Relevant bibliographies by topics / Education, cameroon

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

Academic literature on the topic 'Education, cameroon'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Education, cameroon"

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Fonyuy, Kelen Ernesta. "The rush for English education in urban Cameroon: sociolinguistic implications and prospects." English Today 26, no. 1 (February 23, 2010): 34–42. http://dx.doi.org/10.1017/s0266078409990289.

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The growing demand for English in parts of Cameroon that were once firmly under French influence.In the last decade, multilingual Cameroon has awoken to a new linguistic reality characterised by reconstructing linguistic identities in order to fit in the global space. This is seen in more and more urban Francophones pursuing English medium education and the Anglophones consolidating their identity alignment to the English language. From a sociolinguistic perspective, this paper evaluates the prominence and implications and prospects of this rush for English education in contemporary urban Cameroon. The case study method and cost-benefit analysis confirm that there is a fast growing interest in English medium education and the beginnings of English as an L1 in urban Cameroon. The result is a paradoxical sociolinguistic outcome: first of all, there is a shift by the majority Francophone group, who are shifting from a predominantly French medium to an English medium education, principally for economic benefits. Secondly, the Anglophones are increasingly shifting to English as an L1, without losing French as they live in basically French-speaking urban zones. This state of language shift implies that there will subsequently be bilingualism without diglossia in Cameroon's two official languages, and loss of the long-standing French language hegemony in Cameroon. At the same time, this shift threatens Cameroon's ancestral languages, forcing them increasingly into attrition and possibly endangerment.
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Eta, Elizabeth Agbor, Johanna Kallo, and Risto Rinne. "Process of transfer and reception of Bologna Process ideas in the Cameroon higher education system." European Educational Research Journal 17, no. 5 (September 29, 2017): 656–75. http://dx.doi.org/10.1177/1474904117733376.

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The Bologna Process (BP), which created the European Higher Education Area, has had a profound impact on educational systems in Europe and beyond, as far as Cameroon. Through thematic analysis of interviews and text documents, this article examines the adoption of BP ideas in Cameroon with a focus on the transfer and local reception to the adoption. This article shows that the adoption in Cameroon is found to continue a process that began with the adoption of the BP at the Central African Economic and Monetary Community (CEMAC) by the CEMAC heads of state, leading to its subsequent imposition on universities in Cameroon. The present findings show that, although imposed on the universities, the adoption of the BP found some support in Cameroon because of its potential to resolve the country’s higher education challenges. However, because of Cameroon’s dual French and Anglo-Saxon education system, some interviewees expressed scepticism about the adopted approaches, primarily because they appeared French driven. The article highlights some of the complexities and tensions associated with introducing a borrowed model to a dual system of education such as that in Cameroon.
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Laure, Njanjo Ekoungkang. "INSTITUTIONALIZATION OF E-GOVERNANCE IN CAMEROON HIGHER EDUCATION SYSTEM." American Journal of Public Policy and Administration 6, no. 1 (December 7, 2021): 44–61. http://dx.doi.org/10.47672/ajppa.866.

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This article analyses the emerging institutionalization of e-governance in Cameroon’s Higher Education System. It eventually pays attention to the game of actors by questioning their role and influence in this process. The government of Cameroon is engaged since several years in the promotion of ICT in the organization and governance of Higher Education through various initiatives and mechanisms; but there are also other actors, at the international and regional level as well as private sector, who actively take part to this transformation. In order to understand the different actors’ actions and interactions in the routinization and crystallization of E-governance in Cameroon’s Higher Education, this article utilizes conceptual perspectives from neo- institutional theory especially drawing from rational choice institutionalism.
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Takang, Bessong Stephen, Nixon Kahjum Takor, and Canute A. Ngwa. "Economic Backlash on the Cameroon Development Corporation (CDC) at the End of British Rule in Southern Cameroons, 1961-1968." International Journal of Scientific Research and Management 10, no. 06 (June 12, 2022): 3615–26. http://dx.doi.org/10.18535/ijsrm/v10i6.em05.

