Resilience for Academic Excellence through Distance Education Life Learning Strategies in Victims of the Anglophone Crisis in Cameroon

Abstract

PCF10 Sub-theme: Building Resilience // During the past few years, there has been a noticeable and heightened concern on the plight of students living in the restive North-west and South-west regions of Cameroon that have been hit hard by the ongoing Anglophone crisis. The education crisis which was already a feature in many regions in the world has been exacerbated by Anglophone Crisis. The English-speaking Regions of Cameroon consisting of the Northwest and Southwest formal British Colonies have been restive since 2016. This is caused by a sociopolitical Crisis which has deteriorated overtime and led to violent clashes between armed forces and separate fighters, loss of life and property, internal displacements of inhabitants, human right abuse, climate of fear and uncertainty. Reports holds that, since the beginning of the crisis over 790, 000 people have been forcibly displaced and over 4,000 tortured and killed The crisis has specifically affected the Distance Education Program of the University of Buea whose student population consist of about ¾ of students living in these restive regions. These students have reported challenges in carrying out their academic work especially during periods of lockdown. Despite the complaints, the Program continues to run with classes going on and examination conducted even in the heart of the crisis. Notwithstanding the exposure to significant threats or severe adversity they face due to the socio-political crisis, the students remain resilient. Research has identified self-efficiency, work ethics, and internal locus of control as factors that can build resilience for academic excellence in at risk students facing such challenges. Using the convenient sampling procedure, the study adopted the survey questionnaire method aimed at highlighting supportive social actions that can contribute in building resilience for academic excellence in at-risk students studying in the Distance education program in the University of Buea. These activities will be geared towards using problem solving models of Social connections, Supportive relationships and Social agency to produce desired academic outcomes for at risk students from the restive anglophone regions enrolled in the Distance education program. // Paper ID 2103