Relevant bibliographies by topics / Cameroon and School Environment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cameroon and School Environment'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Cameroon and School Environment"

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Lashire, Azefack Honorine, and Huboh Samuel Ringmu. "The Impact of Social Media on Moral Values among Young Adults in Cameroon Secondary Schools in the Centre Region." International Journal of Research and Innovation in Social Science VIII, no. XII (2024): 162–74. https://doi.org/10.47772/ijriss.2024.8120012.

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The pervasive influence of social media on young adults’ moral values has raised concerns globally, particularly in Cameroon, where secondary school learners are increasingly exposed to social media. This study argues that social media usage, parental involvement, peer influence, and school environment significantly impact moral values among young adults in Cameroon secondary schools. Purpose: The purpose of this study is to investigate the impact of social media on moral values among young adults in Cameroon secondary schools in the Centre Region, examining the interplay between individual, s
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Che, Juliana Ngwe, Baba Oumar Saidou, and Noumigue Guy Roland Kenmegni. "The Effect of Teachers’ Commitment on School Violence Reduction in Secondary Schools in Cameroon." Society & Sustainability 6, no. 1 (2024): 68–83. https://doi.org/10.38157/ss.v6i1.644.

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A learning environment that fosters creativity among students, educators, parents, and other stakeholders to overcome obstacles to better decision-making and teamwork. This paper was set forth to examine the effect of teachers' commitment on school violence reduction in secondary schools in Cameroon. This study employed a quantitative research paradigm using a descriptive survey design to gather data through a structured questionnaire comprising 52 closed-ended items. The target population included secondary school students in Cameroon, with a sample size of 301 students selected via simple ra
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Ambei, Ruhama Faizefu. "School Environment and Inclusive Educational Settings Policy Implications and Mitigation Strategies Emerging from the South West Region of Cameroon." International Journal of Trend in Scientific Research and Development 2, no. 3 (2018): 1078–90. https://doi.org/10.31142/ijtsrd11365.

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The Cameroon government have not enforced Full service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This conceptual and policy paper therefore focused on the school environment used in inclusive classrooms to accommodate
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Tem, Sylvie Claris Sih, Fonkeng George Epah, and Fedelis Lekeaka Alemnge. "Co-curricular activities and students' adaptation in large secondary school environment in the South West region of Cameroon." GPH-International Journal of Educational Research 8, no. 03 (2025): 197–217. https://doi.org/10.5281/zenodo.15228907.

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This study was designed to examine co-curricular activities on students’ adaptation to secondary school environment in the South West Region, Cameroon. The study sought to examine the influence of co-curricular activities on students’ adaptation to secondary school environment. The concurrent triangulation design was used in the study. The population of the study comprised of all secondary school students and principals in all private, public and confessional schools in the South West Region of Cameroon. The target population comprised of all students and principals of private, pub
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Vera, Shien. "Power Imbalance and the Psychosocial Maladjustment Among Adolescent Students in Secondary Schools in Cameroon." International Journal of Psychology and Cognitive Education 4, no. 3 (2025): 1–14. https://doi.org/10.58425/ijpce.v4i3.389.

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Aim: Nowadays, the rate at which adolescent students victimize others is alarming. This study investigated the relationship between power imbalance and psychosocial maladjustment among adolescents in secondary schools in Cameroon. Methods: A mixed-methods approach was employed, utilizing purposive and stratified sampling, to recruit 577 students, 12 school counselors, and 12 discipline masters/mistresses from selected secondary schools in four regions of Cameroon. Data were collected via student questionnaires, focus group discussions, and key informant interviews. Quantitative data were analy
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Ekwen, Tam Vivian, George Epah Fonkeng, and Sophie Ekume Etomes. "Promoting Healthy School Climates in Public Secondary Schools in the South West Region, Cameroon: Role of Parents’ Participation in Decision Making Process." Asian Journal of Education and Social Studies 41, no. 1 (2023): 18–23. http://dx.doi.org/10.9734/ajess/2023/v41i1884.

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Maintaining healthy and facilitating school climates constitute one of the greatest challenges faced by educational authorities in recent times. In Cameroon like others countries in the world, the government and education partners have been investing enormous energy to ensure that school environment are safe for all and conducive for teaching and learning. This study investigated the impact of parents’ involvement in decision making process on the health of school climates of public secondary schools in the South West Region of Cameroon. This study utilised the correlational research design. D
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Eno, Mbu Philip, Prof Joseph Besong Besong, and Prof Patrick Fonyuy Shey. "THE PROVISION OF CORDIAL RELATIONSHIP BY PTA IN THE MANAGEMENT OF PUBLIC SECONDARY SCHOOLS IN SOUTH WEST REGION OF CAMEROON." American Journal of Management and Economics Innovations 5, no. 8 (2023): 15–31. http://dx.doi.org/10.37547/tajmei/volume05issue08-04.

