Gestion des déplacés internes et éducation de qualité dans la région du Centre Cameroun de 2017–2020.

Abstract

The issue addressed by this thesis is that of the establishment of quality education for IDS in a context of social crisis. This work aims essentially to make an evaluation of the actions carried out by the State of Cameroon in the process of setting up quality education for internally displaced students. We carried out a qualitative study having as study population the IDS of the bilingual establishments of the department of Mfoundi in Yaoundé and as sample the bilingual high schools of Etoug-ebe; Mendong; Essos; Ekounou and bilingual industrial and commercial technical school of yaoundé1. As collection tools, we used the semi-directive targeted interview guide. The approach of our work is exploratory and starts from a main question: how does the state manage to manage the internally displaced to produce a quality school? A provisional answer to this question amounts to saying that, the strategies deployed by the state of Cameroon for the benefit of internally displaced persons are based on a set of mechanisms that ensure the quality of their education. The present research was based on different theories, including social theory of education; the theory of humanitarian interventionism which shows the responsibility of the state towards the internally displaced; but above all, it was based in particular on the neo-institutional theory of Dimaggio and Powelle 1983. This theory was invoked with the aim of highlighting the influence that the organizational environment, but also society (within the framework of our study), on an institution therefore here, on the school. The results of this study show that the mechanisms put in place by the State in the process of setting up quality education are of different orders (normative, mimetic, and coercive). The devices, although important, are not sufficient, resulting in various shortcomings.