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The Cameroon Development Corporation (CDC) was created in 1946 and went operational in 1947 through the enactment of two important ordinances by the government of Nigeria. As an agro-industrial company, the principal objective at inception was the management of the ex-German plantations in Cameroon for the welfare of the workers in particular, and the inhabitants of Southern Cameroons in general. Curiously, the creation of the CDC coincided with a rising spirit of nationalism in the territory, culminating in the granting of independence by reunification with the Republic of Cameroon in October 1961. Considering that the end of British rule was accompanied by reunification, and not integration with Nigeria, the objective of this paper is to highlight the post reunification implications on the CDC. Even though it drastically reduced Nigerian domination of the plantations and offered the corporation greater access to seaport facilities in Douala, the article posits that the CDC suffered enormous setbacks at the end of the British trusteeship in the territory. Using qualitative historical designs, the finding of the study admit that the end of British rule provoked the suspension of Commonwealth funding, cancellation of banana trade preferences, tariff imbroglio, cross-territory security concerns, among the other constraints. However, the article concludes that the federal government equally embarked on a number of remedial measures which went a long way in mitigating the post-independence challenges faced by the CDC.KEY WORDS: Economic backlash, Cameroon Development Corporation, British rule and Southern Cameroons.
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Runcie, Sarah C. "Decolonizing “La Brousse”." French Politics, Culture & Society 38, no. 2 (June 1, 2020): 126–47. http://dx.doi.org/10.3167/fpcs.2020.380207.

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This article examines French responses to transnational influences on medical education and rural health in Cameroon in the era of decolonization. As international organizations became increasingly involved in Cameroon in the postwar period, French military doctors claimed authority through specific expertise on medicine in the African “bush.” After Cameroon became independent, however, the building of new medical school became a focus of French anxieties about maintaining power in new African institutions of technical expertise and knowledge production. While scholars have begun to foreground the international context of Franco-African relations after independence, this article reveals how the distinct politics of Cameroon’s decolonization, growing out of its history as a United Nations (UN) trust territory, shaped French approaches to medical institutions there. Moreover, negotiations over the future of rural medicine in Cameroon highlighted the ways in which the approaches championed by French doctors relied on colonial authority itself.
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Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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Fru, Raymond Nkwenti. "Discursive Postcolonial Reflections of Reunification in Selected Contemporary Anglophone Cameroonian History Textbooks, 1961—2021." ISTORIYA 13, no. 12-2 (122) (2022): 0. http://dx.doi.org/10.18254/s207987840024114-4.

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The Anglo-French partition of German Cameroon in 1961 and the eventual reunification in 1961 of British Southern Cameroons with French Cameroon are responsible for the significant presence of Anglo-French heritage in contemporary Cameroon. Since its reunification, the country has witnessed several internal tensions mainly informed by developments around reunification and the colonial legacies. This article adopts a critical content analysis approach, nuanced with a discursive postcolonial theoretical framework to analyze two history textbooks from the English subsystem of education in Cameroon. In addition to the textbooks presenting history as a memory and uncritical discipline, the findings also reveal the presence of a robust Anglophone nationalism discourse rather than a Cameroonian one in the selected history textbooks under review. Furthermore, the author argues that the colonial heritage enshrined in the federal constitution is being systematically erased, indicating the assimilation of a weaker culture by a stronger one. There is a deep sense in the English-speaking community, both public and private, that the form of the state must be changed. Discourses of disempowered subaltern representation are emerging in relation to postcolonialism, which is also linked to internal colonisation.
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Amin, J. A. "Continuity and Change in Cameroon's Education: The Case of West Cameroon." Journal of Asian and African Studies 29, no. 3-4 (January 1, 1994): 248–59. http://dx.doi.org/10.1177/002190969402900306.

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Ngu, Jacob L. "Government and Higher Education in Cameroon." Higher Education Policy 6, no. 4 (December 1993): 29–33. http://dx.doi.org/10.1057/hep.1993.52.