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The study aimed at investigating the provision of cordial relationship by PTA in the management of public secondary schools in south west region of Cameroon. The study was guided by two specific objectives which are; to find out the extern to which friendly relationship between the PTA and the school administration impacts the management of public secondary schools and how conducive environment provided by the PTA and the principal impact the management of public secondary schools. The exploratory research design was adopted for the study. The target population of the study consisted of teache
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Nkemngong, Atemnkeng, and Lashire Azefack Honorine. "Abolition of Corporal Punishment as a Form of Discipline in Cameroon's Secondary Schools: "Constraint or Enhancement" of Appropriate Behaviors." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 1143–50. https://doi.org/10.5281/zenodo.3892893.

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Discipline in the educational milieu is a contemporary issue of national and international interest. Cameroon is not left out in the national picture of handling the problem of discipline in the educational sector. In a bid to implement appropriate disciplinary measures in schools, the government of Cameroon has put in place some procedures to guarantee the physical and moral integrity of students in the educational system. These, include among others, the substitution of corporal punishment with counseling in schools. However, this decision has in a long and short run been said to jeopardize
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Mbang, Joseph Song, and Loveline Yaro. "Dynamics of teacher non-verbal communication on secondary schools students' character development in the South West region of Cameroon." GPH-International Journal of Educational Research 8, no. 02 (2025): 161–91. https://doi.org/10.5281/zenodo.15014507.

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The prevalence of character crises and antisocial behaviour among secondary school students in Cameroon and the South West Region in particular, has raised significant concerns. This work explores the influence of teacher non-verbal communication as a component of hidden curriculum practices on students’ character development in secondary schools in the South West Region of Cameroon. In an attempt to answer the question: “How does teacher non-verbal communication influence the character development of secondary school students in the South West Region of Cameroon?”, data were
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Kimbi Moses Ndoh. "An assessment of effective communication in school management in secondary schools in the northwest and south-west regions of Cameroon." International Journal of Science and Research Archive 15, no. 1 (2025): 1169–79. https://doi.org/10.30574/ijsra.2025.15.1.1108.

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Schools function as complex, dynamic systems that necessitate effective communication to foster healthy, collaborative relationships among students, administration, and parents. Establishing effective communication within educational settings is essential for understanding key communication characteristics, which include both the benefits and common barriers to interaction. Successful communication relies on three critical components: trust, transparency, active listening, and cultural sensitivity. When these elements are effectively implemented, they significantly strengthen relationships and
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Dissertations / Theses on the topic "Cameroon and School Environment"

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Ebot, Ashu Frederick. "Effectiveness of school leadership and management development in Cameroon." Thesis, University of Birmingham, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607330.

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In both developed and developing countries poor performance of head teachers is detrimental to school effectiveness, with consequent economic costs amounting to billions of dollars every year. These costs are perhaps particularly keenly felt in developing countries, where demand for a workforce that is proficient in globally relevant competencies is especially acute, but where the effective school leadership that can help to deliver this educated workforce is especially patchy. One of the contributing factors to this poor performance is a lack of structured leadership development programmes. T
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Thomas, Ndame. "Whole school inclusion : a case study of two secondary schools in Cameroon." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3900.

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The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the official action plan of Education for all (EFA) and inclusion of 1998 alongside other inclusive legal and policy frameworks in response to the needs of student diversity with focus on those with Special Educational Needs/Disabilities, Difficulties in learning, Disadvantages in background (SEN/DDD) and special abilities. Using a diverse range of participants namely a pedagogic inspector, head teachers, teachers, s
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Griew, Pippa. "The school environment and children’s school-time physical activity." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573400.

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Background & study aims: Physical activity during childhood is associated with health benefits across the life course. The school setting is important for children's physical activity, yet we do not know whether the school a child attends is related to their sedentary and moderate-to-vigorous physical activity. This study aims to assess: (1) patterns in sedentary-time and MVPA during school-time, (2) the extent to which these vary between schools and, (3) which characteristics of the school physical and social environment are related to children's sedentary-time and MVPA at school. Methods: Pa
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Babila-Njingum, John. "Perceptions of first cycle secondary school mathematics in Anglophone-Cameroon and the potential for change." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390345.

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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Shipley, Lisa D. (Lisa Dale) Carleton University Dissertation Sociology. "Mediation in the elementary school environment." Ottawa, 1992.

