Preconditions for learning in the Lake Chad Basin
Bibliographic Data
| ID | 22165685 |
|---|---|
| Authors | Claude Dzelamonyuy Fotso (eHealth Africa), Rigobert Hanny Pambe Miong (eHealth Africa), Mark Tata Kelese (eHealth Africa), Akah Gloria Ndum Okwen (eHealth Africa), Ernest Alang Wung (0000-0002-1353-1201, eHealth Africa), Patrick Okwen (0000-0002-9017-7496, eHealth Africa), Patrick Mbah Okwen (Department of Education, Effective Basic Services (eBASE) Africa) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-05-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1809641 |
| OpenAlex | W7160920881 |
| Language | EN |
| References cited | 12 |
Introduction This study critically examines the preconditions for effective learning in the Lake Chad Basin, a region grappling with prolonged armed conflict and a deepening crisis of Learning Poverty. Education, a fundamental human right, is severely compromised with over 1,500 learning institutions closed and at least 400 teachers killed. Methods Using Bronfenbrenner's Ecological Systems Theory, this qualitative study employed 39 Key Informant Interviews and 5 Focus Group Discussions across Cameroon, Chad, Niger, and Nigeria to identify the structural and physiological barriers to Foundational Literacy and Numeracy (FLN). Results Findings reveal pervasive systemic failures, particularly in Chad, Niger, and Nigeria, marked by political negligence and dilapidated infrastructure. Crucially, the study identifies physiological and logistical deficits, specifically student hunger and transportation fatigue, as absolute barriers to cognitive engagement. While facilitators such as proactive school administration and pedagogical innovation (prominent in Cameroon) exist, they are often undermined by these basic unmet needs. Discussion The study argues that achieving inclusive and equitable education requires moving beyond purely pedagogical reforms. Interventions must prioritise the establishment of tangible preconditions, including school feeding programs, safe transportation networks, and secure learning environments. Addressing these specific physiological and structural necessities is a prerequisite for reversing Learning Poverty and enhancing attainment for the region's most vulnerable children
Focus group · Literacy · Numeracy · Politics · Poverty · Psychological intervention · African cultural and philosophical studies · Educational Theory and Curriculum Studies · Peace and Human Rights Education
| Highly cited | No |
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