable development in Cameroon is development in Cameroon is threatened!!! threatened!!!

5:5: RecommendationsRecommendationsa) a) Government and Education AuthoritiesGovernment and Education Authorities

• The government should provide effective The government should provide effective legislative dispositions for the teaching legislative dispositions for the teaching of peace education in all secondary of peace education in all secondary schools and colleges in Cameroonschools and colleges in Cameroon

• Peace-builders should be trained. Peace-builders should be trained.

• The current curriculum on peace and The current curriculum on peace and citizenship education should be citizenship education should be reviewed. reviewed.

Cont.Cont.• There should be Constitutional recognition, There should be Constitutional recognition,

acceptance, toleration and protection of acceptance, toleration and protection of differences and minoritiesdifferences and minorities

• Historical facts and figures should not be Historical facts and figures should not be distorted for selfish reasons. distorted for selfish reasons.

• Government should encourage inclusive Government should encourage inclusive education, with specific attention on the girl child education, with specific attention on the girl child and children living with disabilities.and children living with disabilities.

• The government should harmonise the The government should harmonise the programmes of the Anglophone and Francophone programmes of the Anglophone and Francophone sub-systems of education. sub-systems of education.

• Teacher-training institutes should establish Teacher-training institutes should establish special faculties or departments for the training of special faculties or departments for the training of specialized teachers on peace education. specialized teachers on peace education.

Cont.Cont.

• Teachers and researchers should be Teachers and researchers should be encouraged to do keen research work encouraged to do keen research work and publish findings on peace and publish findings on peace education. education.

• Students should be made to take the Students should be made to take the subjects more seriously by making the subjects more seriously by making the subject have the same coefficient with subject have the same coefficient with the other regular subjects. the other regular subjects.

• The subject be taught from Forms One The subject be taught from Forms One to Upper Sixth to Upper Sixth

Cont.Cont.• It should be evaluated in major public It should be evaluated in major public

examinations like the General Certificate examinations like the General Certificate of Education Examination (GCE) and the of Education Examination (GCE) and the Baccalauriat Baccalauriat for Francophone examination.for Francophone examination.

• For greater internal cohesion and harmony For greater internal cohesion and harmony in Cameroon: in Cameroon:

• Genuine dialogue,Genuine dialogue,

• Parity of Anglo-Saxon and French legacies, Parity of Anglo-Saxon and French legacies,

• There should be effective Unity in diversity There should be effective Unity in diversity in the country.in the country.

• Effective decentralization of power. Effective decentralization of power.

• There should be a balanced There should be a balanced development policy for all the development policy for all the regions of the country in order to regions of the country in order to share the national cake. share the national cake.

• Democracy should be contextualized Democracy should be contextualized based on local realities.based on local realities.

b) NGOs, the National and International Communitiesb) NGOs, the National and International Communities

• NGOs, the national and international NGOs, the national and international community should be interested in effective community should be interested in effective peace education (formal and informal). peace education (formal and informal).

• National and international Non-National and international Non-Governmental organizations dealing in Governmental organizations dealing in peace education should be encouraged to peace education should be encouraged to protect minorities, encourage tolerance and protect minorities, encourage tolerance and peaceful co-existence among the diverse peaceful co-existence among the diverse cleavages in the country.cleavages in the country.

• Peace should be supported and built Peace should be supported and built permanently through education in order to permanently through education in order to pre-empt conflicts.pre-empt conflicts.

Cont.Cont.

• With all these, it is believed, conflicts will be With all these, it is believed, conflicts will be reduced, stability ensured and the human reduced, stability ensured and the human rights situation improved.rights situation improved.

• This will encourage investment and This will encourage investment and sustainable development; reduce sustainable development; reduce unemployment and the poverty situation in unemployment and the poverty situation in the country.the country.

GOD BLESS CAMEROON AND AFRICA.GOD BLESS CAMEROON AND AFRICA. THANKS VERY MUCH!!!THANKS VERY MUCH!!!