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1
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 CamerounaisIn 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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Kim, Moon-Jeong. "Let there be voice: engaging adolescent girls in participatory research in Cameroon." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119472.
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This study explores the perspectives and experiences of eleven adolescent girls in Cameroon on the meanings, purposes and barriers to education. Arts-based and visual methodologies are used to engage the girls in critical dialogue. A participatory approach gives value to the knowledge of local people as expertise and insight, which is often unknown to outsiders (NGOs, researchers, policy makers), in identifying issues specific to their own communities. With limited research done with girls, as opposed to on girls, this study seeks to hear the voices of girls, in-school and out-of-school, and make those voices heard in offering their inside-stories and lived-experiences. A new light is shed on their common everyday-life as they take part in the processes of working collectively, and collaboratively in exploring themes around education through drawings and picture taking. As a result, these processes lead to opportunities of knowledge creation and reflection on the realities that they face daily. Issues around identity, 'who they were' and 'who they could be', and sacrifice among the important themes.Cette étude explore les perspectives et les expériences d'onze adolescentes au Cameroun sur les significations, les buts et les obstacles liées à l'éducation. Les méthodologies visuelles et basées sur l'art sont utilisées afin d'engager les filles dans des dialogues critiques. L'approche participatoire donne la valeur aux connaissances des gens locaux comme étant des expertises lors de l'identification des problèmes particulières à leur communauté. Ces connaissances donnent un aperçu particulier et souvent, elles ne sont pas connues par les étrangers. Ayant un nombre limité d'études faites avec les filles et non au sujet des filles, cette étude cherche à écouter les voix des filles et de faire en sorte que ces voix sont entendues en offrant leurs histoires personnelles et expériences vécues. En explorant les thèmes sur l'éducation à travers les dessins et la photographie, une nouvelle lumière est éclairée sur leur vie courante de tous les jours. En résultat, ces processus mènent à la création des connaissances et à la réflexion sur les réalités auxquelles les filles font face tous les jours.
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Azunie, Naomi Chuiwo. "An Integrated Approach to Malaria Prevention and Control in Rural Cameroon." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3971.
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Malaria is a life-threatening parasitic disease spread to humans through bites of an infected mosquito. In rural Cameroon, malaria is one of the major causes of morbidity and mortality. Several studies have examined the use of various malaria preventive tools; however, there is insufficient literature available on use of an integrated approach to prevent and control malaria in rural Cameroon. The aim of this study was to provide information necessary for bridging the gap in understanding the proper use of insecticide treated nets (ITNs) and antimalarial drugs and the roles of education and socioeconomic status in malaria prevention and control efforts in rural Cameroon. This quantitative cross-sectional study was guided by the socioecological framework. Secondary data from the 2011 Cameroon Demographic and Health Survey (sample size of 216) was used in this study. The Chi-Square, binary logistic, and multinomial logistic regressions were used to analyze the data. The result revealed that there was a significant association (p < 0.05) between proper use of ITNs and malaria prevalence among children under 5 years old, education and proper use of antimalarial drugs, and socioeconomic status and health seeking behavior. There was also a significant association between healthcare preference and malaria treatment outcomes among children under 5 and pregnant women. These findings may contribute to social change by helping public health officials in Cameron to continue to prioritize local needs and enforce the proper use of available malaria tools in rural communities through an integrated approach to prevent and control malaria in rural Cameroon, especially for children under 5 years old and pregnant women, which would lead to improved quality of life.
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Njuakom, Irin. "Assessing Community Leadership Collaboration in Bringing About Sanitation in Njinikom, Cameroon." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4242.
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The lack of access to improved toilet sanitation remains a major health and environmental hazard in developing nations in the world. Despite global leadership efforts at the level of the United Nations and nongovernmental organizations around the world, diarrhea-related diseases disproportionately affect children. Evidence from the literature suggests that competent and sustained leadership is central to resolving the problem. From a historical perspective, leadership advocacy and engagement prompted the sanitary revolution in the West in the 18th and 19th century that led to the eradication of preventable infectious diseases such as cholera. Integrated leadership that made use of sanitation and water institutions at the national, state, and local levels and structured, skilled, and financial capability helped create an enabling environment for better and sustainable hygiene sanitation in the West. A qualitative approach was used to explore the role of collaborative leadership in enhancing the demand for toilet hygiene in rural Njinikom and the community's perception of the state of sanitation. One-on-one interviews were conducted with 25 adults aged 18 years and above with knowledge and exposure to poor toilet sanitation. Content analysis was used to develop themes and patterns from the data. The findings revealed barriers such as inefficient leadership and limited financial resources that impede adequate feces disposal and motivating factors for better sanitation. The results provided support for a partnership approach that is inclusive, relevant, useful, and sustainable. The implication of the study includes renewed interest in improving toilet sanitation and health and increase understanding of the importance of adequate feces disposal in preventing and eliminating associated fecal-oral diseases.
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Nangue, Calvain Raoul. "Guidelines for the successful integration of ICT in schools in Cameroon." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1311.
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ICT integration in secondary schools in Sub-Saharan Africa is still at an early stage and already faces several setbacks that may undermine the various initiatives undertaken by governments and the private sector to promote the use of computers in schools. Based on literature and other research, this may be attributed to the fact that no guidelines for proper ICT adoption in secondary schools exist; and furthermore, most integration cases were done haphazardly with no systematic approach based on the existing frameworks or tailored towards the real context in the schools concerned. The present study aimed to provide guidelines for the successful integration of ICT into schools in Cameroon. A review of some existing frameworks for ICT integrations in schools, as well as the innovative pathways that some developing countries have taken to ensure the successful integration of ICT into schools were explored through a literature review, revealing the trends and challenges of ICT integration in schools in Sub-Saharan Africa. The current status of ICT in schools in Cameroon being at an introductory stage was established from the available literature. This led to the use of a single case study from the Western Region of Cameroon, where four secondary schools were selected from the most advanced schools in terms of ICT integration. Participants consisting of principals, ICT co-ordinators, teachers, and students were interviewed, in order to establish the current status of ICT in each school, as well as those factors affecting or promoting the adoption of ICT. Teachers’ and students’ surveys, as well as existing documentation were used to triangulate the data gathered from interviews with school principals and ICT co-ordinators. Data were descriptively analysed – and the findings revealed that ICT is at the introductory stage of integration in the Fluck’s Model of ICT development in schools. At school level, the lack of infrastructure and an ICT adoption plan were found to be the key opposing factors to ICT integration, whereas several enablers were identified, such as the positive attitude of teachers towards ICT, the existence of a minimum recurring budget for ICT adoption through parents’ funding, as well as the continually decreasing cost of ICT infrastructure in the market. Based on the findings and experiences from successfully proven projects, a set of guidelines were derived for schools’ decision-makers. It is critical to put in place a well-structured policy for ICT in the school and to recognise all the ICT-related costs.
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Maboh, M. Nkwati. "Nurse education in Cameroon : a grounded analysis on seizing the opportunity of the moment." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/19970/.
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Nurse education has moved from apprenticeship models to advanced competency-based curricular in higher education. The bachelor’s degree is already becoming the entry level into professional practice. Postgraduate programmes have been developed and there is growing autonomous regulation. Nursing in Cameroon has equally been going through its own evolution from the colonial era to present day Cameroon. However, the absence of empirical data makes it difficult to ascertain the nature of this evolution. The aim of this study was to critically analyse the basis of/and ideological positions of key stakeholders in relation to nurse education in Cameroon. Charmaz’s (2006) constructivist interpretation of grounded theory was used to analyse data from official texts and in-depth interviews of nurses involved with education policy. Data sources were initially selected using purposive sampling and subsequently through theoretical sampling. The results showed that nurse education in Cameroon has been influenced by a series of interacting factors. These included categories that occurred at particular points in time though their influence persist: multiple births and formation; reactive growth and development; liberalisation and nurse education expansion; turf wars and intra-professional conflicts. These were found to interact with fluid categories that represent dynamic current movements whose direction are unclear: change mode; moving nursing to higher education; harmonisation of nursing programmes; and professionalizing nursing. A grounded interpretation of these categories and their relationships led to the development of a theory on seizing the opportunity of the moment. The theory proposes a harmonisation project to move nurse education from a scenario where nursing has no control over the education system to one where nursing seizes control of the nurse education process. The argument is made that turf wars and intra-professional conflicts have the potential to pull nursing education from the unanticipated opportunities suddenly generated by government’s policy of liberalization. The current conjunction of the desire for change among nurses and the unplanned inclusion of nurse education in higher education provide the unique opportunity for harmonization if harnessed to advance nurse education and professionalise nursing. The study concludes that nurse leaders must create a platform that unites nurses towards the adoption and implementation of the harmonisation project or risk another generation of erratic growth and development.