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Ngamtiate, Amina Vanessa, and Didier Nganawara. "Comprendre le Changement Social de la Fécondité à Travers l’Autonomie des Femmes en Union au Cameroun : Apport des Méthodes de Décomposition." European Scientific Journal, ESJ 19, no. 35 (December 31, 2023): 78. http://dx.doi.org/10.19044/esj.2023.v19n35p78.

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Contexte : Au Cameroun, le niveau de la fécondité reste élevé bien qu’une tendance à la baisse soit observée au cours de ces dernières années. Le nombre moyen d’enfants par femme est passé de 5,1 enfants en 2011 à 4,8 en 2018 (INS, 2018). Objectif : Cet article cherche à identifier les sources de changement social du niveau de la fécondité à travers l’autonomie des femmes en union au Cameroun. Méthodologie : Les données proviennent des enquêtes démographiques et de santé réalisées au Cameroun en 2011 et 2018. Elles sont analysées par la méthode de décomposition pour identifier les sources de changement du niveau de fécondité en fonction de l’autonomie. Résultats : Les résultats de l’analyse montrent que, pour les trois variables de classification retenues, la baisse de la fécondité chez les femmes en union au Cameroun entre 2011 et 2018 est due principalement à un effet de comportement. Cet effet est plus important chez les femmes dont la prise de décision relève du conjoint. Les femmes de niveau d’instruction primaire ont contribué de manière très significative (226,2%) à cette baisse. Il en est de même, pour celles exerçant des travaux domestiques et des activités dans le secteur informel avec respectivement 226,7% et 165,6%. Conclusion : L’autonomie exerce une influence sur la baisse de la fécondité des femmes en union au Cameroun entre 2011 et 2018. Background: In Cameroon, the level of fertility remains high although a downward trend is observed in recent years. The average number of children per woman increased from 5.1 in 2011 to 4.8 in 2018 (INS, 2018). Objective: This article seeks to identify the sources of social change in the level of fertility through the autonomy of women in union in Cameroon. Methodology: The data come from demographic and health surveys conducted in Cameroon in 2011 and 2018. They are analyzed by the decomposition method to identify the sources of change in fertility level according to autonomy. Results: The results of the analysis show that, for the three classification variables used, the decrease in fertility among women in unions in Cameroon between 2011 and 2018 is mainly due to a behavioural effect. This effect is greater for women whose decision-making is the responsibility of the spouse. Women with primary education contributed significantly (226.2%) to this decline. The same is true for those engaged in domestic work and activities in the informal sector with 226.7% and 165.6% respectively. Conclusion: Autonomy exerts an influence on the decline in fertility of women in union in Cameroon between 2011 and 2018.
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Dissertations / Theses on the topic "Education, cameroon"

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Ekane, Duone. "Female education and Fertility Desires in Cameroon." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-134957.

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AbstractSocio-economic changes have been identified to alter demographic behaviour, most especially fertility desires. Cameroon just like most Sub Saharan African countries started experiencing decline in its fertility rates not too long ago. A couple of factors have been identified to influence women’s childbearing. Education has been pinpointed as one of the pivotal factors that play a role in influencing female fertility desire. Discussion on education in this paper is made in reference to educational attainment. This research had the aim of examining whether education level attainment (i.e. primary, secondary and university) influences women’s desire to have another child in Cameroon. The target group of the study was women who had at least one child, and their ages ranged from 15 to 45 years. To be able to conduct the study the 2011 demographic health survey (DHS) was used. The demographic theory and demand for children concept were used to provide theoretical framework on the topic. The study was based on the contention that the higher the education level of women, the lesser the desire to have children. From the logistic regression performed, the results portrayed that educational level does influence women’s decision to have another child especially for women with primary and secondary education. Women with no education are more likely to want to have another child than women with education. Women with primary and secondary education are significantly less likely to want another child than those with higher education. This result tends to be fall in line to what was expected. The results showed that although education shapes fertility desires, the number of living children, husband employment and household status tend to play more significant role in women’s desire to have another child in Cameroon. Keywords; fertility, Cameroon, female education, demographic health survey, logistic regression
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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
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Ngomba, Peter Njoh. "The developmental impact of public investment in education, science and technology in Cameroon, 1960-1980 /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75784.

