Pesanteurs socio-économiques et décadence de l’Enseignement Secondaire au Sud Cameroun. Étude menée dans l’Arrondissement de Sangmélima

Abstract

The present study starts from a fairly significant contrast. Indeed, in a global context marked by the quest for academic excellence and the search for quality education, the Cameroonian State has subscribed to the principles adopted by the international community, and has undertaken strong actions to guarantee the quality of teacher training and education. But notwithstanding these efforts made by the government and its partners in the search for appropriate solutions to the multiple problems that hinder the development of education, the education system in Cameroon is experiencing a real crisis. Indeed, children do not have access to quality education, the rise of the phenomenon of cheating during exams, the blunting of the professional conscience of teachers, the general decline in the level of students. This observation allowed us to pose the problem of the decadence of secondary education in the Southern Region of Cameroon and to formulate the following research question: What significant link exists between socio-economic burdens and the decadence of secondary education in the Southern Region? To answer this question, we have formulated the following general hypothesis: socio-economic constraints have a significant influence on the decadence of secondary education in Southern Cameroon. This has been operationalized in three secondary hypotheses: HR1: The standard of living of parents has a significant influence on the decadence of secondary education in Southern Cameroon. HR1: The economic activities of students have a significant influence on the decadence of secondary education in Southern Cameroon. RH3: The working conditions of teachers have a significant influence on the decadence of secondary education in Cameroon. We adopted a quantitative approach using a 23-item questionnaire to collect data on a sample of 100 subjects. After analyzing the data collected using the Chi-square, all our hypotheses were confirmed. We have not failed to make proposals aimed at improving the quality of education in our country.