Accompagnement socio-éducatif et accès à la terre : une approche de l’intervention dans la Communauté de Sa’a

Abstract

Access to land constitutes a central issue at the intersection of food security, socialjustice, and sustainable development, particularly in sub-Saharan Africa. This dissertation critically examines how socio-educational support can serve as a vector for land equity within the community of Sa’a (Cameroon), a space marked by profound asymmetries of access, especially to the detriment of women and youth. The chosen methodological approach is mixed, combining quantitative and qualitative tools (questionnaire and documentary analysis), and is grounded in the theoretical frameworks of empowerment, social justice, and inclusive land governance. Correlational and regression analyses highlight statistically significant links between the dimensions of socio-educational support educational guidance, social mediation, and awareness-raising activities and land access, with these variables explaining between 13.7% and 21.4% of the observed variance. These findings corroborate the research hypotheses and emphasize the structuring role of socio-educational support in strengthening individual capacities, peacefully regulating disputes, and fostering more transparent and equitable land governance. However, customary constraints, bureaucratic inertia, and the weak institutionalization of community conventions limit its effectiveness. The study concludes that socio-educational support, far from being a mere supplement, constitutes a strategic lever for inclusive land governance, provided it is coupled with structural reforms and effective recognition of legal pluralism.