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This paper sets out to investigate profound pedagogic differences existing in the two sub-systems of secondary education in Cameroon. The problem identified here is that there are profound differences in the curricular contents of the two sub-systems of education in Cameroon. The central arguments in this paper have been articulated within the context of Von Bertanlaffy’s general system theory, John Dewey’s theory of democratic education, Rousseau’s social contract theory and James Banks’ multicultural education theory. Both qualitative and quantitative methods of research have been used in this study. Questionnaires, interviews and focus group discussions and participant observation constituted the research instruments. A thematic analysis supported by descriptive statistics was used within the context of interpretative approach of hermeneutic phenomenology. This research offers a different model for curricular organization in Cameroon taking into consideration perspectives of equity in democratic education. It argues that changes have to be effected in favour of a democratic conception of education. This is precisely because education is the means to construct the type of society appropriate for a harmonious relationship. Findings prove that pedagogic discrepancies obstruct the process of equity and quality education. This paper concludes that in order to ensure fairness and quality in the provision of educational values, a suspension of prejudices is imperative in order to establish a school curriculum proper to Cameroon irrespective of the colonial identities we assume.
This study explains that lack of harmonization is responsible for the problems of equity and quality education in Cameroon. The objective of this paper is to inquire whether the discrepancies in achievement levels of students from the two sub-systems of education in Cameroon can be traced in lack of harmonization. To attain this objective, a mixed research method of quantitative and qualitative data collection was used to diagnose the problems of lack of harmonization in the educational sub-systems of Cameroon. Some of the problems highlighted include, lack of equity and quality education in both general and technical secondary schools. This paper therefore, exploits Dewey’s democratic theory of education, James Banks multicultural theory of education and the system theory in order to emphasize the importance of harmonization in educational development of Cameroon. A critical perspective is recommended for the process of harmonization. This emphasizes harmonization in a multicultural context. In order to produce democratic citizens for a democratic and multicultural society, a blending of values must recognize and preserve the differences that exist. That is, the experiences of learners, aptitudes and cultures must be given recognition.
European Scientific Journal
A Conflict of Colonial Cultures in the Educational Sub-Systems in Africa: Celebrating Fifty Years of Political and Not Educational Sovereignty in Cameroon2014 •
African Journal for Education and Practice
DECOLONISING THE CURRICULUM AT CAMEROONIAN UNIVERSITIES: THE CASE OF THE DEPARTMENT OF EDUCATION FOUNDATION AND ADMINISTRATIONPurpose: There is a consensus amongst social scientists and public administration practitioners about the importance of decolonising the curriculum at African universities, given that the Western model of academic organisation on which both the English and French Cameroonian university educational systems are based, remains largely unchallenged. Decolonisation involves removing the barriers that have silenced non-Western voices in our ‘multi-cultural’ higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper add to the conversation that the curriculum currently taught in Cameroonian universities does not meet the realities of the new Republic of Cameroon. This research was designed as a qualitative case study with the aim to investigates the process of decolonizing educational leadership and administration curriculum in Cameroonian universities preparing school leaders supporting quality education through effective leadership and administration. Methodology: To address this problem, this paper conducts two qualitative thematic reviews. The first is of the literature on decolonising curricula, with the aim of identifying a theoretical framework that can be applied to the specific context of the educational leadership and administration curriculum at the University of Buea in Cameroon, which is the focus of this study. These are Critical Decolonial Theoretical Framework (CDTF), and living theory methodology. It then further reviews the historical and contemporary curricula in Cameroon. Findings: The finding section shows how curricula were used by the colonial authorities to entrench coloniality and Western imperialism, and how globalisation serves to perpetuate those inequalities. Building on this understanding, it was evident that there was a dire need in Cameroon for a path towards the establishment of an indigenising curriculum, beyond the simple addition of indigenous local, national and international content. This paper was chosen as a case study since it offers the opportunity to embed the notion of decolonised curricula in the next generation of school leaders and educational scholars in Cameroon. Unique Contribution to Theory, Policy and Practice: The paper concludes with a case study proposing a decolonised educational administration and leadership curriculum at the department of Educational Foundations and Administration, Faculty of Education, University of Buea.
