Marginalization is neither intrinsic nor limited to a particular group. Based on some data, everyone is a potential object for marginalization or stigmatization depending on the context or his environmental origin.
The integration of certain category of people remains a problem. These include pigmies, the Bororos as well as those living on mountainous zones. Public opinion remains divided with regard to their integration. For the greater part, we denote a degree of marginalization and discrimination in their regard. In this same vein, the Bororos decry the difficulty involved in their obtaining land titles while the pigmies on their part deplore the indiscriminate loss of their cultural heritage alongside their sanctuaries, owing to the indiscriminate exploitation of their forest. For others, the above mentioned people are also Cameroonians with the same right and obligations as others. A particular attention therefore accorded them by the public authorities (specific policy for the promotion of good citizenry, free cost of getting ID cards, or the carrying out of certain investment such as water and power, platform for dialogue and expression in OSC networks such as REPALEAC, etc). Nowadays, they participate in the day to day running of public affairs. Basic infrastructure such as schools and health centers are constructed in the pigmy milieu. For the inhabitants of the mountainous regions of the extreme north, development projects are conceived which have as end result their effective and efficient integration in the agro pastoral sector. Both civil society and international donors assist the state in achieving these ends. On the other hand, the rather closed way of life of this social class of citizens constitutes a hindrance as concerns the effective implementation of these projects. Incentives taken in this wise remain ineffective. As example, the offer of basic services (education, health) is not very adapted to the context in which they live characterized by nomadic activity (such as with the Bororos). Whereas, similar experiences in West Africa for the fostering of education in nomadic zones could inspire the Cameroonian Government (mobile schools). To achieve this, several solutions have been proposed by some prospects. Indeed, for some of them, it would be desirable to train citizens of these areas to become peer educators, be better integrated and impregnated with the realities of their living environment, serve as relay for children educational care in their communities. Also, to encourage sedentary MBororo, the creation of a cattle fattened could be an evolution of transhumance areas of fixed pastures