Education
All children, no matter where they live or what their circumstances, have the right to quality education. See how UNICEF in Cameroon supports children so they can attend school and learn.
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The challenges
More than 1.5 million school-age children (four to seventeen years old) are in need of education assistance due to crises in the North West and South West (865,029 children), the Coast and West (67,433 children) and the Far North (564,091 children), where some 1,126,007 pupils (with 12,000 teachers) urgently need access to education services.
UNICEF Cameroon addresses issues such as inadequate infrastructure, gender disparities and social barriers to promote a safe learning environment. UNICEF aims to improve access to quality and inclusive education for school-aged children in crisis-affected communities, including internally displaced persons, refugees and children with disabilities.
UNICEF rehabilitates schools, supports digital learning to bridge the digital divide and implements protection measures against violence and early marriage. It also focuses on improving learning outcomes through teacher training and the distribution of learning materials, while building local capacity for effective education planning and coordination.
Over 1.5 million school-aged children (four to seventeen years) need educational assistance.
1. Access to education-related problems
The problems are more pronounced in rural and crisis-affected areas, where children face geographical and economic barriers that prevent them from accessing quality and inclusive education. Children with disabilities also face challenges, as schools often lack an enabling environment: infrastructure or trained staff to support learning. The shift to online learning during the COVID-19 pandemic highlighted an existing digital divide; many children in low-income and rural communities do not have access to the necessary technology or internet, making it difficult for them to participate in distance learning. In addition, many children do not have official birth certificates, making it difficult for them to enrol in school and access related services, especially among vulnerable populations. Cultural practices such as early marriage and pregnancy also create significant barriers for girls, often leading to them dropping out of school. To truly improve educational opportunities in Cameroon, it is essential to address these challenges with compassion and commitment.
In the Far North, UNICEF is one of the main actors in the region, which continues to be severely affected by the floods. As of 11 November, 448,164 people (64,122 households) were affected, with 84,000 new arrivals since 19 September. More than 98% of those affected are in the departments of Logone et Chari and Mayo-Danay. Some 262 schools have been flooded, affecting 152,376 children under the age of 5. The government, local authorities/elites and various humanitarian organisations are assisting the victims.
2. Quality education challenges
High levels of poverty in many of Cameroon's 10 regions make it difficult for families to afford the necessary educational materials for their children, which is one of the factors leading to increased dropout rates and reduced school attendance. Gender disparities exacerbate the situation, with girls often facing barriers to education that boys do not, particularly in rural and marginalised communities. In addition, the lack of inclusive educational resources for children with disabilities has historically left many of these students without access to quality and disability-friendly education. Ineffective school governance, characterised by inadequate training for school management committees, has hindered local accountability and the ability to effectively address school and community needs. In addition, teacher training and development have not kept pace with the demands of modern pedagogy, limiting the effectiveness of teaching practices in the classroom.
3. Governance
In 2024, with critical support from UNICEF and key partners, including the World Bank and UNESCO, significant progress was made in strengthening Cameroon's education system. UNICEF's key contributions were instrumental in the finalisation of a gender-responsive Education Sector Plan (ESP) for 2023-2030 and the validation of the National Policy Document on Inclusive Education. Its pivotal role in advocating for the finalisation of the ESP and the development of the Partnership Compact underscores the indispensability of UNICEF's support.
UNICEF has also advocated for data-driven analysis and strategic support by collecting data on enrolment and dropout rates to identify disparities in access to quality education, particularly in marginalised communities. For example, through the Safe Schools Declaration, UNICEF is working with Plan International to protect children's rights during emergencies and prevent attacks on students at school and on the way to school. This framework not only emphasises the importance of safety in education, but also informs policy-making aimed at creating safe learning environments.
UNICEF helps ensure that all children, especially those in rural and conflict-affected areas, have access to a safe and quality education. We work with government officials, educators and NGOs to address barriers such as inadequate infrastructure and teacher shortages. For example, by facilitating teacher training and advocating for the construction of new inclusive and gender-sensitive classrooms and latrines.
