Tracing Inequality: A PhD Journey into Child Poverty, Education, and Development in Africa

I still remember the day clearly: the 28^th of May 2019. That was the moment I received an offer letter for a PhD in Health and Well-being at the University of Bristol. In that instant, I realised that my professional life was about to change in ways I had not fully anticipated. My days would no longer revolve around hospital wards and clinics; instead, they would be devoted to research, questions, and the pursuit of evidence. I welcomed this new direction with excitement, yet a quiet sense of uncertainty lingered. Would I succeed? Would I enjoy the world of academic research? Would I feel comfortable speaking in unfamiliar spaces such as conferences, policy meetings, or boardrooms? The opportunity was immense, but so too were the expectations that came with a fully funded doctoral programme.

My anxieties eased when I met my supervisors, Professor David Gordon and Dr Zoi Timpoukari. Their mentorship provided the reassurance and intellectual guidance I needed to navigate the early stages of my doctoral journey. With their support, I began to shape the research questions that had long occupied my mind - questions grounded in my experiences living and working across several African countries. Why has underdevelopment persisted in many parts of Africa, and why do inequalities remain so deeply entrenched? Why do some Francophone African countries consistently rank lower on development indicators than many Anglophone countries? Could these differences be connected to the legacy of colonial administrative systems and the institutional structures they left behind? Encouraged by my supervisors, I began to explore these questions through rigorous empirical analysis, constantly refining my ideas and learning to balance curiosity with methodological discipline.

The findings of my research revealed a complex picture. Across many African countries, children face similar levels of material deprivation in basic household needs, particularly in areas such as sanitation and housing, which remain neglected in many national development agendas. However, disparities in access to services such as education and healthcare appeared more pronounced in Francophone countries than in Anglophone ones. Historical narratives often attempt to explain these patterns, but establishing clear empirical links between colonial legacies and present-day inequalities, especially those affecting children, remains a challenging and important task for future research.

Reflecting on my doctoral journey, I often tell aspiring PhD students that the process requires patience, discipline, and sacrifice. A PhD can be an intellectually stimulating yet demanding experience. It often requires stepping back from social commitments, reducing outside work, and devoting long hours to reading, analysis, and writing. At times, it can feel like a solitary journey. Yet the intellectual growth and sense of accomplishment that come with completing a PhD make the effort worthwhile. Maintaining regular communication with supervisors and seeking opportunities to present research at seminars and conferences are invaluable ways to refine ideas, build confidence, and develop a scholarly voice.

After completing my PhD, I was fortunate to begin a postdoctoral position within the SALDRU–IIASA collaboration on a project focused on human capital development. This work has deepened my interest in the role of education in driving demographic and economic transformation in Africa. The idea is that education reduces fertility and mortality rates and improves the livelihoods of populations, especially for women. Education, after all, lies at the heart of human capital formation. Societies with higher levels of education tend to experience better health outcomes, improved living standards, and more stable population growth. At the same time, educational opportunities themselves are shaped by broader social, cultural, and political forces, from governance systems and economic inequalities to religious beliefs and conflict. 

Today, my research continues to explore these interconnected challenges. I am currently examining how pre-primary education policies influence early enrolment rates and early childhood learning outcomes, particularly the development of numeracy and literacy skills. Coming from Cameroon, a country where long-standing conflicts affect some regions more than others, I am exploring inequalities in educational outcomes, analysing differences across wealth groups and between conflict-affected and non-conflict regions. Beyond education, my work also examines adolescent food insecurity and mental health in sub-Saharan Africa, as well as broader inequalities in child poverty across Francophone and Anglophone countries. 

The interdisciplinary skills I developed during my PhD have enabled me to approach these issues from multiple perspectives, drawing on insights from public health, economics, demography, and social policy. Ultimately, my goal is to generate research that addresses real-world challenges and evidence to inform policies aimed at improving education, health, and well-being for children and communities across Africa.