Cameroun: Interdiction IA Élèves Primaire Pour Préserver Compétences

• Cameroon's Minister of Basic Education, Laurent Serge Etoundi Ngoa, banned AI use for kindergarten and primary students.
• The directive, issued on October 14, 2026, targets tools like ChatGPT, Meta AI, Google Gemini, and Microsoft Copilot.
• The ban aims to protect children's cognitive development, including reading, writing, and critical reasoning skills.
• Teachers are permitted to use AI solely for lesson preparation and didactic modeling.
• The government emphasizes parental vigilance for enforcement, noting a global trend in AI regulation for young learners.

Technology does not replace reflection: one must first learn to conceive and think for oneself before using AI.

Cameroon's Minister of Basic Education, Laurent Serge Etoundi Ngoa, has issued a nationwide ban on the use of artificial intelligence (IA) tools for students in kindergarten and primary school. This significant policy decision, formalized through a ministerial correspondence dated October 14, 2026, directly addresses the rapid integration of generative AI technologies into the academic lives of young learners. The directive specifically targets widely available consumer applications such as ChatGPT, Meta AI, Google Gemini, and Microsoft Copilot, making their use for school assignments, whether in class or at home, legally prohibited for this age group.

This move represents a proactive stance by the Cameroonian government to safeguard fundamental educational processes. The immediate implementation of this order across the entire national territory means that all educational institutions—including public, private secular, confessional, and international schools—must comply. The directive underscores a growing global concern regarding the impact of advanced AI on cognitive development, particularly among children.

Professor Laurent Serge Etoundi Ngoa articulated the rationale behind this `politique éducative IA Cameroun` as one of "cognitive and pedagogical urgency." The ministry's primary concern is that systematically outsourcing intellectual effort to algorithms could undermine the development of essential skills in children. These foundational competencies include reading, writing, mental arithmetic, and critical reasoning, which are deemed crucial for a child's holistic intellectual growth. The `ministre éducation de base Cameroun intelligence artificielle` emphasized that technology should complement, not replace, independent thought.

As quoted on CRTV, Minister Etoundi Ngoa's philosophy is clear: "Technology does not replace reflection: one must first learn to conceive and think for oneself before using AI." This statement highlights a core belief that foundational learning must precede the adoption of advanced technological aids. While the `réglementation IA écoles maternelles primaires` is strict for students, it offers a nuanced approach for educators. Teachers and supervisory staff are permitted to utilize generative AI, but strictly as a support tool for lesson preparation and didactic modeling, ensuring its application serves an instructional, rather than a substitutive, purpose.

While the `Cameroun interdiction IA élèves primaire` has been largely welcomed by many within the teaching profession who are keen to uphold academic integrity, its practical enforcement presents a significant challenge. The difficulty lies particularly in monitoring students' activities outside the classroom environment. In an era where smartphones equipped with virtual assistants are commonplace in many households, the government recognizes that parental vigilance is paramount.

Consequently, the Cameroonian government has directly appealed to parents and guardians, urging them to act as the primary line of defense. Their role is to ensure that homework assignments are not completed with a single click, thereby depriving children of the necessary cerebral effort required for learning. This `réglementation IA écoles maternelles primaires` positions Cameroon alongside a burgeoning global movement towards stricter regulation of AI in elementary education, mirroring actions taken in other major cities. For instance, New York City also implemented a similar moratorium for its schoolchildren in September 2026, indicating a shared international concern regarding the responsible integration of AI into early childhood education.

While directly impacting educational institutions, this ministerial directive signals the Cameroonian government's proactive stance on AI regulation, particularly concerning minors and cognitive development. Lawyers advising tech companies, educational platforms, or even parents should monitor such developments as they could foreshadow broader regulatory frameworks for AI use and data privacy, especially regarding children, in Cameroon and potentially other African jurisdictions.

Source: Original reporting via Actu Cameroun.