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Ngujede, Ahone Esther-Alice. "Experience with Social Support Systems Among Women Exposed to Intimate Partner Violence in Cameroon." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2326.
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The southwest and northwest regions of Cameroon have experienced high rates of intimate partner violence (IPV). Limited information is available about IPV victims' experiences with social support systems. This phenomenological study was aimed at investigating IPV victims' lived experiences with social support systems in Cameroon. Some of these systems are the judicial system, police officers, hospitals and clinics, and domestic violence agencies. The Health Belief Model (HBM) and the Transtheoretical Model of Change (TTM) were used to understand how 8 self-identified victims of IPV were able to discuss their lived experiences with social support systems. The research questions addressed women's experiences with social support systems as victims of intimate partner violence. The study also addressed participants' willingness to use social support systems again if the systems were made available to them. Data were gathered through face-to-face interviews using a purposeful-criterion sample that discussed the themes developed after the interview. The participants were selected with the help of 2 local domestic violence organizations based in the northwest and southwest regions of Cameroon. Study findings, which were generated via inductive analyses, indicated that victims sought the help of social support systems at least 3 times in hopes of changing their situation but were not satisfied with these systems. The study conveys social change by encouraging the need to educate social support systems in implementing and developing culturally-sensitive programs to eradicate IPV in Cameroon.
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Ngwa, Chenwi Mbuoko. "Investigating Funding Policies for New Clinics in Rural Northwest Region, Cameroon." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4540.
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Abstract
Healthcare policies are complex health promotion strategies used by healthcare policy
designers to create awareness, educate, and develop the capacity of sustainable health
promotion practices in rural communities. The purpose of this phenomenological study
was to investigate an occurrence being experience by rural residents in the NWR of
Cameroon where residents lacked nearby healthcare clinics where they can seek medical
treatment and to determine if there were any funding policy requirements for the
construction of new rural community clinics at the NW Regional Delegation of Public
Health. Using Wright's conceptual framework on policy analysis and evaluation and
Coleman's rational action theory, data were collected through in-depth interviews from a
sample of 10 participants composed of healthcare policy designers and rural community
residents. The data were analyzed using Colaizzi's 7-step method for analyzing
phenomenological data. Findings indicated that the lack of primary health care clinics in
rural communities imposed five main challenges which limit access to rural healthcare:
the non-availability of healthcare facilities in rural settings, inaccessibility to rural
communities, the unaffordability of healthcare in rural communities and lack of
healthcare insurance, unacceptability due to lack of health education and social stigma, as
well as lack of accommodation for new clinics. Furthermore, the Minister of Public
Health use existing healthcare funding policy requirements at the NW regional delegation
to make final policy decisions. The results of this study may be used to create positive
social change by establishing nonbiased health policy intervention strategies and will also
help the Government of Cameroon to establish health promotion policy guidelines and
policy adjustments that address the lack of clinics in rural NWR of Cameroon.
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Lawrence, Yuven Lafen. "Traditional culture, science education and changing values among the Nso people of North West Cameroon." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388397.
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Fonkeng, E. G. "An analysis of private secondary education in the North West and South West Provinces of the Republic of Cameroon (1976-1984)." Thesis, University of Hull, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382913.
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Ondja'a, Bertin. "University Social Responsibility: Achieving Human and Social Development in Cameroon." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504792020919084.
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Meguieng, Sidze Sandrine. "Empowering Community Resilience to climate Change in Cameroon using Technology-enhanced Learning." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-214501.
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Located in Central Africa, Cameroon is considered the driving force of the sub-region due to its strategic location in the center of the African continent. During the last five years, the country has been under the constant threat of a large range of disasters like floods, droughts, landslides, epidemics, etc. In such a context, the government is implementing several strategies for Disaster Risk Reduction in the country. Under the lead of the Ministry of Territorial Administration and Decentralization, the Directorate of Civil Protection, coordinates Disaster Risk Reduction activities through a network of over 379 decentralized institutions and international partners (Ayanji, 2004). Despite a high level of deployment, these activities still prove to have a low level of efficiency on the field. Results from the literature review suggest that this may be due to strategies for public education and public awareness that do not mirror stakeholders’ needs, capacities, and background. There is a need to: (1) identify the failures of the pre-existing public education and public awareness strategy, (2) assess the educational needs and capacities of each category of actors, (3) select adequate instructional methods and tools and (4) ensure the effectiveness and sustainability of the newly proposed strategy. The aim of this work, which is a three-year PhD project funded by the AXA Research Fund, is therefore to propose a public education and public awareness model adapted to the Cameroonian context, using Technology Enhanced Learning to strengthen capacities and competencies of stakeholders involved in the problem of climate change. The study makes use of a mixed method approach. From the literature review, four categories of actors involved into the climate change education process in the country have first been identified namely (1) government, (2) educational institutions, (3) Non-Governmental Organizations and (4) communities. A sample population has been driven from each category using the Respondent Driven Sampling method. Then data were collected during a six-month field trip in Cameroon, using semi-structured interviews (McNamara, 1999), qualitative survey (Fowler, 2009), direct observation (Bernard, 2006) and focus group discussion (Krueger & Casey, 2009). Findings from data analyses, performed using Epi info software for quantitative data and MAXQDA software for qualitative data show that: the educational strategy is not clearly defined; there is a lack of adequate infrastructures; technologies available are not properly used: either they are not evenly accessible, or when accessible they do not match learners’ capacities and competencies. Finally, quality criteria for the evaluation of the existing educational strategy are not met, thus failing to ensure it sustainability. The conceptual solution proposed in this work makes use of the concept of learning communities, especially Community of Practice as proposed by Lave and Wenger (1991) to develop an information and knowledge sharing community system to establish best practices for improving community resilience to climate change impact. This Community of Practice will operate essentially offline with a selected domain, a well-defined and structured community, and a practice that makes use of identified technologies already available among communities and, most importantly, that mirrors the Cameroonian socio-cultural context. One unexpected factor that had to be taken into consideration while determining adequate technology tools, is the actors’ perception, or rather say actors’ (un)acceptance of “new technologies”, which render the design of the instructional model quite challengingKamerun ist ein Land in Zentralafrika. Aufgrund seiner strategischen Lage in der Mitte des afrikanischen Kontinents, gilt das Land als die treibende Kraft der Sub-Region. Während der letzten fünf Jahre wurde Kamerun Opfer von ständigen Bedrohungen einer Vielzahl von