In Cameroon, the teaching profession is losing confidence
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Loading... - Deborah Baah
- 05 Jun 2023
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The plight of Cameroonian teachers has undergone significant changes, mirroring the country's economic situation, and unfortunately, it has taken a turn for the worse. Historically, from 1960 to 1984, teachers enjoyed improving living and working conditions. However, since 1993, when the first structural adjustment program (SAP) was implemented in Cameroon, their circumstances have deteriorated. As a result, the teaching profession has become a temporary stopgap, a transitional phase for those awaiting better opportunities.
A Decline Unveiled
Cameroonian teachers receive their training in teacher training colleges, and the duration of their studies varies based on their educational level upon entry. Prior to 1987, all graduates from teacher training colleges were automatically integrated into the civil service. These new recruits were provided with a significant relocation allowance to assist them in moving to their place of employment. During the initial three months after their assignment, they received an advance on their salary while awaiting the completion of their integration process. Teachers were also entitled to respite fees for annual leave, and those posted to the northern region of the country received air tickets for themselves and their families. Corruption was minimal, and promotions or salary increases were not obtained through favoritism but were rather automatic. It was an era regarded as the golden age of education.
However, everything changed abruptly in 1993 with the introduction of structural adjustment programs (SAPs). Civil servants experienced a 20% salary reduction in January 1993, followed by an additional 50% cut in January 1994. In 1995, funding for teacher training colleges was discontinued. Newly trained teachers were no longer guaranteed integration into the civil service and were forced to seek employment in private schools or await potential recruitment by the government. In the latter case, teachers recruited by the state were given the status of "vacataire," receiving a monthly payment of 40,000 francs for nine months, which corresponded to the duration of the school year, excluding annual leave. Eventually, their status would change, transitioning into contractual staff. Consequently, these teachers obtained a registration number and became eligible for the same bonuses as civil servant teachers but received a lower basic salary.
Trade Unions and Social Movements in Action
In response to mounting pressure from unions, a decision was made in December 2016 to gradually integrate contractual staff into the civil service through a phased recruitment process. However, due to the severe salary cuts experienced by contractual staff, they have fallen victim to the corrupt practices embedded within the bureaucracy overseeing the integration process. Delays in processing their files have become the norm, with the intention of pressuring individuals to offer bribes or engage in similar practices. Currently, it takes a minimum of two years to complete the integration process. In order to expedite file processing, negotiations for retroactive pay related to promotions or reclassifications are conducted, resulting in a reduced payment of 30%. Meanwhile, young colleagues are compelled to attend all their classes under the threat of sanctions. Notably, among the students who leave schools to directly enter the civil service, only teachers encounter such obstacles. Other students belong to institutions that supply personnel to the repressive apparatus of the State, such as the Inter-Armed Forces Military School, the National School of Administration and Magistracy, and the National Police Academy.
These obstacles explain the recurring demands from trade unions and the sporadic movements by groups like the "outraged" (les indignés) in 2017 and 2018, who demanded the prompt completion of their integration files. Likewise, the "enough is enough" movement in 2022 mobilized not only teachers awaiting their salary payments but also staff with over 20 years of service who had not received their retroactive pay for salary grade increases. The strike endured for more than a month and concluded with negotiations leading to the gradual settlement of the debt.
Significant Impact on Working Conditions
The working environment of teachers, directly affected by the structural adjustment programs, contributes to the discontent within the profession. Teaching in remote rural areas necessitates sacrifices for teachers and their families. Basic social infrastructure is lacking, housing conditions are often inadequate, and access to information and communication technology (ICT) remains a challenge. Furthermore, due to a shortage of teaching staff, those already in place are required to teach subjects they did not study in their teacher training colleges or universities, leading to an increased workload.
It is also worth noting that some colleagues spend more than a decade away from their families without being transferred or granted the opportunity to reunite with their loved ones, as stipulated by the Civil Service Regulations. In urban areas, the situation is slightly better due to the availability of infrastructure, additional income opportunities, and possibilities for family development. While there is no general shortage of teaching staff, and the number of teaching hours is decreasing, class sizes often exceed 80 students, resulting in an increased workload in terms of discipline and grading students' work.
Lackluster Career Prospects
The current situation regarding career progression is far from satisfactory. The job profile that defines the specific status of educators is often disregarded during appointments, and a clear career progression framework is nonexistent. Assignments and appointments are made based on subjective criteria that have little to do with the service's actual needs. The frustrations stemming from this mismanagement have a devastating effect on morale.
Seeking a Path Out of the Crisis
The resolution to these myriad issues lies in organizing the National Education Forum. In light of this, trade unions have collected data and formulated proposals to place schools at the heart of social activities. Key aspects of the educational revival we aspire to include increased funding for education, the establishment of a well-defined career and job profile, substantial bonuses, and redefining the role of teaching staff in the formulation of education policies.
