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« We Ring The Bell » (« Tirer la sonnette ») est une Campagne globale pour la promotion de l’Education Inclusive initiée par Liliane Fonds, un Organisme de soutien aux enfants handicapés. Depuis 2016, le Cameroun prend part à cette campagne de plaidoyer. Cette mobilisation a été instituée comme stratégie de sensibilisation et d’incitation de l’action publique en faveur de l’éducation des enfants handicapés. Jusqu’ici, plus de 120 000 décideurs ont déjà été mobilisés dans 102 pays, s’engageant à l’éducation des enfants handicapés. Cette mobilisation annuelle appelle tous les détenteurs de pouvoir à prendre les mesures nécessaires pour permettre aux enfants handicapés d’avoir accès à l’éducation.
Au niveau du Cameroun, depuis 2020, le MINAS a pris le leadership de l’initiative et l’organise désormais annuellement en collaboration avec la Cameroon Baptist Convention Health Services (CBC-HS) et les autres acteurs du système éducatif notamment les ministères en charge de l’éducation de base et de l’enseignement secondaire. Les activités entreprises comprennent des réunions de sensibilisation avec les détenteurs du pouvoir, des marches de sensibilisation dans les villes principales, une sensibilisation générale dans les médias, la signature d’un manifeste par les acteurs déclarant ou réaffirmant leur engagement en faveur de l’éducation inclusive des enfants handicapés. L’implication de haut niveau impulsée par le Ministre des Affaires Sociales a renforcé effectivement l’effort du pays vers la pleine inclusion au Cameroun conformément à l’ODD 4 qui prescrit de « Promouvoir l’éducation inclusive comme moyen clé pour réaliser le développement durable ». La campagne de 2021 s’inscrit dans une logique de pérennisation de la mobilisation.
Compte tenu du contexte lié à la pandémie du Coronavirus, la campagne de 2021 sera essentiellement virtuelle. Pour atteindre les objectifs visés, elle s’implémentera par le moyen des nouvelles technologies de l’information et de la communication.
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Selon les statistiques 2010 publié conjointement par l’OMS et la Banque Mondiale, un milliard de personnes vivent avec un handicap, soit environ 15% de la population mondiale. 90 % des enfants handicapés dans le monde ne sont pas scolarisés, ce qui représente environ 33 millions d’enfants en termes absolus. 9 enfants vivant avec un handicap ont des difficultés d’accès dans les écoles, la majorité de vit dans les régions les plus pauvres d’Afrique, d’Asie et d’Amérique latine. Plusieurs études montrent que des obstacles tels que les attitudes discriminatoires, les infrastructures inadaptées, l’environnement non inclusif, certaines formes de communications et les institutions contribuent largement à cet accès limité. Tous les programmes scolaires ne sont pas encore adaptés aux besoins des apprenants vivant avec un handicap. Les difficultés sociales et l’acceptation au sein des écoles et des communautés constituent toujours une limite pour l’éducation des enfants handicapés.
Au fil des ans, les ONG internationales ont travaillé avec les Gouvernements et les ONG locales pour surmonter ces obstacles grâce à un système éducatif inclusif dans de nombreux pays. Le fait qu’un objectif entier – ODD 4 soit consacré à l’accès à l’éducation pour tous, dans le cadre de l’objectif de développement durable des Nations Unies- est révélateur de la préoccupation mondiale.
Au Cameroun, une Enquête par grappes à indicateurs multiples (EDS-Mics) réalisée par l’INS (janvier-août 2011) estime la population des personnes handicapées à 5,4% de la population totale. Il importe de faire une analyse évaluative de l’implémentation politiques et actions stratégiques adossées sur le Document de Politique Nationale de protection des personnes handicapées assorti de son Plan d’action 2017-2021. Il en est également d’apprécier les indicateurs traceurs relatifs aux activités du Service de la Promotion de l’Education inclusive de la Direction de la Protection Sociale des personnes handicapées du MINAS, la création de 69 établissements scolaires pilotes développant une approche d’éducation intégrative ou inclusive et toutes les dispositions pertinentes prévues par le cadre juridique de protection des personnes handicapées en matière de soutien et mesures préférentielles accordées aux enfants handicapées ou ceux nés des parents handicapées en matière d’éducation adaptée à leurs types de déficiences.
