Each September, classrooms across Cameroon buzz with excitement and anticipation as a new academic year begins. But behind the uniforms, chalkboards, and lesson plans lies a complex educational structure—one shaped by history, dual linguistic systems, and growing challenges.
At Pierre Thierry Noah Foundation, our mission is to support children’s education. But to do that effectively, we believe it is essential to deeply understand how Cameroon’s education system works—its calendar, structure, streams, and the specific academic paths that shape young lives. Only then can we identify where support is most needed and design interventions that truly make a difference.
🎓 Two Systems, One Country
Cameroon’s education system is unique in that it operates under two parallel systems:
- The Anglophone system, modeled after the British structure
- The Francophone system, inspired by the French model
This dual setup influences everything from the language of instruction to the curriculum, subjects offered, and even the names and timing of public exams.
📅 Academic Calendar
Across both systems, the school year typically runs from early September to late June, and is divided into three terms:
- First Term: September to December
- Second Term: January to March
- Third Term: April to June
Students then have a long break in July and August, which can be a period of rest, labor, or unfortunately, educational regression for those without support.
🏫 Educational Levels
Education in Cameroon is structured as follows:
1. Early Childhood Education
For children ages 3–5
Known as Nursery or Maternelle
2. Primary Education
Lasts for 6 years in both systems
Ends with:
- FSLC (First School Leaving Certificate) – Anglophone system
- CEP (Certificat d’Études Primaires) – Francophone system
3. Secondary Education
Split into:
Lower Secondary
- Forms 1–5 (Anglophone)
- 6e to 3e (Francophone)
Upper Secondary
- Lower & Upper Sixth (Anglophone)
- Seconde, Première, Terminale (Francophone)
This stage is where academic streaming begins, and subject choices start to define students’ future careers.
📚 Subject Streams & Specialization in High School
In both systems, students are required to select specialized streams or combinations of subjects in high school, typically beginning around age 15 or 16. These streams determine exam eligibility and future academic or vocational paths.
Anglophone System:
- Science: Physics, Chemistry, Biology, Mathematics
- Arts: History, Literature, Religion, Languages
- Commercial: Economics, Accounting, Commerce
- Technical/Vocational: Agriculture, Home Economics, Engineering Drawing, etc.
- ICT (Information & Communication Technology) and Computer Studies are increasingly included, especially in technical and general secondary schools.
Exams:
- GCE O-Level (end of Form 5)
- GCE A-Level (end of Upper Sixth)
Francophone System:
- Série A: Literary and social sciences
- Série C/D: Mathematics and natural sciences
- Série G: Technical and commercial studies
- Série TI/ESF: Industrial techniques, economics, family sciences
Computer science and ICT are integrated into both general and technical education streams.
Exams:
- BEPC (Brevet d’Études du Premier Cycle) at the end of 3e
- Baccalauréat (BAC) at the end of Terminale
💻 The Role of ICT and Computer Studies
With Cameroon’s growing emphasis on digital literacy, ICT and computer studies are becoming more present in both systems. However, access to equipment, trained teachers, and stable electricity remains uneven—especially in rural areas.
ICT is often taught as a complementary subject in general schools and is core in technical and commercial tracks. Yet in many under-resourced communities, computer labs are non-existent or outdated, limiting students’ practical exposure.
🔍Why All of This Matters
At Pierre Thierry Noah Foundation, we believe you can’t solve what you don’t understand. Knowing how the education system functions helps us:
- Identify who needs support the most (e.g., exam-year students without textbooks, rural schools without ICT resources)
- Understand when to intervene (e.g., before national exams, during back-to-school season)
- Tailor our support to be system-aware—from the type of textbooks distributed to the career orientation of each child
- Respect and complement existing national education goals, rather than working in parallel
In Conclusion
Cameroon’s education system is both rich in opportunity and riddled with inequalities. Its complexity is not a barrier—but a map. By understanding how children progress through it, what choices they make, and where the cracks lie, we can offer the right support at the right time.
Because transforming education isn’t just about good intentions. It’s about informed, thoughtful action.
Pierre Thierry Noah Foundation
Education. Empowerment. Impact