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Linking education, science and technology with national development is a subject of increasing concern in many developing countries. In this dissertation, we have studied empirically the contribution, or lack of it, which public investment in education, science and technology has made to the attainment of development objectives in Cameroon since 1960. Using a small computable macroeconometric model of Cameroon incorporating some major relevant quantitative aspects of the knowledge sector, we have investigated the effects on that sector and on the overall economic system of increased education- and research-service resources. We have also analyzed some of the major qualitative factors that are important in this sector.
Our results suggest that, given existing patterns of education, science and technology in Cameroon, the contribution of public investment in this sector may be small compared to the potential contribution suggested in the literature. The implications of these results are examined for policy-making and planning at the national level.
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Ashu, F. (Felix). "The role of parents in early childhood education in Cameroon." Master's thesis, University of Oulu, 2012. http://jultika.oulu.fi/Record/nbnfioulu-201212041083.

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Abstract. This research aims to provide some suggestions for the role of parents in early childhood education in Cameroon. It also tries to create an awareness of the current state of educational structures and institutions that are available for early childhood education and to identify gaps where urgent attention is needed. Data for this study was collected through interview with the use of Skype. A stratified random sampling method was used and the focus groups were parents who live both in cities and the countryside. Analysis was carried out through content analysis, based on the perceptions from those interviews and the results are presented in terms of percentages. Based on the findings, the level of education of parents, their income levels and cultural awareness have a great impact on early childhood education. Those in the rural areas had more challenges than those in the urban areas and this affects on child performance. The availability of education and resources for learning is in limited supply. Despite these challenges, parental involvement in early childhood education has an overall positive effect and helps to build capacity for future development.
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Enyong, Laetitia Ako Kima. "Linkages among research, education, extension, and farmers in the Republic of Cameroon." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-144530/.

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Badang, Germain Guehoada. "Perspectives on Teacher Decision-Making on Social Studies in Cameroon." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374231198.

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Fonyuy, Kelen Ernesta [Verfasser]. "Ethnolects of Cameroon English : Pronunciation, Education, and Evolution / Kelen Ernesta Fonyuy." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2013. http://d-nb.info/1049882857/34.

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Jum, Joseph. "Catholic schools in English speaking Cameroon and their educational outcomes." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191697/.

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Whilst the main purpose of education is a matter for political debate, there is broad consensus that it is about the acquisition of knowledge and understanding, the development of responsible attitudes and the preparation of young people for later life and wider society (Bigger and Brown, 1999). Thus, schools, as the places where the majority of young people are formally educated (McGilchrist et al., 2004), are concerned with more than just the acquisition of knowledge. Their ultimate objective in a democratic society must be to facilitate the social, academic and identity development of young people (Verma and Pumfrey, 1988) while contributing to their personal and collective happiness (Noddings, 2003). Using a cross-sectional, mixed-methods approach with 10 secondary schools from three main school types, this study investigates how well Catholic schools in English speaking Cameroon are achieving these educational outcomes for their students. The results show that even though Catholic schools have had a longstanding reputation for achieving the highest overall academic attainment, Presbyterian schools have recently performed better on this measure. The cluster of Catholic schools which have consistently produced outstanding results have perhaps perpetuated theperception that Catholic schools are still the highest performing. Catholic schools appear to fare better than ‘government’ and ‘lay private’ schools at promoting non-academic outcomes such as nurturing the spiritual development of pupils, preparing pupils for life after school, promoting the common good of society and promoting community cohesion, but appear to fail to provide to the same extent upward social mobility for poor pupils, which is an important claim for Catholic education in the literature. This research, the first of its kind in Cameroon, should enable the Church and state authorities to engage in a properly informed way in a national debate about the contribution of Catholic schools to the education system and to society. In addition, contrary to the negative literature about faith schools generally, this study shows Catholic education to be fertile ground for cultivating the democratic potential of schools (Parker, 2008) which can only be welcome news in a country enmeshed in corruption and splintered along tribal, cultural and religious lines
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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. This study, therefore, explores the factors pertinent to effective school leadership development programmes in a resource poor education system, taking Cameroon as its example. The study combines a review of the academic literature with field document analysis evidence, structured interviews with head teachers and teachers, and a Leadership and Management Development Questionnaire (LMDQ) study. The results in particular indicate that the central educational agencies, schools and school leaders recognized the importance of ensuring that central policies and support, schools’ internal policies, and their in-service development opportunities for aspiring head teachers, are closely aligned with international best practice, particularly through the establishment of a structured leadership development programme targeted at aspiring head teachers, and aimed at combining governance skills with a more global outlook.
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Bivina, Guillaume. "L'éducation, un aspect des relations culturelles Cameroun -Canada (1948-2008)." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30009.