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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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Kelly, Paul. "School and classroom environment of a small Catholic secondary school." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/547a1f6b12cad648a619f6d5d0f644714182b48d1c64abfb8a4fab43db7e17da/1661037/64948_downloaded_stream_173.pdf.

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This thesis reports research which employed quantitative data collection methods to investigate the classroom and school environment of a small Catholic inclusive secondary school. By drawing on literature on Catholic and inclusive schools, learning environment research and stakeholders perceptions of the dimensions of classroom and school environments, two instruments were developed and validated to gather the perceptions of students, teachers and parents in this school. The What is Happening in this Classroom (WIHIC) instrument was modified to be more suitable for this school's students by h
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Williams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.

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Boman, Eva. "Noise in the school environment - Memory and Annoyance." Doctoral thesis, KTH, Civil and Architectural Engineering, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3731.

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<p><b>Objectives.</b>The general objectives of this dissertationwere to examine the effects of acute exposure to meaningfulirrelevant speech and road traffic noise on memory performance,and to explore annoyance responses to noise exposure in theschool environment for pupils and teachers in different agegroups.</p><p><b>Methods</b>. The thesis comprises seven papers, representingdifferent methodological approaches: experiments, surveystudies and interviews. In the experiments, reported in PapersI-V, 288 pupils and teachers participated in the age groups,13-14 years (n=96), 18-20 years (n=96), 3
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Books on the topic "Cameroon and School Environment"

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Saidi, Jasmin. Cameroon. American Association of Collegiate Registrars and Admissions Officers, 1995.

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Clements, Nick. Pioneers: Improving your school environment. NSEAD, 1996.

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Schrader, T. H. Man, environment, and development: A bibliography of the extreme north of Cameroon. Centre for Environmental Studies, Institute for Cultural and Social Studies, 1987.

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Attwood, Adam I. Social Aesthetics and the School Environment. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60345-2.

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V, Jacobs Ellen, and White Donna R, eds. School-Age Environment Rating Scale (SACERS). Teachers' College Press, 1996.

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1946-, Jacobs Ellen Vineberg, and White Donna Romano, eds. School-age care environment rating scale. Teachers College Press, 1996.

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Weiss, Jenna. Tenderfoot: First Day of School. the editor, 2003.

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Amin, Martin E. Trends in the demand for primary education in Cameroon. University Press of America, 1999.

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Western Highlands Nature Conservation Network (Cameroon). A guide to forestry management in Cameroon: Community forestry legal framework : forestry & environment sectoral programme. WHINCONET, 2007.

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Fraser, Barry J. Classroom environment. Croom Helm, 1986.

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Book chapters on the topic "Cameroon and School Environment"

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2434-1.

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Pinquart, Martin. "School Environment." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2434.

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Gross, Barbara. "School environment." In Further Language Learning in Linguistic and Cultural Diverse Contexts. Routledge, 2019. http://dx.doi.org/10.4324/9780429021787-6.

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James, Estelle, and Gail Benjamin. "The School Environment." In Public Policy and Private Education in Japan. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19468-1_2.

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Farag, Alshimaa A., and Iman S. Hamza El Gemae. "Inclusive learning school farm environment." In School Farms. Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-19.

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Jianping, Li, Li Minrong, Wang Jinnan, Li Jianjian, Su Hongwen, and Huang Maoxing. "Report on Global Environment Competitiveness of Cameroon." In Current Chinese Economic Report Series. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54678-5_34.

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Farnsworth, Kent A. "Reinterpreting “Least Restrictive Environment”." In Grassroots School Reform. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_13.

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Wright, Noeline. "Framing the School: Hobsonville Point Secondary School." In Becoming an Innovative Learning Environment. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0764-5_3.

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Spence, Suzanne, Grace Gardner, Dorota Zarnowiecki, et al. "The School Food Environment." In Transforming Food Environments. CRC Press, 2022. http://dx.doi.org/10.1201/9781003043720-3.

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Sako, Toshihiko. "“Big School, Small School” Revisited." In Handbook of Japan-United States Environment-Behavior Research. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_19.

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Conference papers on the topic "Cameroon and School Environment"

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Billong IV, Samuel Ismael, Bernabé Batchakui, René Simo Nono, and Georges Kouamou. "A pedagogic approach by contextual immersion." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11226.

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In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation. This differentiation takes into account the le
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Moreau, Jean-Marie, and Wendy W. Huebner. "Malaria in Cameroon -- Support for a Survey Crew." In SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2000. http://dx.doi.org/10.2118/61020-ms.