In addition, UNICEF emphasises inclusive education policies that address the needs of children with disabilities and those from disadvantaged backgrounds. By using data that highlights the specific challenges faced by these groups, UNICEF drives targeted interventions that support equitable access to education: for example, in 2024, the Government of Cameroon validated the inclusive education package for children with disabilities.
4. Education under attack
Children in crisis-affected areas such as Cameroon face various forms of violence, including abuse, exploitation and bullying, which make schools unsafe and create fear and stress that reduce their engagement in learning. The psychological effects of this violence and trauma can hinder a child's ability to succeed in school, so it is important to provide mental health resources to help them cope and thrive. In addition, gender-based violence and discrimination in educational settings create an unsafe environment for girls and discourage them from attending school. To promote equity, it is critical to develop supportive and gender-responsive learning spaces that can help all children. Addressing these issues can guide effective interventions as part of a multi-year resilience plan, leading to safer and more inclusive educational environments.
1.9 million school-age children require educational support according to the Humanitarian Response Plan (HRP)
The solutions
What solutions do we provide for vulnerable children?
Our response to Education in Emergencies:
Temporary Learning Spaces (TLS)
UNICEF has implemented targeted interventions to improve access to education for out-of-school children and those who have never attended school, particularly in crisis-affected regions such as the North-West, South-West, Far North, and East of Cameroon. The primary goals of these initiatives are to increase enrollment rates and reduce educational inequalities, with a special focus on girls.
These regions are grappling with severe attacks on educational institutions and widespread displacement due to insecurity. UNICEF has established temporary learning spaces (TLS) to provide children in crisis zones with the opportunity to continue their education. These learning environments are crucial for ensuring that children displaced by violence can engage in structured learning.
Accelerated Education Curriculum (CARED)
In the Far North and North regions for instance, which are significantly impacted by the Lake Chad Basin crisis and climate change (particularly recurrent flooding), UNICEF has not only constructed additional temporary learning spaces (TLS) but has also implemented the Accelerated Education Curriculum (CARED). This program has successfully enabled 7,665 children (54% boys and 46% girls), to re-enter formal education in 2024. To meet the immediate educational needs of displaced populations, UNICEF has also provided essential teaching and learning materials.
Radio Education Program (REP)
To address the issue of children unable to attend school, UNICEF launched the Radio Education Program (REP), which utilizes recorded lesson audio to provide accessible learning opportunities. This initiative successfully reached 29,283 children (46% boys and 54% girls), offering a flexible and safe alternative to traditional schooling in conflict-affected areas. The innovative use of radio education illustrates the potential for flexible learning solutions in regions facing violence and instability.
The success of these initiatives (TLS, CARED and REP) is further bolstered by strong partnerships with local authorities and civil society organizations, which are essential for ensuring the long-term impact and sustainability of UNICEF’s efforts. Gender-transformative programming ensures that girls who are often exposed to more vulnerable situations are prioritized in all interventions.
In 2024, these targeted actions and collaborations resulted in tangible and transformative progress, granting thousands of out-of-school and vulnerable children access to education. Particularly in the North-West and South-West regions, which have been severely affected by attacks on educational institutions and widespread displacement, the REP has provided a vital learning resource.
Psychosocial Support (PSS) and Conflict and Catastrophe Risk Reduction (CCRR)
From 2022 to 2024 over 1,185,826 teachers were trained in Psychosocial Support (PSS) and Conflict and Catastrophe Risk Reduction (CCRR), and 6,953 teachers, supervisors, and parents received skills training in WASH in schools, HIV/AIDS, gender, positive parenting, non-violence, innovation, and 21st-century skills. The active engagement of children and the dedication of teachers and parents to transformative education ensured that 100% of targeted girls and boys remained in education from 2022 to 2024.
Cluster Coordination
To improve the quality and timely education response to the complex and protected crises in Cameroon, UNICEF continued coordinating humanitarian interventions in education. An Overview of the Humanitarian Needs and Humanitarian Response Plan for 2025 was developed by working alongside OCHA. In 2024, UNICEF was also on the frontline along with the Global Education Cluster and Plan International, training 45 actors in crisis-affected regions on Rapid Response Mechanisms with the development of education response plans.
