training Cameroonians rooted in their culture, open to the world and capable of responding to the development needs of Cameroon, since every level of education (primary, secondary, higher education or vocational training) has a special mission in the achievement of the said goal discussed under the right to decent work. In addition, cross-cutting reforms were also undertaken. ( APPENDIX 7). §1: Cross-cutting Reforms in the Education Sector A: Adoption of a new School Book Policy 275- In a bid to address the inconveniences observed in primary and secondary education, the unique manual policy was instituted by Decree No. 2017/11737/CAB/PM of 23 November 2017. In this regard, by Circular No. 6/A/426/MINEDUB/CAB, the Minister of Basic Education instructed Regional and Divisional Delegates, Sub divisional Inspectors, National Secretaries of Education, Founders of School, Heads of public and private Nursery to comply with the use of school books contained in the official book lists for the 2018/2019 academic year. B: Syllabus Reform 276- As part of the syllabus reform, many activities were carried out, among which the following: - submission of draft syllabuses to all the stakeholders of the pedagogic chain; - training on the new syllabuses targeting newly contratualised teachings organised in the headquarters of the 10 Regions; - training on new syllabuses bringing together National Inspectors, Officials of the Inspectorate General of Education and Officials in the pedagogic supervision chain in the Regional Delegation of Basic Education for Centre Region; and - continuous awareness-raising and training activities organised in the 10 Regions with a view to obtaining a better definition of the techniques in drawing up teaching and assessment methods of the new syllabuses. §2: Developments in Basic Education 277- Demand at the level of basic education has remained high. Significant efforts made in consolidating basic education supply were underpinned by the determination to promote access of a large number of persons to basic education by combating different disparities and enhancing quality in terms acquisition of fundamental skills. A: Extension of Access by combating Disparities 278- At the level of primary education, the reduction of economic, geographical gaps and inclusion concerns were integrated in Government action. 1: Measures taken to reduce Geographical Gaps 279- At the level of nursery education, since there was a significant gap between rural and urban areas, adjustment measures taken comprised extension of nursery education coverage from the community experience. Nursery education supply increased (Rec. 34). In this regard, there was an increase in the number of Community-based Nurseries especially in rural areas with 206 nurseries registered as at 31 August 2018 as against 230 in the 2016/2017 academic year. The number of nurseries increased from 8,267 in the 2013/2014 academic year to 9,175 in the 2014/2015 academic year, 9,660 in the 2015/2016 academic year then decreased to 8,914 in the 2016/2017 academic year, respectively representing 3,983, 4,379, 4,607, and 4,247 in rural areas. The number of constructed classrooms dropped from 17,489 (6,045 in rural areas) in the 2015/2016 academic year to 16,118 (5,474 in rural areas) in 2016/2017 academic year. The number pupils increased from 465,237 in the 2013/2014 academic year to 52