{"id":497,"date":"2026-02-16T01:43:00","date_gmt":"2026-02-16T00:43:00","guid":{"rendered":"https:\/\/cregrisa.org\/?p=497"},"modified":"2026-02-16T01:45:55","modified_gmt":"2026-02-16T00:45:55","slug":"la-question-des-revendications-perpetuelles-des-enseignants-au-cameroun-difficultes-conjoncturelles-ou-consequences-de-la-defaillance-du-projet-educatif-du-renouveau-1990-2023","status":"publish","type":"post","link":"https:\/\/cregrisa.org\/?p=497","title":{"rendered":"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ?"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"497\" class=\"elementor elementor-497\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2a88267b e-flex e-con-boxed e-con e-parent\" data-id=\"2a88267b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-20b89fd0 elementor-widget elementor-widget-heading\" data-id=\"20b89fd0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-50dcf817 elementor-widget elementor-widget-text-editor\" data-id=\"50dcf817\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>PAR <strong>LONGMENE FOPA Arnaud<\/strong> Universit\u00e9 de Dschang (Cameroun) Email : arnaudfopa729@gmail.com &amp; <strong>PETEPTIATSOP Udice Mabelle<\/strong> Universit\u00e9 de Dschang (Cameroun) Email : upeteptiatsop@gmail.com<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7ba574be elementor-widget elementor-widget-text-editor\" data-id=\"7ba574be\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><strong>R\u00e9sum\u00e9<\/strong> : Cette \u00e9tude vise \u00e0 montrer que malgr\u00e9 sa diversit\u00e9 culturelle, le Cameroun assiste impuissamment \u00e0 la d\u00e9gradation de son syst\u00e8me \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990. Si certains analystes greffent cette d\u00e9faillance \u00e0 la situation \u00e9conomique critique du pays, d\u2019autres pointent du doigt les politiques \u00e9ducatives mises sur pied par le r\u00e9gime au pouvoir. Cette r\u00e9flexion essaie de questionner la gouvernance \u00e9ducative au Cameroun pour comprendre les tares qui ont g\u00e9n\u00e9r\u00e9 les crises multiformes dans le secteur \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990 jusqu\u2019en 2023. Notre interrogation est celle de savoir si les gr\u00e8ves perp\u00e9tuelles observ\u00e9es dans le corps de l\u2019\u00e9ducation sont une cons\u00e9quence de la d\u00e9faillance du projet \u00e9ducatif du renouveau ou des crises politiques et \u00e9conomiques observ\u00e9es depuis 1990 ? Dans une perspective historique, pluridisciplinaire et une approche m\u00e9thodologique qui associe l&#8217;exploitation des sources orales et \u00e9crites \u00e0 la sociohistoire, il ressort que depuis le d\u00e9but des ann\u00e9es 1990, la d\u00e9gradation des conditions de vie du personnel enseignant, cons\u00e9cutive \u00e0 la chute des salaires, a contribu\u00e9 \u00e0 accentuer des revendications dans le corps \u00e9ducatif national occasionnant une paralysie des activit\u00e9s p\u00e9dagogiques dans ce secteur fortement sensible.\u00a0<\/p><p><b>Mots-cl\u00e9s : Cameroun, Education, Enseignant, Perp\u00e9tuel, Renouveau Revendication.<\/b><\/p><p><strong> Abstract<\/strong> : This study aims to show that despite of the cultural diversity, Cameroon assisted with impotence to the degradation of its education system since the early 1990s. If some analysts are grafting this failure to the country\u2019s critical economic situation, others point to the country educational set up by the power regime. This reflection aims to question educational governance in Cameroon to understand the defects which have generated the multifaceted crises in the educational sector from the beginning of the 1990s until 2023. Our question is to know if the perpetual strikes observed in the education sector result from the failure of educational project for the renewal or political and economic crises observed in Cameroon since 1990. In a historical, multidisciplinary perspective and a methodological approach that combines the exploitation of oral and written sources with socio-history, it appears that since the early 1990s, the deterioration of the living conditions of the teaching staff, following the fall in wages contributed to accentuated claims in the national education body causing paralysis of educational activities in this highly sensitive sector:\u00a0<\/p><p><b>Keys-words : Perpetual claims, teachers, educational project, renewal, Cameroon<\/b><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-39521043 elementor-widget elementor-widget-button\" data-id=\"39521043\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"https:\/\/cregrisa.org\/wp-content\/uploads\/2026\/02\/MOOUTUREPOLITOSCOPE4-LONGMENE.pdf\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-icon\">\n\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-far-file-pdf\" viewBox=\"0 