Katastrophen wie Überschwemmungen, Dürren, Erdrutsche, Epidemien, usw. In diesem Kontext hat die Regierung eine Reihe von Strategien zur Verringerung der Katastrophenrisiken imstande gebracht. Dies wurde unter der Leitung vom Ministerium der territorialen Verwaltung und Dezentralisierung und vom Amt für Katastrophenschutz durchgeführt. Weiterhin nahmen mehr als 379 dezentrale Institutionen und internationale Partner an diese bedeutende Aktion teil (Ayanji, 2004). Die bei diesem Großeinsatz getroffenen Maßnahmen haben aber bisher eine sehr geringe Effizienz auf dem Feld gebracht. Eine nähere Betrachtung im Zusammenspiel mit entsprechender Literatur lassen folgendes vermuten: die Strategien zur Sensibilisierung sind auf die Bedürfnisse, Kapazitäten und Hintergründe der Akteure nicht angepasst. Demnach sind folgende Tatsachen in Betracht zu ziehen: (1) Identifikation der Ausfälle der bevorstehenden Awareness-Strategie; (2) Bewertung den pädagogischen Bedürfnissen und Kapazitäten der einzelnen Kategorien von Akteuren; (3) Auswahl geeigneter Unterrichtsmethoden und Tools; (4) Gewährleisten der Wirksamkeit und Nachhaltigkeit der neu vorgeschlagenen Strategie. Diese Arbeit stammt aus einem dreijährigen Promotionsprojekt finanziert von der AXA Research Fund. Das Ziel der Arbeit ist der Vorschlag eines Awareness-Modells, das an dem kamerunischen Kontext angepasst ist, und das die Bildungstechnologie zur Stärkung der Kapazitäten und Kompetenzen der beteiligten Akteure des Klimawandels nutzt. Aus der Literatur sind vier Kategorien von Akteuren identifiziert worden: Die Regierung, Bildungseinrichtungen, nationale und internationale Organisationen, Gemeinschaften. Die Studie folgt einer Mixed-Method Forschung. Eine Stichprobe wurde aus jeder Kategorie von Akteuren mit Schneeballauswahl-Methode gezogen. Dann wurden Daten während einer 6-monatigen Studienreise in Kamerun gesammelt. Diese wurde in Begleitung mit semi-strukturierten Interview (McNamara, 1999), qualitativen Erhebung (Fowler, 2009), direkter Beobachtung (Bernard, 2006) und Gruppendiskussion (Krueger & Casey, 2009). Die Daten wurden analysiert mit Epi-info Software für quantitative Daten und MAXQDA Software für qualitative Daten. Die Ergebnisse zeigen Folgendes: - Die pädagogische Strategie ist nicht klar definiert - Mangel an angemessenen Infrastrukturen - Die verfügbaren Technologien sind nicht vorhanden und teilweise falsch eingesetzt. Sie sind entweder nicht gleichmäßig verwendet oder sie stimmen mit den Fähigkeiten der Lernenden nicht überein. - Qualitätskriterien für die Bewertung der bestehenden Ausbildungsstrategie sind nicht erfüllt Die vorgeschlagene konzeptionelle Lösung, die in dieser Arbeit verwendet wird, benutzt das Konzept der Learning Communities, insbesondere "Community of Practice" wie von Lave und Wenger (1991) beschrieben. Ziel ist es, ein Informations- und Wissensaustausch Community-System zur Förderung bewährter Verfahren im Sinne der Verbesserung der Gemeinschaft gegenüber Auswirkungen des Klimawandels zu schaffen. Diese Community of Practice wird offline mit einer ausgewählten Domäne, eine gut definierte und strukturierte Gemeinschaft, und eine gut gestaltete Praxis funktionieren. Ein unerwarteter Faktor, der bei der Bestimmung der angemessenen Technologie-Tools berücksichtigt werden müsste, ist die Wahrnehmung der Akteure oder besser gesagt die (Un-)Akzeptanz der "Neuen Technologien" durch die Akteure. Dies macht das Design des Instruktionsmodells zu einer richtigen Herausforderung
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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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Chapnkem, Wenceslaw Chap. "Perceptions of Access to Healthcare in Cameroon by Women of Childbearing Age." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6981.
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Increased poverty and unemployment rates, minimal investment in social amenities, a shortage of healthcare professionals, poor infrastructure, inadequate social services, and poor institutional and political leadership have weakened the healthcare status of Cameroon's women who have reached the age of childbearing. The World Health Organization expressed increased urgency for healthcare providers and patients to develop new healthcare policies to eliminate health-related disparities. The aim of this phenomenological study was to examine the perceptions of women of childbearing age living in Mamfe rural community in regard to Cameroon's healthcare system and its impact on their lives. The theoretical foundation of the study was the healthcare utilization model. Interviews were conducted with 10 women participants, ages between 18 and 45. The data collected through semistructured interviews were analyzed using NVivo 11 and the Colaizzi 7-step processes to identify themes and subthemes. Study findings revealed systemic challenges that affected healthcare access which need to be adequately addressed to reduce maternal and child mortality among women of child-bearing age. The study findings could foster social change by improving the development of healthcare standards, as well as illustrating methods of increasing the level of access to healthcare services among women of childbearing age.
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Taptue, Pierre. "La scolarisation avec le mini-ordinateur Xo face au défi de l'efficacité de la supervision pédagogique : Cas du projet d’amélioration de la qualité de l’éducation de base (PAQUEB) au Cameroun." Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0929/document.
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RESUME :La présente recherche s'intéresse particulièrement aux impacts induits par la scolarisation avec les Xo sur l’efficacité de la supervision pédagogique dans les écoles du projet PAQUEB au Cameroun. La mise en œuvre de cette scolarisation avec les Xo est observée à travers trois principales variables que sont l’organisation administrative, structurelle et actantielle de l’ensemble du processus de supervision pédagogique. Plus spécifiquement son impact sur l’efficacité des structures et des acteurs de la chaine de supervision pédagogique en termes de préservation /amélioration/ détérioration de son efficacité (Modèle ASPID d’intégration pédagogique des technologies en contexte éducatif. (Karsenti, 2014, Vo 92). Pour respecter la falsification de ces variables énoncée par Karl Popper, nos données sont collectées auprès de deux sous échantillons d’écoles : le premier formé des écoles du projet PAQUEB qui ont réalisé l'intégration au quotidien des Xo et leurs usages effectifs dans leurs pratiques pédagogiques ; le second formé d’écoles hors du projet PAQUEB.Nous partons du fait que la supervision pédagogique est une activité clé pour l’amélioration ou tout au moins la préservation de la qualité de l’enseignement et des résultats scolaires. Or, les innovations techno pédagogiques qui imposent aux acteurs de l’éducation des efforts supplémentaires d’appropriation sont aussi porteuses d’affordance (s) et de risque de détérioration de l’efficacité de la supervision pédagogique pas toujours maîtrisé(es). Alors, Quel(s) impact(s) pourrai(en)t avoir l’appropriation des innovations techno pédagogiques (cas du Xo) sur l’efficacité de la supervision pédagogique, gage de la qualité de l’enseignement et des résultats scolaires ?Notre méthodologie : Nous nous sommes attelés à la compréhension du sens que les acteurs de la supervision pédagogique donnent à leurs expériences vécues face à cette innovation techno pédagogique (Strauss & Corbin, 1990; Savoie-Zajc, 2000). Nous avons recouru aux données, informations et documents collectées auprès des acteurs des écoles pilotes du PAQUEB.Nos observations de scènes de classes supervisées et des situations hors classe avec la grille d’appréciation ont été centrés sur les comportements et attitudes au regard de nos indicateurs où signes de supervision dans la classe et non pas sur le climat général de la classe ou hors classe dans nos vidéo. Nos outils de collecte administrés ont conduit au dépouillement, à la codification et aux traitements nécessaires pour extraire les réponses à nos questions de recherche.Quelques résultats :-L’organisation administrative dans la scolarisation avec les Xo a mis sérieusement à mal l’efficacité de la supervision pédagogique entre autres … aucune disposition spécifique de motivation pour les enseignants des écoles du PAQUEB. Des faits qui ont confirmé notre hypothèse H1.-L’organisation structurelle et infrastructurelle de la scolarisation avec les Xo a impacté l’efficacité de la supervision pédagogique d’où la confirmation de notre hypothèse H2.