Eric Koizah Karh

Eric Koizah Karh

Eric Koizah Karh
University of Yaounde I

Eric KOIZAH KARH, Ph.D candidate in History in the University of Yaounde I, Cameroon, and researcher in sport related topic. I am also a former sporter (practiced athletic and played football at competition level). Today am a certified trainer in athletics and a strength and conditioner for many team sports. I have participated in many think tanks center on sport issues and also worked as consultant for two local radios based in Yaounde in their sport programs. Presented the following papers: “Emergence of Cameroonian women in Sport: “A Patriarchal Milieu” (1952-2017)” and “Has sport ever developed a nation! A Cameroonian childish affirmation: deconstructing a widespread ignorant claim.”

Abstract

The Paradox of the Cameroonian Situation of School and University Games were ‘Sporters’ and Sporting Performances are Relegated to Secondary Positions: 1994-2018.

After independence, Cameroon adopted and continues the policy of school and university games that had being introduced by the French colonial administration known under the appellation Office National Des Sports Scolaires et Universitaires (OSSUC). The first edition took place in 1954. These games had an impact on the socio-educational and cultural evolution of the youth and nation as a whole. The reintroduction of the games by the Cameroonian government after a break that occurred in 1988-89 shows the importance of these activities to her national policy. Since 1994-95 for the Federation National des Sports Scolaires FENASSCO A (secondary and college) and B (primary) Games and 1998 for the University Games under National University Sports Federation known as FENASU, a certain changed was noted. There is a lot emphasis on the cultural and festive aspect of the games to the detriment of sporters and performances. They are poorly prepared, logged and compete under poor conditions and infrastructures not suitable for any performance. But the games are organized on yearly bases in difference places around the nation. The question at the center of the debate here is; why is the sporting aspect of the games relegated to the back side while the leisure and festive part is put forward. The subsidiary questions are why is there no sport-study educational program set up by the powers that be? Why the absence of an elaborate sports facility policy by these federations? And why the absences of an adequate follow up of talents before and after the games? Using the deconstruction and critical realism approach we shall investigate the part played by the different actors, particularly the state and the sports educational actors, in this chaotic situation. The above will be the pillars of our scientific brainstorming exercise.

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