Title: Teachers’ strike at Yaoundé 1 University: a mixed start but persistent demands
Introduction :
The first day of classes at Yaoundé 1 University was marked by a strike by higher education teachers, who notably demanded the payment of part of a special bonus. Despite a mixed start, with certain sectors more affected than others, the demands persist and express the dissatisfaction of teachers with their working conditions.
A two-speed start:
At the University of Yaoundé 1, the strike started in two speeds. In certain sectors such as physical sciences, classes were maintained normally, particularly for tutorials. On the other hand, in other sectors such as biosciences, many teachers followed the strike slogan, thus disrupting the running of classes.
A contrasting situation:
The students testified to the difference in treatment depending on the sector. Some saw their classes canceled at the last moment, while others benefited from normal education. This disparity creates some confusion within the university and accentuates the feeling of injustice among students.
Teachers’ demands:
Higher education teachers are mainly demanding the immediate payment of the third tranche of the special research bonus. They also demand more transparency in the management of academic debt at the level of each university. These demands reflect the growing dissatisfaction of teachers with working conditions and the recognition of their status.
The outlook for the strike:
Despite a mixed start at Yaoundé 1 University, the National Union of Higher Education Teachers claims that the strike was followed by more than 70% nationally. Union representatives plan to conduct a survey to assess whether teachers have been paid and whether concrete answers have been provided regarding academic debt. They emphasize that the strike will only be lifted when these demands are met.
Conclusion :
The teachers’ strike at Yaoundé 1 University got off to a mixed start but reflects the growing dissatisfaction of higher education teachers in Cameroon. Demands relating to the payment of bonuses and transparency in the management of academic debt illustrate the difficulties faced by teachers. It remains to be hoped that the authorities will take these legitimate requests into account in order to guarantee working conditions conducive to the development of higher education in Cameroon.