Protective Learning Environment (PLE)
The participatory development of the Protective Learning Environment (PLE) strategy highlights the crucial role music plays in children's education. The ongoing I am music programme is in line with this recognition and aims to enhance life skills while promoting school attendance and improving retention. Adopting a girl-centred approach to address the lack of progress in girls' rights, the programme has successfully implemented the El Sistema methodology in three pilot music centres, enhancing children's life skills through collaborative singing and playing. In doing so, the programme aims to unlock their potential, encourage personal growth and guide them to make positive life choices, diverting them from risky situations and facilitating family and community networking. Children who participate in music activities find a supportive environment that extends beyond the classroom and positively influences their social interactions in the wider community, reducing aggression and increasing self-control, confidence and self-esteem, building teamwork, discipline and respect.
Music, as part of Cameroonian culture, transcends cultural boundaries, making UNICEF's I am music programme a powerful tool for Ministries of Education to promote the growth and development of Cameroonian children practically and gently. Based on the co-creation process that the programme advocates, there is a strong institutionalisation and ownership of the programme within the education system, as it is integrated into the music curriculum of teacher training colleges. The El Sistema methodology, the child rights approach and musical pedagogy have been included in the mandatory curriculum for teachers, and all music teachers in the country have been trained in the child rights approach, the El Sistema methodology and musical pedagogy.
Ownership by government partners, beneficiaries and artists, respect for cultural specificities, the pilot phase and the promotion of co-creation and a bottom-up participatory process with the main beneficiaries of the programme (namely adolescent girls and boys) contribute to the successful adoption and eventual scaling-up of the programme.
Coordination
In 2024, UNICEF, in collaboration with key partners including the World Bank and UNESCO, made significant progress in strengthening Cameroon's education system through the finalisation of a gender-responsive Education Sector Plan (ESP) for 2023-2030 and the validation of the National Policy Document on Inclusive Education. UNICEF played a key role in advocating for the finalisation of the ESP and the development of the Partnership Compact. UNICEF's data-driven approach provided the government with accurate evidence to support evidence-based decision-making and responsive education strategies. This advocacy ensured that the education sector received the attention and resources it needed. By leveraging partnerships with the World Bank, UNESCO and other agencies, UNICEF facilitated strategic dialogue and collaboration that was critical to overcoming bottlenecks and achieving the goals set. The achievements of 2024 have led to systematic and transformative progress towards equitable access to quality education in Cameroon. The completion of the ESP and the validation of the National Inclusive Education Policy have addressed key bottlenecks and ensured that children, especially those with disabilities, have better access to education. Coordinated efforts at the community level through the Education Cannot Wait Multi-Year Resilience Programme have further strengthened the link between national policy and on-the-ground interventions, promoting a more inclusive and effective education system.
UNICEF's capacity-building and systems-strengthening efforts have been instrumental in improving the governance and coordination of the education sector. This included strengthening sector dialogue and guiding the sector to follow up on the commitments made at the Education for Transformation Summit. In addition, UNICEF continued to support high-level training at the International Institute for Educational Planning (IIEP - UNESCO), where seven government staff strengthened their skills for effective education system planning and monitoring. UNICEF ensured the participation of high-level government officials in key international meetings on education (the 1st African Union Pan-African Conference on Girls' and Women's Education in Ethiopia, the Africa Foundational Learning Exchange in Rwanda and the Continental Education Conference in Mauritania).
Special operation to register birth certificates
UNICEF, in collaboration with the World Bank, supported the Ministry of Education in launching a special operation to register birth certificates for 48,000 primary school children. The presentation of this document is a mandatory requirement to sit for the end of primary school exams. This has improved both the attainment rate and the transition from primary to secondary school. UNICEF's strategic leadership and collaborative approach have been instrumental in achieving these results, demonstrating the power of partnerships and evidence-based strategies to transform the education sector for the benefit of all children in Cameroon.