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En 2010, le Cameroun a fêté le centenaire de l’éducation moderne et le cinquantenaire de son indépendance. Pour les générations adultes, le niveau scolaire a dangereusement baissé. Selon eux, les élèves étaient jadis plus consciencieux et plus performants. À ce titre, les établissements scolaires BONNEAU, SACRÉ-COEUR, SAINT-COEUR, VOGT, STOLL, évoquent tout ce qu’il y a de sérieux. Les personnalités de premier rangdu Cameroun à l’exemple du Chef de l’État actuel, y ont été formées par des missionnaires canadiens. Voulant savoir ce qui faisait la particularité de cette éducation, nous avons émis l’hypothèse générale qu’elle reposait sur une approche didactique particulière. Cette hypothèse nous a permis de consulter des archives pour examiner les aspects éthiques, socioprofessionnels, psychopédagogiques et technologiques des éducateurs canadiens. Il en ressort que les valeurs éthiques et morales étaient au coeur de leur approche éducative. Le profil des enseignants de ces établissements était moins important que les valeurs chrétiennes qu’ils incarnaient. Aussi avons-nous proposé que les éducateurs camerounais actuels s’inspirent de ce modèle pour améliorer leur pratique. En somme, il nous est apparu hautement souhaitable que les professeurs d’histoire, s’appuyant sur l’approche éthique canadienne, présentent des valeurs authentiquement africaines aux jeunes Camerounais
In 2010, Cameroon celebrated the centenary of modern education and the fiftieth anniversary of its independence. For adult generations, school level dropped alarmingly. According to this thesis, the students were once more conscientious and more efficient. As such, schools like BONNEAU, SACRED HEART, SAINT-HEART, VOGT, STOLL, evoke everything that is serious. Great personalities of Cameroon of the example of the current head of State were being trained by Canadian missionaries. Wanting to know what the peculiarity of this education was, we issued the general assumption that it was based on a particular educational approach. This assumption allowed us to develop a questionnaire to examine the ethical, socio-professional, pedagogical and technological aspects of Canadian educators. After counting the questionnaire, it appears that the ethical and moral values were at the heart of their educational approach. The profile of the teachers appeared less important than the Christian values they embodied. We therefore proposed that the current Cameroonian educators get inspired by this model to improve their practice. In short, it became highly desirable that history teachers, based on the Canadian ethical approach, have authentically African values to young Cameroonians
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Books on the topic "Education, cameroon"

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Saidi, Jasmin. Cameroon. Washington, D.C: American Association of Collegiate Registrars and Admissions Officers, 1995.

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Atayo, Asonganyi Joseph. Cameroon educational system. Buea, Cameroon: Loving World Pub. House, 2000.

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Mbuagbaw, Tanyi. Anglosaxon university in Cameroon. [S.l: s.n., 1992.

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Luma, Lydia Evenyʼà. Education and the Cameroon New Deal. Yaounde, Cameroon: United International Publishers, 1987.