-L’organisation des acteurs dans la scolarisation avec les Xo impacte l’efficacité de la supervision pédagogique. Entre autre, la structure hiérarchique-fonctionnelle (top down) des relations d’assistance entre les acteurs a volé en éclat. D’où la confirmation de notre hypothèse H3.En définitive nous en arrivons à la conclusion globale selon laquelle, la scolarisation avec les Xo à impacté de façon significative l’efficacité de la supervision pédagogique dans les écoles du PAQUEB, d’où une validation totale de notre hypothèse principaleABSTRACT :This research particularly focuses on the impact that the instruction through Xo lays on the effectiveness of pedagogic supervision in schools of the PAQUEB project in Cameroon. The implementation of the said instruction through Xo has been observed using three main variables namely: the administrative organization, structural and active organization of the overall pedagogic supervision process. More specifically, its impact on the effectiveness of structures and operators of the pedagogic supervision chain in terms of preservation/improvement/ deterioration of its effectiveness (ASPID model) of pedagogic integration of technologies in the educational context. (Karsenti, 2014, Vol 92). In order to comply with the falsification of those variables stated by Karl Popper, our data were collected on two sub-samples of schools. The first was made up of schools of the PAQUEB project which have integrated Xo and the effective use of the latter in their pedagogic practices on a daily basis. The second is based on schools out of the PAQUEB project.We consider that pedagogic supervision is a key activity for the improvement in general, or just for the preservation of the teaching quality and school results as well. Whereas the technologic innovations which impose extra appropriate efforts to education operators are also affordance holder and, a risk of determination of pedagogic supervision effectiveness is not always mastered. Therefore, what could be the impacts that the appropriation of techno pedagogic innovations have (the case of Xo) on the effectiveness of pedagogic supervision to school results in order to guarantee the teaching aim?Our Methodology : We set out to understand the sense that pedagogic supervision operators give to their lived experiences concerning the techno pedagogic innovation (Strauss and Corbin, 1990; Savoie-Zajc, 2000). In that respect, we had had recourse to many types of data information and documents collected from operators of pilot schools of the project.To do this, our effectiveness appreciation grid was designed from the exploitation of the various sources. Thanks to that grid, our supervised classroom observation as well as out of classroom situations which involved all the operators. We focused our observations on behaviors and attitudes regarding our indicators or supervision signs.Some results:-The administrative organization in the instruction through Xo has seriously crippled the pedagogic supervision’s efficiency(training and retraining of teachers, posting of teaching staff of PAQUEB, teachers and Head-teachers as well) without them being replaced by teachers trained to the use of Xo, no specific motivational provisions for teachers of the PAQUEB project, facts that confirmed our hypothesis H1-The structural and infrastructural organization of instruction through Xo has had an impact on pedagogic supervision’s efficiency; hence the confirmation of our 2nd hypothesis H2.-Operators’ organization in the instruction through Xo has an impact on the pedagogic supervision’s efficiency. The functional hierarchy (top-down) structure in assistance relations between operators has been broken. Hence the confirmation of hypothesis H3.To sum up, we have reached the overall conclusion that, instruction through Xo has significant had an impact on the pedagogic supervision’s effectiveness in the PAQUEB schools, hence a total validation of our main hypothesis
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Hassana, Hamidou [Verfasser]. "Sociocultural Backgrounds and Quality Teacher Education in Africa: A Qualitative Case Study of Pedagogical Reform Projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon / Hamidou Hassana." Hamburg : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2021. http://d-nb.info/1241743010/34.
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Barber-Riley, Richard Mark. "Changes in student attitude to physics in the north west province of Cameroon from 1987 to 1992." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307625.
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Nde, Evelyn Neh. "Nongovernmental Organizations' Perceptions on Inclusive Education Implementation in Primary Schools : A Comparative Case Study between Cameroon and South Africa." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139934.
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This paper examines, analysis and compares nongovernmental organizations'perceptions on inclusive education implementation in primary schools in Cameroon and South Africa aiming to gain understanding of the challenges nongovernmental organizations (NGOs) face in the implementation phase.
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Gwanfogbe, Mathew Basung. "Changing regimes and the development of education in Cameroon 1886-1966 (with special reference to the Basel Mission)." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10006592/.
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Education in contemporary Cameroon consists of two distinct unreformed systems inherited from colonial regimes which are unsuitable for modern Cameroon. Western Education was introduced in 1844 by the British Baptist Missionary Society and encouraged by colonial regimes (Germans 1884-1916, British and French 1916-1961). Since independence (1961), the failure to restructure education to reflect common national values has been identified by analysts with its colonial origins. Yet the different systems (Missions and colonial) had varying impacts and the inter-relationships between each system and Cameroonians differed. This study therefore examines whether the impact of the respective colonial and Missionary education systems alone can explain the present stalemate in Cameroon education or other factors are accountable. It assesses the role and motives of colonial regimes, Missions and Cameroonians in education and examines the impact of the different motives and inter-relationships on post-colonial attitudes to education. The central argument is that the current reform impasse cannot be explained by a single factor. The respective colonial and Mission education systems and the reactions of Cameroonians were examined chronologically, using mostly primary sources. It was found that the Germans and the British were liberal to Missions as against a stronger French control. The Germans' desire for a protestant Mission together with the British tolerance to foreign Missionary societies, sustained the Basel Mission. Cameroonian interests and attitudes also influenced the pattern of education. Finally, the constraints of global economic and political forces have reinforced the deadlock on institutional reforms. Thus the impact of the respective educational legacies and the perceptions and reactions of Cameroonians at different stages of educational growth are found to have combined with the socio-economic and political developments since independence to explain the stalemate. To attain educational change, this study recommends the importance of creating awareness among teachers and parents and the wider public on the need for reform. It also suggests that further research be conducted on pre-colonial attitudes to education and on Cameroon cultures to identify indigenous educational ideas with relevance to modem education as well as those traditional values that can enrich the educational system, and eventually generate common national and international interests.
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Fongwa, Neba Samuel. "The Contribution of Higher Education to Regional Socioeconomic Development : The University of Buea, Cameroon, as a Growth Pole." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2060.
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Magister Educationis - MEdThis research investigates how higher education institutions contribute to regional development, using the University of Buea in the Fako region as a case study. Policy documents reviewed and interviews with major stakeholders in the region, present a significant 'delink' or disjuncture between university policy and regional development efforts. This, from the policy perspective, has been strongly attributed to the national rather than to the regional mandate around which the university was established. However, data from the economic and social indicators investigated, reveal that the University of Buea by its very presence has been a significant agent in the development of the municipality.
South Africa
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Lekoa, Aime. "La profession enseignante au Cameroun de la période post coloniale à nos jours dans le contexte social, politique et syndical : le processus de professionnalisation des enseignants camerounais." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20145.
