Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation
- African Development Review , 32 : 327-337
Résumé
Abstract The objective of the article is to measure the impact in 2014 of school infrastructures on school completion in Cameroon's rural milieu. They are provided between 2002 and 2012 through a participatory development model that the National Community‐Driven Development Programme (NCDDP) is implementing in local governments to fight against school drop‐out, a major obstacle to education‐for‐all in Cameroon. Applying a triple difference to data from The fourth Cameroonian Household Survey (ECAM4), it emerges that with a classroom built or equipped, the number of years of completed schooling by children aged 2 to 6 in 2004 has increased on average by 0.004 compared to that of those aged 12 to 16 in 2004 who dropped out of school in the same year. This leads to recommendations to consolidate the participatory development model to ensure better results from the decentralization of education.
Mots-clés
school infrastructure, school completion, school dropout, education for all, participatory development, community-driven development, decentralization of education, local government, rural education, Cameroon