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Ashu, Frederick Ebot. Historical foundations of education in Cameroon. Limbe-South West Province: Pressbook Plc Cameroon, 2020.

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Maurice, Tadadjeu, and Projet de recherche opérationnelle pour l'enseignement des langues au Cameroun., eds. National language education programme in Cameroon. [Yaoundé?: s.n.], 1995.

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Institute of Rurally Oriented Pedagogy (Buea, Cameroon). Suggested syllabus for teacher education in Cameroon. Buea: IPAR-Buea, 1985.

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L, Betene Pierre, Messina Jean-Paul, and Secrétariat permanent de l'enseignment catholique au Cameroun., eds. L' enseignement catholique au Cameroun, 1890-1990 =: Catholic education in Cameroon, 1890-1990. [Yaoundé, Cameroon]: Secrétariat permanent de l'enseignement catholique au Cameroun, 1992.

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Changing regimes and educational development in Cameroon. [Cameroon: M.B. Gwanfogbe], 2006.

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Epah, George Fonkeng. The history of education in Cameroon, 1844-2004. Lewiston, NY: Edwin Mellen Press, 2007.

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Book chapters on the topic "Education, cameroon"

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Shu, Solomon. "Education in Cameroon." In Education in Africa, 28–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316114-2.

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Fenmachi, Emela Achu. "Distance Learning in Cameroon." In Early Childhood Education and Care in a Global Pandemic, 155–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003257684-12.

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Ekembe, Eric Enongene. "Assessing Teachers’ Perceptions of Relevant ELT Policies in Cameroon." In Interface between English Language Education Policies and Practice, 243–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14310-6_12.

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Etomes, Sophie Ekume, and Epah George Fonkeng. "Inclusion for Equality Practices in Higher Education Institutions in Cameroon." In Managing Human Resources in Africa, 133–58. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-33878-6_6.

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Focho, Gladys Ngwi. "Learning to Teach: The Continuing Professional Development Realities of English Language Teachers in Cameroon." In Springer Texts in Education, 103–30. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42675-9_5.

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Nkemleke, Daniel. "Design and teaching of academic writing in tertiary education in Cameroon." In African Perspectives on the Teaching and Learning of English in Higher Education, 47–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003279433-5.

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Tchouaffe, Olivier J. "Between the Sublime and the Subliminal: Economic Modernity, Desire, and Political Fictions in Cameroon." In Education, Creativity, and Economic Empowerment in Africa, 143–65. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137438508_9.

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Apuge, Michael Etuge. "Standard English speech pitfalls of ESL/EFL student-teachers in Cameroon." In African Perspectives on the Teaching and Learning of English in Higher Education, 226–45. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003279433-17.

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Ngala, Bernard Ndzi. "The Impact of the Resurgent Anglophone Crisis in Cameroon on Language Education and Policy." In Applied Linguistics and Language Teaching in the Neo-Nationalist Era, 51–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56550-3_3.

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Tchombe, Therese M. S., Lambert Wirdze, and Asangha Ngufor Muki. "Enhancing the Health and Education of Deprived Children: Implications for Sustainable Development in Cameroon." In Developmental Science and Sustainable Development Goals for Children and Youth, 139–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96592-5_7.

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Conference papers on the topic "Education, cameroon"

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M. BETEK, Chelsea, Sheriff F. FOLARIN, and Moses M. DURUJI. "LANGUAGE EDUCATION AND THE SOCIAL INTEGRATION OF NIGERIAN REFUGEES IN CAMEROON." In INTCESS 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202290.

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Dissake Koumassol, Endurence Midinette. "Introducing Technology in Education during the Time of Pandemic: The Case of the University of Bamenda." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9834.