Revista Brasileira de Estudos Africanos
Cultural Diversity in the Cameroon Higher Education Policy Definition: A Historical Appraisal2018 •
This paper sets out to inquire whether the political will enhances or obstructs educational development in Cameroon. The problem identified here is that policy making is one reality and follow-up and implementation is another. The central arguments in this paper have been articulated within the context of political science theories like the Marxist conflict theory, John Rawls theory of justice, John Dewey's theory of democratic education, Rousseau's social contract theory and James Banks' multicultural education theory. Both qualitative and quantitative methods of research have been used in this study. Questionnaires, interviews and focus group discussions and participant observation constituted the research instruments. A thematic analysis supported by descriptive statistics was used to present and discuss the facts studied. This research questions the fairness in policy-making and wonders whether the political will follows the right procedures to enact relevant policies for educational growth. Findings prove that there is more to be desired as far as policy making and implementation of the policies in Cameroon is concerned. This paper concludes that in order to ensure fairness and quality in the provision of educational values, the political will has to be strong as far as justice, fairness and the provision of educational opportunities is concerned in Cameroon.
Historical Foundation of Education in Cameroon Preamble The purpose of this book is to help Bachelor in Education (B.Ed), Master in Education (M.Ed) and Doctor of Philosophy (PhD) in education students and teachers recognise the worth of the history of education, and examine their role and significance in the whole process of education in Cameroon. This book explores the historical development of education in Cameroon from the Traditional (indigenous) Education in the sixteen century, through the post-colonial era (1960-Present) in the late nineteenth and early twentieth centuries, to current concerns about the Cameroon educational system in the twenty-first century. It aims to showcase a chronological list of educational administration and policy activities in Cameroon as presented according to the following twelve areas of study: • Chapter one provides a brief situation of the Republic of Cameron in the world map; • Chapter two will discuss about African indigenous education; • Chapter three will tell us about education in Cameroon in the pre-colonial era (1844-1884, which consists of missionaries’ participation in education); • Chapter four will discuss about the colonial era (1884-1960/61) which consists of: the German protectorate (1884-1914); the years of the First World War and peace settlement (1914-1946); French and British mandates (1922-1946); Education in French Cameroon Mandate (1916-1946); Education in British Cameroon Mandate (1914-1946); French and British Trusteeship (1946- 1960/1961); the trusteeship in French Cameroon; the Trusteeship period in British Southern Cameroons; • Chapter five informs us about the Decolonisation of Education in Cameroon since Independence in 1960/1961. It will address education in the federation period (1960-1972); education in the United Republic of Cameroon (1972-1984); education in the Republic of Cameroon (1984-2004); • Chapter six informs us about the current state of education in Cameroon and where it is relevant to the development of education administration generally. • In chapter seven, students and teachers will develop a comprehensive understanding of the terms what is education in the light of the various purpose and historical aims of education perspectives that have influenced education in Cameroon. The goals of education are essentially basic ways of thinking about schooling in Cameroon. • Chapter eight reviews the different types of education: formal, informal and non-formal processes of education in Cameroon. • Chapter nine will dwell on the influence of the Cameroon educational context, such as demographic, economic, resources, cultural, violence, health, political and administrative issues in teaching and learning. • In chapter ten, students and teachers will examine the ideological phenomenon influencing structural reforms in Cameroon’s educational systems (e.g. Indigenous traditional African education, pre-colonial and colonial education; uprising and revolts in Cameroon’s major cities; the formation of political parties, ruralisation, harmonisation, bilingualism, information technology, Cameroon Anglophone crisis, bilingualism and multiculturalism influencing structural reforms in Cameroon’s educational system • In chapter eleven, the significance of global challenges affecting the social structure of education in Cameroon economically, politically, health wise, environmentally, and social challenges are discussed. Other important global issues are discussed (e.g. eradication of poverty, hunger, epidemics, and underdevelopment (UN Millennium Goals); climate change and natural disasters; human rights and human dignity; cybercrimes; terrorism (causes and consequences); gender and minority issues (inclusion and social justice); education and the middle class; human diversity (racial, tribal, linguistic, religious, cultural, sexual orientation); stereotypes, bias and prejudice are discussed in details; • And finally chapter twelve considers the benefits of wellness education and in return strengthens individuals, groups, organisations, country in the seven dimensions of wellness. It includes: physical wellness, social wellness, spiritual wellness, intellectual wellness, environmental wellness, occupational wellness and the emotional wellness and fully supports in the realisation of the fullest potential of an individual physically, psychologically, socially, spiritually and economically, and the fulfilment of one's role as far as expectations in the family, community, place of worship, workplace and other settings are concerned. From the above submission, it becomes clear in the conclusion that the education system of Cameroon is very unique in Africa. A historical evolution of the country’s educational system exposes the influence of indigenous, cultural colonialism in the Cameroon education system, bringing out ideological phenomena that have either directly or indirectly affected structural reforms in Cameroon’s education system. Even though school enrolment continues to increase despite the economic hardship, the country is still far from enjoying a strong positive nexus vis-à-vis education and economic development. As the government tries to carry out educational reforms that will uplift the country from these doldrums of mediocrity of the French and the English systems, it must also try to improve on the private and faith sectors which will play a vital part in linking education and economic development.