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L’intensification de la mobilisation à travers la campagne annuelle « We Ring The Bell » (« Tirer la sonnette ») vise à impulser la mise en œuvre des stratégies innovantes pour optimiser et promouvoir l’accès des enfants handicapés à l’éducation, et contribuer ainsi à l’accélérer la réalisation de l’ODD 4 au Cameroun.
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- Engager les principaux décideurs à renforcer leur engagement en faveur de l’éducation des apprenants vivant avec un handicap.
- Sensibiliser le grand public sur la nécessité et les bénéfices d’éduquer équitablement tous les enfants sans discrimination.
- Faciliter le partage d’expériences entre acteurs des différents pays en matière d’éducation inclusive.
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Sous la coordination générale de Madame le Ministre des Affaires Sociales, l’événement sera organisé conjointement par le MINAS, le MINEDUB et le MINESEC avec le soutien technique et financier de la Cameroon Baptist Convention Health Services (CBC-HS).
Une Equipe Consultative Centrale comprenant les représentants des départements ministériels et institutions citées supra sera mise en place sous le leadership technique du Programme EDIDP de la CBC-HS pour coordonner la mise en œuvre du cadre opérationnel.
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L’équipe de d’organisation retournera auprès des principaux détenteurs de pouvoir engagés avant et pendant la campagne pour poursuivre les discussions menant à des actions concrètes aux niveaux central, régional et local. Le suivi au-delà de la campagne a été soigneusement pris en compte dans le plan de travail de la campagne 2021.
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Un Rapport Général et complet sera produit à la fin et partagé avec les différents partenaires et parties prenantes
Frequently asked questions
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- This is a campaign that takes place in some 120 countries in Africa, Asia and Latin American each year and seeks to draw public attention, but most especially the attention of power holders on the need to improve access to education for Children with disabilities.
- So far more than 120,000 decision-makers have already been mobilized in those countries who committed to take action towards the education of children with disabilities.
- Cameroon joined in the Campaign in 2016 through the Cameroon Baptist Convention Health Services (CBCHS) and since then the campaign is gradually gaining ground in the country.
- This 2021, MINAS is leading the organisation of the campaign with the Ministry of Basic Education, and the Ministry of Secondary Education in collaboration with CBCHS, the Liliane Fonds, implementing Partner Organizations and other actors in the education system. WRTB is a strategy to improve the country’s performance under UN’s SDG4 which calls on countries to promote Inclusive Education as key means to realize sustainable development.
- Due to the COVID 19 health crisis, the 2021 campaign will be purely virtual and will rely on new technologies to achieve its objectives
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- There is a significant imbalance between children without disabilities compared to Organisations who have access to education. While over 95% of children without disabilities have access to education, over 90% of their peers with disabilities have never seen the four walls of a classroom. In other words only 1 out of 10 children with disabilities has access to education in our country.
- Factors that contribute to this inequality are negative attitudes, curriculum that is not adapted, environment (not accessible), and transport system not adapted.
- Worse, the 2010 law on disability and its 2018 decree of application, which are intended to bridge these gaps, is also poorly known by many and hence unevenly implemented.
- The result is 90% children with disabilities continue to be denied access to education.
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- The General public:
- To desist from stigmatizing and discriminating against children with Disabilities.
- Encourage parents who have Organisations to send the children to school.
- Parents of children with disabilities:
- Some feel ashamed or think that educating their children is a waste of time and resources (e.g cases of children locked up in homes or not sent to school)
- There are countless examples of successful cases of Organisations in our communities and in the world; some of whom are major bread winners in their families.
- Those successes confirm that Organisations equally have huge potentials that simply need to be explored.
- Quality education is the key that can help unlock these potentials.
- Local government authorities such as Councils:
- In the context of effective decentralization, councils play a key role in development. They should prioritize inclusive education in their development plans.
- Councils should invest in making schools, within their jurisdiction, more accessible for all, including Organisations by building ramps, hiring inclusive teachers, equipping the schools and even providing scholarships to Organisations. (e.g case of pilot inclusive schools with resource centers etc.)