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In 2020, the adoption of technology in education rapidly became a method to fight against the propagation of the coronavirus disease 2019 (Covid-19). During the academic year 2020-2021, the University of Bamenda in Cameroon embarked on remote working and online teaching by scheduling 50% of its courses online via eLearning platforms. The results obtained during the academic year were not satisfactory. To determine the flaws in the introduction of technologies at the University, I surveyed 30 teachers and 46 students. The data obtained were analysed through the coding and categorising framework. Alongside infrastructural issues like unstable electricity, unavailability of internet connection, and the scarcity of electronic devices like computers, the research exposed human factors like resistance to new technologies, new methods of teaching and preparing courses. Although technology facilitates education in developed nations, this instrument still presents some impasses in developing countries, such as Cameroon. Through the description of the predicaments of the University of Bamenda, this study proposes solutions for the effective application of technology in education that may be useful in developing nations.
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Rita Veghessi, Anguh. "CHILDREN’S WELLBEING: CONCEPTUALIZATION OF CHILDHOOD AMONG ANGLOPHONES AND FRANCOPHONES IN CAMEROON." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0243.

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Check, Rhode, and Frederick Okwo. "DEMOGRAPHIC FACTORS AND STRESS EFFECTS ON TEACHERS OF PUBLIC SECONDARY SCHOOLS IN CAMEROON." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0112.

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"Determinants of Adoption of Agricultural Extension Services in the Centre Region of Cameroon." In 2019 2nd International Conference on Contemporary Education and Economic Development. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/ceed.2019.034.

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Yaro, Loveline Yaro. "Resilience for Academic Excellence through Distance Education Life Learning Strategies in Victims of the Anglophone Crisis in Cameroon." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2103.

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During the past few years, there has been a noticeable and heightened concern on the plight of students living in the restive North-west and South-west regions of Cameroon that have been hit hard by the ongoing Anglophone crisis. The education crisis which was already a feature in many regions in the world has been exacerbated by Anglophone Crisis. The English-speaking Regions of Cameroon consisting of the Northwest and Southwest formal British Colonies have been restive since 2016. This is caused by a sociopolitical Crisis which has deteriorated overtime and led to violent clashes between armed forces and separate fighters, loss of life and property, internal displacements of inhabitants, human right abuse, climate of fear and uncertainty. Reports holds that, since the beginning of the crisis over 790, 000 people have been forcibly displaced and over 4,000 tortured and killed The crisis has specifically affected the Distance Education Program of the University of Buea whose student population consist of about ¾ of students living in these restive regions. These students have reported challenges in carrying out their academic work especially during periods of lockdown. Despite the complaints, the Program continues to run with classes going on and examination conducted even in the heart of the crisis. Notwithstanding the exposure to significant threats or severe adversity they face due to the socio-political crisis, the students remain resilient. Research has identified self-efficiency, work ethics, and internal locus of control as factors that can build resilience for academic excellence in at risk students facing such challenges. Using the convenient sampling procedure, the study adopted the survey questionnaire method aimed at highlighting supportive social actions that can contribute in building resilience for academic excellence in at-risk students studying in the Distance education program in the University of Buea. These activities will be geared towards using problem solving models of Social connections, Supportive relationships and Social agency to produce desired academic outcomes for at risk students from the restive anglophone regions enrolled in the Distance education program.
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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. Valencia: 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 learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.
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Bih, Fon Louisa. "The Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5499.

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This paper investigates how physically disabled youths in the town of Bamenda, the capital city of the North West Region of Cameroon are able to fit in the Sustainable Development Goal 4 especially with technological advancement. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emergence of technology has been an asset to learning in the 21st Century. This research seeks to understand how the physically disabled youths benefit in this wave of technology as concerns their education enhancement. We set off with the following questions. How can phones be used by disabled youths such as the blind and deaf? How can phones help the education of physical disabled youths? Proposed answers to the above stated questions were; Mobile phones are wired with apps and settings which help people living with disability. Through mobile phones, physically disabled youths can access learning materials on the internet and through voice notes. The main theoretical resource for this study is Technological Mediation Theory by Verbeek. Purposeful samplings of 30 physically disabled youths in the city of Bamenda were our focus. Interviews and observation were the means through which data was obtained. Results have it that, among the disabled, the deaf are very active of phones and social media with video aids and the possibility of writing. While the blind have audio setting on their phones, which help them get most information they want. Their trainers as well learn quite well on how to accommodate them and carry them along their respective training.
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Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.