Zenodo (CERN European Organization for Nuclear Research)
Curriculum Reform in Cameroon An Analysis of the New Primary School Curriculum2019 •
This paper examines some philosophical thoughts in Africa that has produced a range of societal change for the people of Cameroon in Africa, some which are still impacting in present. More importantly perhaps, the Cameroon example is a practical one in that it is not simple set of ideas removed from practice. In transforming institution: Reclaiming education and schooling for the Cameroonian and African people. There is a need to be clear of what education was in the days of our early ancestors in the sixth century.
Common Wealth Youth and Development
Pan-Africanism and Education: An Exploratory Study of African Centered Schools In Cameroon and South Africa2016 •
'Umuntu Ngumuntu Ngabantu' translates into a person is a person because of people. There is an idea of unity in this frequently used Zulu proverb that is posted boldly next to the Afrocentric logo on the African Union International School (AUIS) website in Midrand, South Africa. All these words are factors within pan-Africanism, and AUIS is more than an international school in South Africa. It is one of two schools created by the African Centered Education Foundation (ACE). The other school is called the African American Academy in Douala, Cameroon. Under the auspices of ACE, both schools share a very special mission implied within its vision that includes an education for the African Renaissance. Through a content analysis, this paper will illustrate how the African Centered Education Foundation represents pan-Africanism through the institutionalization of African Centered Education illustrated by their technological media (school websites, Facebook, online articles), educational tools (brochures, teacher evaluations, lesson plans, teacher's introduction package), and their African diaspora volunteer teacher programme.
Historical Foundation of Education in Cameroon
The Historical Foundations of Education in Cameroon will help Bachelor in EducationJournal of Global Health Reports
Infectious disease risk perception among Tunisian students: a case study of Leishmaniasis2015 •
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TRANSDUCERS 2009 - 2009 International Solid-State Sensors, Actuators and Microsystems Conference
Exploratory corrugated infrared hot-electron transistor arrays2009 •
Proceeding Seminar Nasional Keperawatan
Pengaruh Pendidikan Kesehatan Aplikasi Penapisan Klien Paliatif Dan Aplikasi Kualitas Hidup Terhadap Pengetahuan Mahasiswa Psik Tingkat Akhir2019 •
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Journal of infection and public health
Influenza A(H1N1)pdm09 epidemiology in the Eastern Province of Saudi ArabiaItinerarios Revista De Literatura
Pão e vinho no Filoctetes de Sófocles1991 •
Journal of Forestry Research
Shade shelters increase survival and photosynthetic performance of oak transplants at abandoned fields in semi-arid climates2013 •
Veterinary medicine and science
Early‐phase risk assessments during the first epidemic year of African swine fever outbreaks in Vietnamese pigs2022 •
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Informes de la Construcción
Buildings for industry in the industrial revolution1980 •
Amazon books- B0CTYN67XZ
Navigating Code Conflicts : A guide to resolving tech team turmoil.2024 •