- Government Ministries like MINSEC, MINEDUB, MINAS:
- To ensure that government policies around the education of Organisations are fully respected. (e.g the case of the 2010 law and its 2018 text of application on the promotion and protection of the rights of Organisations is not well understood or implemented by all)
- It is also government’s responsibility to ensure there is an adequate number of teachers who are trained on inclusive teaching techniques.
- It is also important for government to ensure that the school curriculum takes into consideration the needs of learners with impairment.
- And also that accessibility options are considered when constructing school infrastructures (e.g access roads to schools, school toilets, facilities etc.).
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- Yes, inclusive education is very possible and very effective too. (e.g case of CBCHS has successfully piloted inclusiveness in some government, private and CBC schools in the Northwest (at 17 schools) and West regions)
- It requires teachers that are trained on inclusive education techniques and a school environment that is friendly for all learners, including those with disabilities.
- As part of this campaign in 2020, we introduced the use of an assessment toolkit (Welcome to School Suitcase) which was used by children themselves to assess whether or not their school is inclusive. The result was that most of the schools are not very accessible.
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- This year, as a three-day event, we have organized two Webinars on the 19th and 20th of April. The Webinar on the 19th is under the theme: “The Education of children with disabilities in Cameroon: from policy to practice”. This Webinar shall showcase the commitment of key stakeholders to the education of learners with disabilities. It is an open discussion on the policy landscape and legal context of inclusive education in Cameroon. This will enlighten us on achievements and challenges in this domain, and identify transformative opportunities for the future.
- The Webinar on the 20th is under the theme: “Implementation of Inclusive Education: Actors and beneficiary experiences”. This will be an experience sharing forum among beneficiary structures and actors on Inclusive Education. The practical implications involved in the implementation, and the needs of Inclusive Education will be elaborated. Let’s hear from frontline actors – schools and children who have evidence-based solutions for a better Inclusive Education in Cameroon as well as In-country support to inclusive education from partner organizations (UNICEF, CBM, SIGHTSAVERS, and Liliane Foundation)
- The D-Day which is the Program Conference comes up on the 22nd of April.
Theme: Leave no Child with a disability behind in education:
Educating a child with a disability is building an inclusive nation
This virtual conference seeks to mobilize existing opportunities to address barriers and strengthen the practice of inclusive education in Cameroon. Highlights on the activities of this day will include
- A welcome and program overview by the Director of the CBC Health Services, Prof. Tih Pius Muffih
- The Official opening by the Minister of Social Affairs Mrs. Pauline Irene Nguéne
- Panel Discussion: Inclusive education in Cameroon: Perspective by MINEDUB and MINESEC
- Presentation: CBCHS’ contribution to Inclusive Education in Cameroon
- The Future of Inclusive Education in Cameroon by (UNICEF, UNESCO, Liliane Fonds, CBM and SIGHTSAVERS)
Q5: What role can I play and how can I participate.
- Each and every one of us has a role to play by actively taking part in this advocacy campaign and also to ensure that we act as ambassadors for the education of any child with a disability. We can be advocates in our communities, places of work, in our churches and everywhere we find ourselves. You can continue to share this information to your friends to be part of this informative and educative event. Information is power and we all possess that power.
- Participation this year has been made easy online.
Join this advocacy campaign on
https://cbchealthservices.org/wrtb_2021/wrtb-registration-form/
For more information visit:
https://cbchealthservices.org/wrtb_2021/
Email: edid@cbchealthservices.org
WhatsApp Group: https://chat.whatsapp.com/ISqbEZ9Z9Jm2QhGOF8YQsR
Tel: 652849929.
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- We ring the bell is not a one – day event. It is an all year round advocacy strategy. Although we are ringing the bells on April 22, several advocacy meetings have taken place with key decision makers in the country, in view of making access to education better for Organisations.
- After April 22, which to us is just a culminating point, we will continue to meet and discuss education access challenges for children with disabilities with relevant education stakeholders and key decision makers in the country.
- Our priorities going forward will be to improve the physical environment of schools and to ensure that there is full implementation of the existing policy – namely the 2010 law and its 2018 text of application. We believe that if all stakeholders fully play their role, as defined by this policy, great progress would have been made by the time we are meeting next year to ring the bells again.