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This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
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Heidrich, Balázs, Richárd Kása, and Tamás Németh. "Green or Yellow Light for Market F(l)avours? The Lecturer Perspectives of Market-Oriented Organisational Culture in the Changing World of Hungarian Higher Education." In 43rd International Conference on Organizational Science Development. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.fov.3.2024.20.

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This study focuses on the success factors of a Hungarian business university, highlighting an important pillar among the success criteria: a coherent and market-oriented organisational culture that can adapt to the changing conditions including transitions and sustainability-related challenges. Our research question is to what extent organisational culture helps or hinders market-oriented organisational behaviour, and to what extent it supports an organisation's success in higher education. Through the example of the Budapest Business University (BBU) the study shows how Cameron-Quinn's organisational culture model (OCAI) - with regard to market orientation - appears in the domestic university scenario. Based on our research the role of market orientation in higher education is clarified: there is a connection between the organisation's strategy, culture and market orientation, but there are different viewpoints regarding the organisational values related to market orientation. The authors argue that the immanent element of organisational functioning (i.e. the market-oriented organisational culture), fundamentally contributes to how successfully a model-changing university adapts in the market space designated for it.
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Reports on the topic "Education, cameroon"

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Kendhammer, Brandon, and Adama Ousmanou. Islam, Higher Education, and Extremism in Cameroon. RESOLVE Network, February 2019. http://dx.doi.org/10.37805/lcb2019.1.

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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), July 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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Nkwenti, Michael N. Viable Learning Pathways Back into Schooling for Out-of-School Youths in Cameroon. Edited by Tony Mays. Commonwealth of Learning (COL), February 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 times more female than male youth NEET. This report therefore explores the challenge of out-of-school children and youths in Cameroon. Various attempts have been made in the past to address the challenge but have not had significant impact on improving the situation. This report therefore proposes the establishment of a virtual open school — Cameroon National Open School (CAMNOS) — that can provide a virtual backbone for both online and blended provision, with the latter making use of existing day schools as after-hours support centres.
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Cameroon: Peer education and youth-friendly media reduce risky sexual behavior. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1009.

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Cameroonian researchers at the Institute of Behavioral Studies and Research (IRESCO), with support from FRONTIERS, conducted an operations research project between 2000 and 2002 to assess strategies to encourage abstinence, increase contraceptive use, and reduce sexually transmitted infection (STI) rates among sexually active youth. The intervention combined peer-education strategies with media campaigns to promote healthy behavior among youth in the Mokolo neighborhood of Yaoundé. IRESCO trained 49 peer educators aged 19–25 in reproductive health (RH) communication strategies. The team coordinated educational talks, counseling sessions, conferences, and cultural and athletic events; produced comic books and brochures; and sold French and English editions of Among Youth magazine, featuring celebrity interviews and information on RH, unwanted pregnancy, and STI transmission. IRESCO evaluated the intervention’s impact through baseline and endline surveys of 2,500 youth in Mokolo and the control site, New Bell, in Douala. This brief concludes that urban youth in Cameroon are knowledgeable about HIV/AIDS and the risks of early pregnancy, but their behavior often fails to reflect their knowledge. Peer-education programs targeting youth through one-on-one counseling, theatrical performances, youth magazines, and sporting events increases abstinence and fidelity and improves consistent and correct condom use.
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LAKE CHAD BASIN RESEARCH SERIES FACT SHEET: Islam, Higher Education, and Extremism in Cameroon. RESOLVE Network, August 2020. http://dx.doi.org/10.37805/fs2020.2.lcb.

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Peer education as a strategy to increase contraceptive prevalence and reduce the rate of STIs/HIV among adolescents in Cameroon. Population Council, 2002. http://dx.doi.org/10.31899/rh4.1130.

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