0 384 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M369.9 97.9L286 14C277 5 264.8-.1 252.1-.1H48C21.5 0 0 21.5 0 48v416c0 26.5 21.5 48 48 48h288c26.5 0 48-21.5 48-48V131.9c0-12.7-5.1-25-14.1-34zM332.1 128H256V51.9l76.1 76.1zM48 464V48h160v104c0 13.3 10.7 24 24 24h104v288H48zm250.2-143.7c-12.2-12-47-8.7-64.4-6.5-17.2-10.5-28.7-25-36.8-46.3 3.9-16.1 10.1-40.6 5.4-56-4.2-26.2-37.8-23.6-42.6-5.9-4.4 16.1-.4 38.5 7 67.1-10 23.9-24.9 56-35.4 74.4-20 10.3-47 26.2-51 46.2-3.3 15.8 26 55.2 76.1-31.2 22.4-7.4 46.8-16.5 68.4-20.1 18.9 10.2 41 17 55.8 17 25.5 0 28-28.2 17.5-38.7zm-198.1 77.8c5.1-13.7 24.5-29.5 30.4-35-19 30.3-30.4 35.7-30.4 35zm81.6-190.6c7.4 0 6.7 32.1 1.8 40.8-4.4-13.9-4.3-40.8-1.8-40.8zm-24.4 136.6c9.7-16.9 18-37 24.7-54.7 8.3 15.1 18.9 27.2 30.1 35.5-20.8 4.3-38.9 13.1-54.8 19.2zm131.6-5s-5 6-37.3-7.8c35.1-2.6 40.9 5.4 37.3 7.8z\"><\/path><\/svg>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">T\u00e9l\u00e9charger l'article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Cette \u00e9tude vise \u00e0 montrer que malgr\u00e9 sa diversit\u00e9 culturelle, le Cameroun assiste impuissamment \u00e0 la d\u00e9gradation de son syst\u00e8me \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990. Si certains analystes greffent cette d\u00e9faillance \u00e0 la situation \u00e9conomique critique du pays, d\u2019autres pointent du doigt les politiques \u00e9ducatives mises sur pied par le r\u00e9gime au pouvoir. Cette r\u00e9flexion essaie de questionner la gouvernance \u00e9ducative au Cameroun pour comprendre les tares qui ont g\u00e9n\u00e9r\u00e9 les crises multiformes dans le secteur \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990 jusqu\u2019en 2023. Notre interrogation est celle de savoir si les gr\u00e8ves perp\u00e9tuelles observ\u00e9es dans le corps de l\u2019\u00e9ducation sont une cons\u00e9quence de la d\u00e9faillance du projet \u00e9ducatif du renouveau ou des crises politiques et \u00e9conomiques observ\u00e9es depuis 1990 ? Dans une perspective historique, pluridisciplinaire et une approche m\u00e9thodologique qui associe l&#8217;exploitation des sources orales et \u00e9crites \u00e0 la sociohistoire, il ressort que depuis le d\u00e9but des ann\u00e9es 1990, la d\u00e9gradation des conditions de vie du personnel enseignant, cons\u00e9cutive \u00e0 la chute des salaires, a contribu\u00e9 \u00e0 accentuer des revendications dans le corps \u00e9ducatif national occasionnant une paralysie des activit\u00e9s p\u00e9dagogiques dans ce secteur fortement sensible.<\/p>\n","protected":false},"author":1,"featured_media":454,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[21],"tags":[],"class_list":["post-497","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-novembre-2024"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ? - Cregrisa<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cregrisa.org\/?p=497\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ? - Cregrisa\" \/>\n<meta property=\"og:description\" content=\"Cette \u00e9tude vise \u00e0 montrer que malgr\u00e9 sa diversit\u00e9 culturelle, le Cameroun assiste impuissamment \u00e0 la d\u00e9gradation de son syst\u00e8me \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990. Si certains analystes greffent cette d\u00e9faillance \u00e0 la situation \u00e9conomique critique du pays, d\u2019autres pointent du doigt les politiques \u00e9ducatives mises sur pied par le r\u00e9gime au pouvoir. Cette r\u00e9flexion essaie de questionner la gouvernance \u00e9ducative au Cameroun pour comprendre les tares qui ont g\u00e9n\u00e9r\u00e9 les crises multiformes dans le secteur \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990 jusqu\u2019en 2023. Notre interrogation est celle de savoir si les gr\u00e8ves perp\u00e9tuelles observ\u00e9es dans le corps de l\u2019\u00e9ducation sont une cons\u00e9quence de la d\u00e9faillance du projet \u00e9ducatif du renouveau ou des crises politiques et \u00e9conomiques observ\u00e9es depuis 1990 ? Dans une perspective historique, pluridisciplinaire et une approche m\u00e9thodologique qui associe l&#039;exploitation des sources orales et \u00e9crites \u00e0 la sociohistoire, il ressort que depuis le d\u00e9but des ann\u00e9es 1990, la d\u00e9gradation des conditions de vie du personnel enseignant, cons\u00e9cutive \u00e0 la chute des salaires, a contribu\u00e9 \u00e0 accentuer des revendications dans le corps \u00e9ducatif national occasionnant une paralysie des activit\u00e9s p\u00e9dagogiques dans ce secteur fortement sensible.