The permanent shortage of teaching staff observed in public nursery and primary schools in Cameroon, notwithstanding the successive recruitments made from 2006 to date, has created a challenge related to the rational management of both existing teachers and those to be recruited.
Today, with the effective start of activities of the new recruitment program for Teachers in Cameroonian public primary schools with the help of Technical and Financial Development Partners, the Government has concluded a reform support agreement with the World Bank. through the establishment of the Support Program for the Reform of Education in Cameroon (PAREC). It is urgent to base the fundamentals on the reforms deemed a priority by the Government of the Republic, in particular the development of a fixing mechanism for recruited teachers in order to ensure continuous supervision of students thanks to their stability in their post. job.
In order to avoid the shortcomings observed in the management of teaching staff recruited in previous editions, which justify both their instability at the recruiting station and their permanent mobility at the place of service; inadequacies having also contributed to emptying rural areas in favor of urban areas, it became necessary to establish a strategy for the management of recruited personnel that takes into account the specificities of the country, the regulations in force and the new options for steering of public policies of which decentralization is a major orientation. Specific features to be taken into account in achieving the targets for improving the student supervision rate, which should drop from 43% in 2019 to 95% in 2023.
The first milestone of this stage was passed on May 26, 2020, with the signing by the Minister of Basic Education, after approval by the Prime Minister's services, of decision No. 02-79 / MINEDUB / SG / DRH on recruitment of 3000 teachers. CAPIEMP holders (for the promotion from 2014 to 2016)
The second step, by far the most important, is the deployment of these recruits in the schools previously identified, because of their characteristics. These are schools with more than one hundred (100) students supervised by less than three (03) teachers.