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Les Etats généraux de l’éducation tenus à Yaoundé en 1995, conséquences des mouvements enseignants à la suite des baisses de salaires de 1993, sur pression syndicale, ont permis de faire le diagnostic du système éducatif camerounais en général et de la profession enseignante en particulier. Si les conclusions des assises pointent de nombreux dysfonctionnements, elles en indiquent également des recommandations. De ces nombreux dysfonctionnements, on peut parler de la gestion globale d’un système éducatif calquée sur un modèle hyper centralisé. Dysfonctionnements et limites qu’on constate également en termes de ressources tant humaines, que matérielles et infrastructurelles. Qualitativement et quantitativement, les faiblesses et les limites d’un corps enseignant hétérogène ne sont plus à démontrer. Par leurs différents statuts – fonctionnaires ou agents contractuels, le mode de recrutement, exerçant dans l’enseignement privé ou public, il apparaît d’emblée improbable de parler du métier d’enseignant au Cameroun comme une profession au sens que l’entend la sociologie des professions. S’agissant donc de la quantité et de la qualité des enseignants, il a été constaté que malgré les efforts de recrutement pour palier au déficit abyssal, il restait beaucoup à faire en vue de se rapprocher des normes internationales. Malgré l’agrandissement de la carte scolaire par la création et l’ouverture parfois de façon incohérente de nombreux établissements publics, leur dotation en personnels enseignants qualifiés reste profondément insuffisante, toutes choses qui sont une entrave au bon fonctionnement et l’efficacité du système éducatif. Cette recherche nous a permis d’évaluer le niveau de professionnalisation d’un métier qui occupe une position charnière dans la formation des futurs citoyens d’un pays. C’est pourquoi la question de la formation et du recrutement des enseignants est au cœur de ce travail. Pour ce faire, il est indéniable que les objectifs du système éducatif camerounais ne peuvent être atteints que si l’Etat réévalue son niveau d’exigence dans le recrutement de son personnel. Elever son niveau de formation pour avoir des enseignants compétents, motivés et qui se sentent socialement considérés. Il paraît paradoxal qu’au moment où différents acteurs- enseignants, syndicats, parents d’élèves et institutions- cohabitent pour une meilleure gestion du système éducatif, la crise de confiance persiste. Une crise de confiance accentuée par le fait que les enseignants ne se sentiraient pas suffisamment socialement considérés. Un fait qui a pour conséquence la baisse de la qualité de l’enseignement et par ricochet celle du niveau des élèves. En effet, les enseignants reprochent aux pouvoirs publics le manque de considération à leur égard, le manque de moyens et le mauvais traitement salarial qui leur est réservé par rapport à d’autres catégories socioprofessionnelles relevant de l’Etat ou de la fonction publiqueThe general States of the education held in Yaoundé in 1995, consequences of the teaching movements following the wage cuts of 1993, on labor-union pressure, allowed to make the diagnosis of the Cameroonian education system generally and the teaching profession in particular. If the conclusions of the assizes clock of numerous dysfunctions, they also indicate it recommendations. Of these numerous dysfunctions, we can speak about the global management of an education system traced on a centralized hyper model. Dysfunctions and limit which we also notice in terms of resources so human, that material and infrastructural. Qualitatively and quantitatively, the weaknesses and the limits of a heterogeneous teaching profession are not to be any more demonstrated. By their various statutes - state employees or contract employees, the mode of recruitment, practicing in the private or public education, it seems straightaway improbable to speak about teacher's job as a profession in the sense that understands it the sociology of the occupations. Thus involving the quantity and the quality of the teachers, it was noticed that in spite of the efforts of recruitment for landing in the abyssal deficit, it stayed a lot to be done to move closer to international standards. In spite of the enlargement of the map of school catchment areas by the creation and the opening sometimes in a inconsistent way of more public institutions, their subsidy in qualified teachers remains profoundly insufficient, any things which are an obstacle in the smooth running and the efficiency of the education system. This research allowed us to estimate the level of professionalization of a job which occupies a pivotal position in the training of the future citizens of a country. That is why the question of the training and the recruitment of the teachers is at the heart of this work. To do it, it is undeniable that the objectives of the Cameroonian education system can be reached only if the State revalues its level of requirement in the recruitment of his staff. Raise his level of training to have competent, motivated teachers and who feel socially considered. We seem paradoxical that as various teaching actors, labor unions, parents and institutions live for a better management of the education system, the crisis of confidence persists. A crisis of confidence stressed by the fact that the teachers would not feel enough socially considered. A fact which has for consequence the reduction in the quality of the teaching and on the rebound that of the level of the pupils. Indeed, the teachers blame public authorities for the lack of consideration, ways and their wage treatment with regard to other socio-professional groups of the public service. If a particular status of the staff of the Education was create since 2000, his application which stays an assault course makes difficult but progressive the process of professionalization of the Cameroonian teachers. The teaching professional body gradually established in twenty years. On one hand, many labor unions were born and stood out as main interlocutors of public authorities. By their actions labor unions want to weigh in the choices of the programs, the training and the recruitments. Thus remain to spread these requirements in the private education where the sector still escapes the control with an absence of collective agreement. On the other hand, by reforming teacher's training colleges, public authorities granted to revise the access mode in the profession. But the training to her alone will not be enough for professionalizing the job of teacher in Cameroon if the political will did not already agree to apply all which is registered in the above-mentioned decree
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Monluc, Michel. "Contribution à l’analyse des politiques linguistiques-éducatives en Afrique subsaharienne : Étude des modalités de mise en place d’un enseignement bilingue français-anglais dans l’Éducation de Base au Cameroun." Thesis, Cergy-Pontoise, 2013. http://www.theses.fr/2013CERG0679.
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Cette thèse s'inscrit dans une dynamique et une perspective plurielles car elle interroge essentiellement les sciences du langage, les sciences de l'éducation, mais emprunte également à l'économie de l'éducation, la sociologie de l'éducation, et la docimologie. Le point de départ de ce travail s'enracine dans notre questionnement permanent sur les faiblesses des systèmes éducatifs d'Afrique subsaharienne. Le cœur de notre travail interroge le bilinguisme officiel français-anglais à l'Éducation de base et les raisons pour lesquels le Cameroun ne parvient pas à atteindre ce bilinguisme scolaire. L'analyse à visée évaluative de la politique linguistique éducative montre in fine que le bilinguisme officiel au Cameroun est un bilinguisme de façade et les raisons essentielles de ce constat sont identifiées.Sur le plan méthodologique, les observables relèvent de techniques qualitatives courantes en sciences humaines (enquêtes de terrain fondées sur des entretiens semi-directifs, observations de classes, méta-analyses) et de techniques quantitatives issues principalement du domaine de l'économie de l'éducation.La perspective retenue dans la formulation des recommandations relève d'une approche aussi systémique que le permettait le cadre de notre étude et d'une tentative de pont entre le Nord et le Sud. Cette démarche nous a notamment conduit à nous appuyer, en particulier, sur les travaux sur le plurilinguisme du Conseil de l'Europe. Certes le terrain de recherche qui est le nôtre, l'Afrique subsaharienne francophone, est totalement différent du contexte européen, en apparence. Mais des points de convergence existent et il est certainement possible de dégager matière à réflexion de ces recherches axées uniquement sur l'Europe. S'il ne s'agit pas de plaquer les résultats obtenus dans ces recherches sur un terrain aussi différent que le Cameroun, il nous a semblé cependant qu'une contextualisation pourrait permettre, dans une perspective de mutualisation des bonnes pratiques, des évolutions intéressantes du bilinguisme scolaire au Cameroun.L'originalité de ce travail repose sur la thématique choisie, une contribution à l'analyse de la politique linguistique éducative dans une perspective évaluative, et sur l'introduction de méthodes issues du monde des consultants en éducation pour l'examen de cette politiqueThis thesis is part of a dynamic and pluralistic perspective because it essentially asks the language sciences, science education, but also borrows from the economics of education, sociology of education, and docimology. The starting point of this work is rooted in our constant questioning about the weaknesses of sub-Saharan Africa education systems. The heart of our work questions the official French -English bilingualism in basic education and the reasons for which the Cameroon fails to reach this school bilingualism. The analysis referred to evaluative language education policy ultimately shows that official bilingualism in Cameroon is a bilingual facade and the main reasons for this situation are identified.On the methodological level, observable within current qualitative techniques in the social sciences (field surveys based on semi-structured interviews, classroom observations, meta-analyzes) and quantitative techniques mainly from the field of economics of education.The perspective adopted in the formulation of recommendations is part of a systemic approach also permitted the scope of this study and an attempt to bridge between North and South. This approach has led us to support us including, in particular, the work on multilingualism of the Council of Europe. While the field of research that is ours, Francophone Sub-Saharan Africa is totally different from the European context, apparently. But the points of convergence exist and it is certainly possible to identify to think of this research focused only on Europe. If it is not to flatten the results obtained in this research one as different as Cameroon ground, it seemed, however, that contextualization could afford, with a view to sharing best practices, interesting developments bilingual school in Cameroon.The originality of this work is based on the chosen theme, a contribution to the analysis of language education policy in an evaluative perspective, and the introduction of methods from the worlds of education consultants for review of this policy
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Tembon, Mercy Miyang. "The financing of secondary education in Mezam Division, North West Province, Cameroon : an uneasy partnership between family and state." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006587/.