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/cregrisa.org\/?p=497\" \/>\n<meta property=\"og:site_name\" content=\"Cregrisa\" \/>\n<meta property=\"article:published_time\" content=\"2026-02-16T00:43:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-02-16T00:45:55+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/cregrisa.org\/wp-content\/uploads\/2026\/02\/Capture-decran_16-2-2026_1514_.jpeg\" \/>\n\t<meta property=\"og:image:width\" content=\"688\" \/>\n\t<meta property=\"og:image:height\" content=\"732\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"cregrisa\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"cregrisa\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"3 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/cregrisa.org\\\/?p=497#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/cregrisa.org\\\/?p=497\"},\"author\":{\"name\":\"cregrisa\",\"@id\":\"https:\\\/\\\/cregrisa.org\\\/#\\\/schema\\\/person\\\/72716895fa47a6b404387c770f473a17\"},\"headline\":\"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ?\",\"datePublished\":\"2026-02-16T00:43:00+00:00\",\"dateModified\":\"2026-02-16T00:45:55+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/cregrisa.org\\\/?p=497\"},\"wordCount\":479,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/cregrisa.org\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/cregrisa.org\\\/?p=497#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/cregrisa.org\\\/wp-content\\\/uploads\\\/2026\\\/02\\\/Capture-decran_16-2-2026_1514_.jpeg\",\"articleSection\":[\"Novembre 2024\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/cregrisa.org\\\/?p=497#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/cregrisa.org\\\/?p=497\",\"url\":\"https:\\\/\\\/cregrisa.org\\\/?p=497\",\"name\":\"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ? 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Si certains analystes greffent cette d\u00e9faillance \u00e0 la situation \u00e9conomique critique du pays, d\u2019autres pointent du doigt les politiques \u00e9ducatives mises sur pied par le r\u00e9gime au pouvoir. Cette r\u00e9flexion essaie de questionner la gouvernance \u00e9ducative au Cameroun pour comprendre les tares qui ont g\u00e9n\u00e9r\u00e9 les crises multiformes dans le secteur \u00e9ducatif depuis le d\u00e9but des ann\u00e9es 1990 jusqu\u2019en 2023. Notre interrogation est celle de savoir si les gr\u00e8ves perp\u00e9tuelles observ\u00e9es dans le corps de l\u2019\u00e9ducation sont une cons\u00e9quence de la d\u00e9faillance du projet \u00e9ducatif du renouveau ou des crises politiques et \u00e9conomiques observ\u00e9es depuis 1990 ? Dans une perspective historique, pluridisciplinaire et une approche m\u00e9thodologique qui associe l'exploitation des sources orales et \u00e9crites \u00e0 la sociohistoire, il ressort que depuis le d\u00e9but des ann\u00e9es 1990, la d\u00e9gradation des conditions de vie du personnel enseignant, cons\u00e9cutive \u00e0 la chute des salaires, a contribu\u00e9 \u00e0 accentuer des revendications dans le corps \u00e9ducatif national occasionnant une paralysie des activit\u00e9s p\u00e9dagogiques dans ce secteur fortement sensible.","og_url":"https:\/\/cregrisa.org\/?p=497","og_site_name":"Cregrisa","article_published_time":"2026-02-16T00:43:00+00:00","article_modified_time":"2026-02-16T00:45:55+00:00","og_image":[{"width":688,"height":732,"url":"https:\/\/cregrisa.org\/wp-content\/uploads\/2026\/02\/Capture-decran_16-2-2026_1514_.jpeg","type":"image\/jpeg"}],"author":"cregrisa","twitter_card":"summary_large_image","twitter_misc":{"Written by":"cregrisa","Est. reading time":"3 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/cregrisa.org\/?p=497#article","isPartOf":{"@id":"https:\/\/cregrisa.org\/?p=497"},"author":{"name":"cregrisa","@id":"https:\/\/cregrisa.org\/#\/schema\/person\/72716895fa47a6b404387c770f473a17"},"headline":"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ?","datePublished":"2026-02-16T00:43:00+00:00","dateModified":"2026-02-16T00:45:55+00:00","mainEntityOfPage":{"@id":"https:\/\/cregrisa.org\/?p=497"},"wordCount":479,"commentCount":0,"publisher":{"@id":"https:\/\/cregrisa.org\/#organization"},"image":{"@id":"https:\/\/cregrisa.org\/?p=497#primaryimage"},"thumbnailUrl":"https:\/\/cregrisa.org\/wp-content\/uploads\/2026\/02\/Capture-decran_16-2-2026_1514_.jpeg","articleSection":["Novembre 2024"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/cregrisa.org\/?p=497#respond"]}]},{"@type":"WebPage","@id":"https:\/\/cregrisa.org\/?p=497","url":"https:\/\/cregrisa.org\/?p=497","name":"LA QUESTION DES REVENDICATIONS PERPETUELLES DES ENSEIGNANTS AU CAMEROUN : difficult\u00e9s conjoncturelles ou cons\u00e9quences de la d\u00e9faillance du projet \u00e9ducatif du Renouveau (1990 2023) ? 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