World Indigenous Peoples Day:

Mbororos told to give priority to education

By Njodzefe Nestor in Bamenda

NW Regional President of MBOSCUDA

Within a backdrop of critical education gaps that exist between indigenous peoples and the general population in Cameroon, Mbororos of the North West region have been advised to give “education a chance”.

                This call featured predominantly during celebrations to mark the 22nd edition of the World Indigenous Day that took place in Santa, NWR under the theme, “Indigenous People and their right to education”.

                During the celebrations, challenges that the Mbororos have been facing such as farmer/grazer conflicts on land usage, scarcity of pasture for cattle and poor infrastructures of cattle markets were identified as stumbling blocks to effective Mbororo insertion in society.

                Speaking at the ceremony, North West Regional Delegate of Social Affairs  MrMotsou SAA Josie Raymond encouraged the Mbororos to know their rights and use them for their development and be active people in the development of their communities and Cameroon as a whole.

                On his part, the representative of the Divisional Officer for Santa, Mr. Pekeleke Emmanuel said the Mbororo people are a very important part of the Cameroon population, deserving equal rights in all spheres of life, like any other Cameroonian.

                He encouraged the Mbororo people to join the moving train of development, by sending their children to school while encouraging parents to cater for the educational needs of their children especially females and avoid sending them for early marriages.

                One of those institutions that have been instrumental in advocating for the rights of mbororos is the Mbororo Social and Cultural Development Association of Cameroon, MBOSCUDA.

                Its NW regional office according its President has directly assisted about 450 youths, especially girls in their education through scholarships. Also, MBOSCUDA has provided educational infrastructure including 18 classrooms and desks as well as didactic materials to a total of 50 schools around the region

                It is worth noting that, the right of indigenous peoples to education is protected by the UN Declaration on the Rights of Indigenous Peoples, which in Article 14 states that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.”

The right of indigenous peoples to education is also protected by a number of other international human rights instruments, including the Universal Declaration of Human Rights.

                Goal 4 of the 2030 Agenda for Sustainable Development calls for ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

In spite of these instruments, the right to education has not been fully realized for most indigenous peoples, and a critical education gap exists between indigenous peoples and the general population.

                A recent release from the United Nations indicate that the education sector not only mirrors the historical abuses, discrimination and marginalization suffered by indigenous peoples, but also reflects their continued struggle for equality and respect for their rights as peoples and as individuals.

                During the celebrations in Bamenda, Mohammed AwalYaya of Bamenda who scored 25 points at the 2015 Advanced Level General Certificate of Education (GCE) was identified as a role model to many a mbororo youth.

                Awal scored ‘A’ grades in: Physics, Maths, Further Maths, Chemistry and Biology. In 2014, he scooped 27 points (11 papers) in GCE Ordinary Level, including ‘A’ grades in all the Science subjects. He also won an Award in a national Maths competition.