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The government of Cameroon like that of many Sub-S aharan African countries is faced with dwindling revenues and cannot provide the required fmances for the education sector. Since many other developing countries are facing similar fmancial constraints, policy options have been proposed for the recovery of costs as a way of revitalizing and improving the quality of education in these countries. The introduction of user charges is one of the more prominent options that applies to all levels of education. In light of the educational financing situation in Cameroon, this study sets out to assess the possibility of implementing this option. It therefore seeks to analyze how secondary schools are fmanced and to measure private direct costs of secondary education so as to determine parental willingness to spend on schooling. A household and a school survey were conducted in Mezam Division of the North West Province of Cameroon. 335 households in urban and rural areas were involved in the household survey, while 16 principals and 750 students, selected from 16 secondary schools, took part in the school survey. Results from these surveys indicate that in government secondary schools, although tuition is provided free, parents are obliged to meet the costs of books and uniforms. Moreover, because government funding is inadequate, by default, parents are obliged to contribute further towards the provision of additional facilities in these schools through the Parent-Teacher Association (PTA). Thus parents incur substantial costs for their children's education, in relation to household income and Gross National per Capita Income. The study also reveals that in the private educational sector, fees and other parental contributions, including PTA levies, form an important source of finance for secondary schools. Parents of government school students value the education of their children highly, and therefore indicated willingness to pay more, even though they already incur substantial costs. The findings further indicate that willingness to pay will be increased if the quality of education is improved. However, ability to pay is related to family income and number of children, which have important implications for equity which are discussed in the thesis. Finally the study reveals that the highly centralized financing policy and practice in government secondary schools does not take into account the fmancial capacity of communities and private individuals sufficiently. The thesis argues that, in order to improve access, quality and efficiency of educational provision, an appropriate cost-sharing strategy needs to be developed to finance government secondary schools, with provision of scholarships or other selective assistance to the most needy. The thesis suggests further that, efforts be made to explore parental willingness and the inherent self help tradition of the people, by encouraging local management and fmancing of schools. Hence support from individual users and contributions from local communities through Parent-Teacher-Associations should be actively solicited. It also suggests that the decentralization of educational management of schools will go a long way towards enhancing educational quality and efficiency. This will require some adjustments to the existing financing structures, and changes in the regulation and management of the education system. The successful implementation of these recommendations require immense political will on the part of the policy makers.
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Endeley, Joyce Bayande Mbongo. "Women farmers'perceptions of the economic problems influencing their productivity in agricultural systems : Meme Division of the southwest province, Cameroon /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716681.
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Ngoh, N. D. N. "Studies in the nature and assessment of practical work in biology with particular reference to G.C.E. Advanced Level in Cameroon." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374958.
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Ngo, Melha Ernestine Antoinette. "Inclusion scolaire des élèves en situation de handicap en France et au Cameroun : analyse de la politique nationale et points de vue des enseignants." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH016.
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Le discours des experts et des organisations internationales, de même que les initiatives des politiques et mouvements en faveur de l’émancipation et la place des personnes handicapées sont orientés vers la construction d’une école pour tous (Ainscow, 1991 ; Sen, 1992 ; UNESCO, 1990 ; UNESCO, 1994 ; UNESCO, 2000 ; ONU, 2000 ; ONU, 2006). Les politiques éducatives intègrent plus ou moins clairement la prise en compte des besoins éducatifs des enfants en situation de handicap. L’inclusion scolaire implique des modifications et des bouleversements tant dans les pratiques enseignantes que sur le plan de l’organisation scolaire dans son ensemble. Dès lors, il importe de s’intéresser aux perceptions des enseignants envers la politique nationale favorisant l’inclusion à l’école ordinaire des élèves handicapés en France et au Cameroun et de s’interroger sur les facteurs susceptibles d’influencer ou de déterminer, l’efficacité et la pérennité de cette politique qui peut être considérée comme leur étant imposée. Le modèle d’évaluation multidimensionnelle de la qualité des dispositifs scolaires empruntés à Tremblay (2012) et le modèle du comportement planifié d’Ajzen (1991), sont utilisés dans le cadre de cette recherche pour répondre aux deux objectifs principaux qui y sont visés. Un questionnaire à deux volets avec des propositions de réponses a été adressé à des enseignants du primaire. Notre recherche porte sur une population de 133 enseignants dont 65 camerounais et 68 français. Les dimensions étudiées pour le premier volet du questionnaire sont les suivantes : La pertinence des objectifs, les caractéristiques de la population du dispositif, l’adéquation des ressources, la fiabilité des actions, l’efficacité du dispositif et la flexibilité du dispositif. Les croyances normatives, les perceptions des difficultés et les croyances comportementales sont étudiées à travers le deuxième volet. L’analyse de la variance simple (ANOVA) est utilisée pour comparer les moyennes entre les pays et les corrélations étudiées pour évaluer les composantes principales du modèle d’Ajzen. Nos résultats montrent que malgré une grande adhésion à la politique visant l’inclusion des élèves en situation de handicap par les enseignants interrogés dans les deux pays, celle-ci ne semblerait pas être efficace. Pour les enseignants, ceci serait expliqué pour le cas de la France par les objectifs qui ne seraient pas atteints et au Cameroun par les ressources qui seraient insuffisantes. Des points de divergence observés portent sur certains aspects des dimensions étudiées telles que la taille de la classe, l’approche pédagogique, les ressources et les caractéristiques individuelles des élèves. En ce qui concerne notre modèle dérivé de la théorie d'Ajzen, l'analyse des corrélations montre des liaisons linéaires entre trois composantes : les difficultés perçues par les enseignants, leurs croyances normatives et leurs croyances comportementales. Les difficultés perçues se montrent négativement corrélées avec autant les croyances normatives (-.33) que les croyances comportementales (-.65). Il s'avère ainsi, conformément au modèle théorique élaboré, que l'intensité des difficultés ressenties engendre des croyances négatives chez les enseignants. Les croyances normatives (dans les principaux référents de l'Education nationale) sont positivement liées aux croyances comportementales (.50), qu'elles semblent favoriser. Il importe d'indiquer que les trois composantes ne détermineraient pas l'attitude des enseignants envers l'inclusion, puisque les corrélations ne sont pas significatives. Nos résultats suggèrent, au regard des corrélations faibles observées entre l’attitude des enseignants et les autres composantes du modèle, à rechercher d’autres facteurs exogènes au modèle que nous avions étudié, qui expliqueraient l’attitude des enseignants envers la politique de l’inclusionThe discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000; UN, 2006)). Educational policies integrate, more or less clearly, the educational needs of children with disabilities. Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. It is therefore important to take an interest in teachers' perceptions of the national policy favoring the inclusion of disabled pupils in mainstream schools in France and Cameroon and to consider the factors likely to influence or determine effectiveness and sustainability of this policy which can be considered as being imposed on them. The model of multidimensional evaluation of the quality of the educational devices borrowed from Tremblay (2012) and the model of planned behavior of Ajzen (1991) are used in this research to meet the two main objectives. A two-part questionnaire with proposals for answers was sent to primary school teachers. Our research concerns a population of 133 teachers including 65 Cameroonians and 68 French. The dimensions studied for the first part of the questionnaire are as follows: The relevance of the objectives, the characteristics of the population of the scheme, the adequacy of resources, the reliability of actions, the effectiveness and the flexibility of the system. Normative beliefs, perceptions of difficulties and behavioral beliefs are studied through the second component. Analysis of the simple variance (ANOVA) is used to compare the averages between countries and the correlations studied to evaluate the main components of the Ajzen model. Our results show that despite a strong adherence to the policy for the inclusion of students with disabilities by teachers interviewed in both countries, it would not seem to be effective. This would be explained in the case of France by the objectives which would not be achieved and in Cameroon by the resources which would be insufficient. Points of divergence are observed on certain aspects of the dimensions studied, such as the size of the class, the pedagogical approach, the resources and the individual characteristics of the students. As for our model derived from the Ajzen theory, correlation analysis shows linear links between three components: the perceived difficulties of teachers, their normative beliefs and behavioral beliefs. The perceived difficulties are negatively correlated with both normative beliefs (-.33) and behavioral beliefs (-.65). Thus, according to the theoretical model developed, the intensity of the difficulties experienced creates negative beliefs among teachers. Normative beliefs (in the main references of the National Education) are positively related to behavioral beliefs (.50), which they seem to favor. It is important to note that the three components do not determine teachers' attitude towards inclusion, since the correlations are not significant. Our analysis suggests, considering the weak correlations between the attitude of the teachers and the other components of the model, to look for other factors exogenous to the model we studied, which would explain the attitude of teachers towards the policy of inclusion
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Mpako, Makolle Koge Henry. "Job satisfaction and work motivation of secondary school teachers : a case study of the south west region of Cameroon." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77382/.
