Éducation inclusive et réinsertion scolaire des jeunes filles musulmanes de l’arrondissement de Yaoundé II

Abstract

Our study focuses on Inclusive Education and school reintegration for young Muslim girls in the Yaoundé II district. In approving the 1990 Jomtien Declaration, Cameroon, along with the international community, like all the other countries of Africa and indeed the whole world, wished to give priority to education without discrimination (Inclusive Education). It has expressed the need to design a quality basic education adapted to all social strata in order to eradicate illiteracy. However, after more than a decade and a half, primary and secondary school pupils are still experiencing a number of learning difficulties at school that could jeopardize Cameroon's chances of achieving the Jomtien objectives. These obstacles include discrimination in access to education between girls and boys in the Yaoundé II district. We are therefore interested in the completion and reintegration of young Muslim girls into secondary school, in the light of the disparities between men and women. Universal accessibility is an inclusive approach that takes into accounts the different needs and living conditions of individuals. In particular, it aims to ensure equitable use of the built environment. In this way, it enables everyone to carry out activities independently and achieve equivalent results. This is not the case in Muslim countries, particularly in the Yaoundé II district, where the education of young girls is conditioned by factors such as gender inequality, forced marriages, discrimination, and environmental, ethno-cultural, linguistic and religious diversity, all of which mean that the environment is not conducive to girls' access to education, which is an obstacle to guaranteeing everyone the basic conditions conducive to their development. To this end, a main question emerged, formulated as follows: To what extent does inclusive education have an impact on the school reintegration of young Muslim girls in the Yaoundé II district? To do this, we will use a mixed methodology with a quantitative and qualitative estimate. The general hypothesis of the study is: Ha: Inclusive education has an impact on the school reintegration of young Muslim girls in the Yaoundé II district. Ho: Inclusive education has no impact on the school reintegration of young Muslim girls in the Yaoundé II district. The linear correlations between access to quality education and school reintegration are statistically significant (P= 0.001 ≤ 0.05). The Pearson correlation coefficient r = 0.225 indicates that access to quality education and school reintegration are strongly and positively correlated (r = 0.225, P= 0.001 ≤ 0.05). This is also based on the fact that the significance level is 0.001, which is well below 0.05, (p), which is the standard margin of error: r = 0.225, P= 0.001 ≤ 0.05. This confirms the alternative hypothesis (Ha) while rejecting the null hypothesis (Ho). Thus, with a margin of error of 5%, HR1 is confirmed. This means that access to quality education can strongly contribute to inclusive education.