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Vincent, Godwe Gormo, Bachirou Bogno, Dieudonné Kaoga Kidmo, Bello Pierre Ngoussandou, Danwe Raidandi, and Michel Aillerie. "Wind energy potential mapping of the far-north region of Cameroon." In TECHNOLOGIES AND MATERIALS FOR RENEWABLE ENERGY, ENVIRONMENT AND SUSTAINABILITY: TMREES22Fr. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0129295.

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Poon, Anthony, Sarah Giroux, Parfait Eloundou-Enyegue, François Guimbretiere, and Nicola Dell. "Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp." In CHI '19: CHI Conference on Human Factors in Computing Systems. ACM, 2019. http://dx.doi.org/10.1145/3290605.3300712.

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MOUALEU, D. P., S. BOWONG, and J. KURTHS. "PARAMETER ESTIMATION OF A TUBERCULOSIS MODEL IN A PATCHY ENVIRONMENT: CASE OF CAMEROON." In International Symposium on Mathematical and Computational Biology. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814602228_0021.

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Lekpa, F. Kemta, MS Doualla, and H. Namme Luma. "SAT0587 School bags weight are not associated with low back pain in schoolchildren in cameroon." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.6693.

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Gruat, Jacky J., and Mahamat Bichara. "Chad-Cameroon Oil Development and Pipeline Project - Contribution to Local Company Success." In SPE International Conference on Health, Safety, and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2008. http://dx.doi.org/10.2118/111940-ms.

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Vinogradova, Natalia F. "Primary School, School Of Possibilities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.110.

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Gibson, Shanan, Dennis C. Neale, John M. Carroll, and Christina A. Van Metre. "Mentoring in a school environment." In the 1999 conference. Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1150240.1150261.

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Havasi, Brindusa. "MY SCHOOL� � TEACHERS� VIEWS ON SCHOOL PHYSICAL ENVIRONMENT IN ROMANIA." In 6th SWS International Scientific Conference on Arts and Humanities ISCAH 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscah.2019.1/s21.054.

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Reports on the topic "Cameroon and School Environment"

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Nkwenti, Michael N. Viable Learning Pathways Back into Schooling for Out-of-School Youths in Cameroon. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5230.

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The share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment or training among the population of the corresponding age group: youth aged 15–24, people aged 15–29, or both age groups. The data show an increasing proportion of Cameroonian youth NEET. Incomplete schooling is likely to be one of the causes of their status. According to the Census and Economic Information Centre (CEIC) statistics, the share of youth NEET has been steadily increasing among female youth and fluctuating among male youth. There are about three
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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Inclusive School Environment. University of Iowa Public Policy Center, 2016. http://dx.doi.org/10.17077/0ii8-pc7v.

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Yang, Yizhao. Understanding School Travel: How Residential Location Choice and the Built Environment Affect Trips to School. Portland State University Library, 2010. http://dx.doi.org/10.15760/trec.22.

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K.N., Funoh. The impacts of artisanal gold mining on local livelihoods and the environment in the forested areas of Cameroon. Center for International Forestry Research (CIFOR), 2014. http://dx.doi.org/10.17528/cifor/005089.

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Maruyama, Asako, Nina Blöndal, Nyamdavaa Yondonjamts, et al. Impact Evaluation Baseline Survey of School Dormitory Environment in Mongolia. Asian Development Bank, 2019. http://dx.doi.org/10.22617/tcs190595-2.

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Higgins, Steve, Emma Dobson, Jonathan Kay, and Patrick Okwen. Using meta-analysis to explore the transferability of education mid-range theories to Cameroon, Chad, Nigeria and Niger: Final academic report – Evidence synthesis. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/crpp2.

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Our project sought to recontextualise a popular evidence portal from the English education system to Cameroon, Chad, Niger and Nigeria. The Teaching and Learning Toolkit is a resource that summarises the global evidence for 30 different pedagogical approaches in plain language so that it can inform the decisions of school leaders in England. This paper shares the evidence synthesis for the project.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineerin
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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora
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Zoido, Pablo, Nicholas Dominic Moffa, María Soledad Bos, and Emiliana Vegas. Latin America and the Caribbean in PISA 2015: How Does Student Learning Relate to the School Environment? Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0006350.

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School absenteeism in the region remains high and has increased. This is worrisome, since it is linked to a deteriorating school environment and worse results. Moreover, absenteeism is higher among the most disadvantaged students.
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Williams, Thomas, Caroline Erolin, and Muireann McMahon. Cell Survival Deluxe: School Version. University of Dundee, 2023. http://dx.doi.org/10.20933/100001284.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. This Cell Survival Game has been adapted for use in the classroom and contains new and improved artwork. Accompanying videos and activity sheets compl
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Journal articles Dissertations / Theses Books
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