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Job satisfaction and work motivation are very important management concepts but the conceptual and empirical literature are predominantly from western countries, with only limited literature from African scholars and very little focused on the Cameroon context. This study contributes to the current research and literature by examining teachers’ job satisfaction and work motivation in the South West region of Cameroon, through a mixed methods design. In the quantitative phase, data were obtained from a stratified sample of 265 teachers from 20 secondary government schools from Fako (an urban setting) and Ndian (a rural setting). In the qualitative phase, two case studies (one in Fako and another in Ndian) were undertaken to provide greater depth and understanding. The study relied on a set of descriptive and inferential statistics to represent the findings of the survey on job satisfaction and work motivation. A series of non-parametric statistical analysis techniques were carried out in order to gather evidence to decipher whether teachers’ levels of teachers’ job satisfaction was related to a specific number of selected demographic variables. The study also utilized qualitative data to provide depth on teachers’ job satisfaction and work motivation. Data from interviews were analysed using a thematic approach, while field notes were compiled and analysed using broad codes and themes. The findings showed that, though intrinsic variables are commonly cited to underpin teachers’ job satisfaction in Western literature, both intrinsic and extrinsic elements are important components that shape teachers’ emotional and cognitive assessment of their job satisfaction and work motivation in Cameroon. The study showed that economic factors (salaries, allowances and benefits), situational circumstances (environmental factors and working conditions), as well as the behavioural dispositions of other members of the school (students, other teachers, and administrators), were the most prominent elements impinging on teachers’’ job satisfaction and motivation.
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Abangma, Patience. "A comparative study of the secondary school curriculum in England and Wales and the Republic of Cameroon : issues of breadth, balance and relevance." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:7018.
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The question of breadth, balance and relevance of curriculum as a major concern of educational issues today, has provoked the investigation of their existence within the secondary school curriculum in England and Wales and in Cameroon. Arguments invoking the concept of subject-mindedness and integration in favour of specialisation or of breadth, are considered to be incomplete. Alternatively, arguments in favour of breadth, balance and relevance based on consideration of intrinsic and instrumental values of curriculum activities are considered. But some of the claims made on instrumental grounds for the importance of certain subjects as elements in the curriculum are be questionable. Like all other concepts, that of breadth, balance and relevance have been placed in the study within a certain context to bring out their meaning. In this thesis, the concepts are discussed in relation to the secondary school curriculum in both countries under study. This therefore led to a re-examination of the educational systems and curricula in both countries, and some curricula models with a view to answering our research question which is: "To what extent does the secondary school curriculum in England and Wales and in Cameroon reflect the principles of breadth, balance and relevance?". For the purpose of this thesis, breadth has been related to the range of activities within the school and pupils response; balance in terms of the different values which the curriculum attaches to the various activities and the extent to which these activities are related to minimum teacher competence; while relevance is related to meaningful activities, satisfying needs of the child and values in the community and constantly evaluated to determine the extent to which it has achieved its goals. The relativity of these concepts makes it necessary to find an organising conceptual framework within which these concepts can be made more practical. After much scanning through curricula models, and the purpose for which they are developed, it emerged from the study that Lawton's cultural analysis model which incorporates elements of Barnes (1976) view of objectives, values and experience of both pupils and teacher could be a much more practical model. An important aspect of a broad, balance and relevant curriculum is the ordering of priorities which on the one hand will depend on socio-economic and cultural context in which the curriculum is to operate and on the other hand, the perception of the whole notion of a curriculum. An analysis of the literature and empirical findings from England and Wales has revealed that, their priority of socio-economic and cultural values are enhanced as a result of a much broader notion of the curriculum which is not only limited to traditional subjects taken at the examination. In which case, according priority to literacy, communication skills, personality and development skills, and attitudes related to the concepts of every day life which gives opportunities for pupils to excel and gain positions of high status in society. In contrast, the literature and findings from Cameroon have revealed that though socio-economic and cultural values are claimed to be a priority, the narrow interpretation of the concept of curriculum which limits it only to traditional subjects at the examination may fulfil the principles of breadth and balance but not relevance. Consequently, a much broader notion of a curriculum will enable the principles of breadth, balance and relevance to be more practical. In this light, a curriculum tailored to the Cameroonian context, must therefore attempt to broaden the scope and perception of curricula and education offered in schools.
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Trudell, Barbara Louise. "The power of the local : education choices and language maintenance among the Bafut, Kom and Nso communities of northwest Cameroon." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/30860.
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This study is an exploration of the relationship between the education choices made by the members of three minority language communities of the Northwest Province of Cameroon, and maintenance of the mother tongue of those communities. In each of these three language communities, mother-tongue development initiatives – including a mother-tongue primary education programme – have been operating for more than ten years. Response to these initiatives has had ramifications for uses of the mother tongue in those communities, in both written and oral form. The research which informs this study was carried out from September 2002 – August 2003 in the Northwest Province of Cameroon. The study utilises document analysis, observational data and data from an extensive array of interviews to investigate the nature of the relationship between language and education among the Bafut, Kom and Nso’ language communities of Northwest Province. That relationship is elucidated in multiple strands of investigation: an examination of the history of language and education among the Bafut, Kom and Nso’ communities, an analysis of the ways in which the local language is currently used among language community members, in both its oral and written form; and an examination of the individual and institutional stakeholders that influence use of the local language in the communities and in the primary school classrooms. The investigation results in several observations regarding the elements of an African minority language environment which contribute to sustainable language development, particularly through language-related choices in the primary school. The research findings also argue for the pivotal importance of local choice in shaping both educational trends and language use patterns.
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Mbede, Ambassa Luc Bonaventure. "Hacia una enseñanza interaccionista del español en el Camerún francófono: propuesta de materiales complementarios de nivel a (según el MCER) para la enseñanza secundaria." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/454724.
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La finalitat d'aquesta investigació és proposar un recurs didàctic de l'espanyol com a llengua estrangera en la concepció interaccionista de l'aprenentatge. Va destinat a un context escolaritzat en el qual el programa estructural d'ensenyament d'una llengua estrangera està molt consolidat. Amb el model interaccionista de l'aprenentatge, la llengua serveix d'instrument per relacionar-se socialment amb certa capacitat discursiva en els intercanvis d'idees i algun component estratègic sobre el procés de construcció col·lectiva de l'aprenentatge. En l'interès per buscar els processos d'adquisició d'una llengua en el món interior dels alumnes, es va realitzar una anàlisi de les característiques individuals, experiències personals i actituds d'un grup d'alumnes. El resultat va revelar que les experiències d'aprenentatge i la dinàmica col·laborativa de classe arrabassen la titularitat a una visió acumulativa del coneixement. Atesa d'aquestes premisses, es resol que els resultats satisfactoris en l'ensenyament de l'espanyol s'obtenen quan els recursos volitius de l'alumne estan al capdavant de l'ensenyament per dirigir-la. Per tant, aquest estudi va dissenyar una sèrie d'activitats d'interacció lingüística comunicativa centrades en les motivacions dels alumnes per l'aprenentatge de la llengua meta; això implica també que són flexibles, adaptables a la gran varietat de situacions d'aprenentatge i revisables pel context on s'ubica el procés. De la mateixa manera, s'emfatitza l'aplicació efectiva d'estratègies d'aprenentatge, amb el propòsit d'augmentar l'eficàcia i rendiment de la forma en què l'alumne d'espanyol aprèn.La finalidad de esta investigación es proponer un recurso didáctico de E/LE en la concepción interaccionista del aprendizaje. Va destinado a un contexto escolarizado en el que el programa estructural de enseñanza de una lengua extranjera está muy consolidado. Con el modelo interaccionista del aprendizaje, la lengua sirve de instrumento para relacionarse socialmente con cierta capacidad discursiva en los intercambios de ideas y algún componente estratégico sobre el proceso de construcción colectiva del aprendizaje. En el interés por buscar los procesos de adquisición de una lengua en el mundo interior de los alumnos, se realizó un análisis de las características individuales, experiencias personales y actitudes de un grupo de alumnos. El resultado reveló que las experiencias de aprendizaje y la dinámica colaborativa de clase arrebatan la titularidad a una visión acumulativa del conocimiento. En vista de esas premisas, se resuelve que los resultados satisfactorios en la enseñanza de E/LE se obtienen cuando los recursos volitivos del alumno están al frente de la enseñanza para dirigirla. Por tanto, este estudio diseñó una serie de actividades de interacción lingüística comunicativa centradas en las motivaciones de los alumnos por el aprendizaje de la lengua meta; lo que comporta ser también flexibles, adaptables a la gran variedad de situaciones de aprendizaje y revisables por el contexto donde se ubica el proceso. De igual forma, se enfatiza la aplicación efectiva de estrategias de aprendizaje, con el propósito de aumentar la eficacia y rendimiento de la forma en que el alumno de E/LE aprende.
The purpose of this research is to propose a teaching resource for learning Spanish as a foreign language in the interactionist way. It is intended for a schooled context in which the structural program of teaching a foreign language is well established. With the interactionist model of learning, language serves as an instrument to interact socially with certain discursive capacity in exchanges of ideas and to collectively build learning and communicative strategies. In order to find the factors for effective language acquisition in the inner world of the students, this investigation carried out an analysis of the needs of students. The result revealed that, the learning experiences and collaborative strategies in language classes prevail over the accumulation of knowledge. In view of these premises, it is proved that success in teaching is obtained when the volitional resources of students are at the forefront of the process. Therefore, this study designed teaching materials focused on learning the target language in communicative interaction and, based on the motivations of each learner. This involves the flexible nature of the proposed materials and adaptability to the wide variety of learning situations. In the same way, the effective implementation of learning strategies is emphasized, in order to increase the efficiency and performances of a spanish language learner.
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Bassah, Nahyeni. "Education that makes a difference to palliative and end of life care at the bedside in a resource-poor context : the situation of Cameroon." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33147/.
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Background: Current demographic trends giving rise to an ageing population worldwide, and changes in disease patterns, are increasing demands for palliative and end of life care. Nurses play a fundamental role in the care of patients with chronic and life-threatening illnesses, making it critical that nurses entering the profession should be competent and confident to provide palliative care. However, some preregistration nursing curricula, particularly those in resource-poor settings, do not include any palliative care content. Existing research identifies a lack of palliative care competencies among practising nurses, both newly graduated and student nurses. Aim: The aim of this study was to develop, pilot and evaluate the impact of a palliative care course on Cameroonian preregistration nursing students’ palliative care knowledge and self-perceived competence and confidence in palliative care provision, using Kirkpatrick’s (1967) framework for training programme evaluation. Design: This study is situated within the World Health Organisation’s public health model for palliative care as an overarching theoretical framework. It employed a longitudinal quasi-experimental pretest/posttest design, using both quantitative and qualitative methods. It was conducted in 3 phases. In the first phase, a 30 hours classroom based palliative care course, underpinned by experiential learning theory, was developed. In the second phase, the course was delivered to second and third year nursing students in one University in Cameroon, by nurse educators, a chaplain and palliative care trained nurses in Cameroon. In the third phase, an evaluation of the impact of the course on students’ palliative care knowledge, self-perceived competence and confidence in palliative care, and transfer of learning to practice was conducted. Course evaluation data was collected via a pretest/posttest survey, 3 focus groups and 10 individual critical incident interviews. Both descriptive and inferential statistics were used to analyse the quantitative data. The qualitative data was analysed thematically using the framework approach. Findings: This study revealed a deficiency in the palliative care content of the pilot University’s preregistration nurse training curriculum, and very poor palliative care knowledge and self-perceived competence and confidence in palliative care provision, among preregistration nursing students of this University. A 30 hour classroom based palliative care course, delivered by nurse educators, palliative care nurses and a chaplain in Cameroon was found to statistically significantly improve students’ overall palliative care knowledge. In this study students’ also had improvements in their self-perceived competence and confidence in palliative care provision, though this was not statistically significant. Student nurses in receipt of palliative care education were able to transfer their learning to practice. They reported recognizing patients with palliative care needs, providing patients with physical, psychosocial and spiritual support and communicating patient information to the wider care team. Notwithstanding this positive finding, some factors, related to the student themselves, the qualified nurses, the practice setting or the patient and family, were found to negatively impact on the learning transfer process. The students generally felt that the course was an ‘eye opener’ and met with their expectations. They perceived the major strength of the course was the use of interactive and stimulating educational strategies, but felt that the absence of a supervised clinical practice component with dying patients was a major weakness of this course. Conclusion: There is a need for a curriculum revision to include palliative care content in the preregistration nurse training curricula of the pilot University. This seems to reflect a general need by all preregistration nursing students in this country. This study’s findings reveal the need to advocate for palliative care education and practice policies, and for adequately preparing clinical placement sites for nursing students’ palliative care learning and transfer of learning in Cameroon, and possibly other resource poor settings.
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Tchoumbou, Ngantchop Michel Auguste. "" ... Nothing's lost. Or else, all is translation. And every bit of us is lost in it ..." : informal collaborative learning amongst university students in Cameroon : a case study." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69035/.
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Cameroon university students are drawn to informal small group talks as a highly valued learning strategy, particularly in relation to assessment. This research investigates this practice in-depth as an ‘instance in action,' with academic, social and cultural implications in the life of the average university learner in Cameroon. Showing the methodological limitations of current discourses on student group talks in higher education teaching and learning, the study draws from bakhtinian ‘dialogism' to underpin analysis of students' talks and interactions. Data were collected through extended observation of several small groups in three different universities in Cameroon, across several disciplinary fields, levels of undergraduate learning, linguistic and social boundaries. Findings suggest that in the process of talking and interacting informally, that is, outside of the formal structure of the classroom, learners strategically position themselves in ways that allow their individual and collective voices to emerge. Sustained in the context of discourse, emerging voices create the dialogic space within which learners con-struct their understandings of disciplinary knowledge. For it is within the dialogic space that learners, through their voices, best relate to assessment demands, to expected learning outcomes and to the social and cultural contexts of learning in Cameroon. This work contributes to knowledge by underlining the importance of learning spaces in higher education, particularly in relation to learners' voices and expected active engagement with learning. As such, it highlights the potentials of informal collaborative learning to enhance the learning experience in Cameroon universities, particularly in relation to assessment and critical thinking. Hence, it provides grounds for claims that Cameroonian students, and generally learners in other similar contexts, are usually more independent thinkers. This offers reasonable basis for questioning existing presumptions around ‘academic inferiority' of ‘foreign' students in some institutions abroad; presumptions that have continued to widen existing gaps between western universities and competing institutions in developing contexts. In addition, it foregrounds subsequent inquiries on learners' identities in Cameroon universities. Methodological innovations in investigating unconventional learning practices, particularly with the use of information technology, are also highlighted.
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Chofor, Che Christian-Aime. "Educational opportunities for the girl child in Africa : a necessary revisit of the discrimination factor with reference to Egypt, South Africa and Cameroon." Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/985.
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"This paper is therefore inspired to look at education with respect to girl children in Africa. This paper, by drawing inspriation from other settings, is also motivated by the need to find solutions on how best the rights of the girl child can be protected in conjuction with the educational policy of African countries. ... The study is divided into six chapters. Chapter one provides the context in which the study is set, the objectives of the study and its importance. Chapter two examines the importance of the right to education and in education and takes note of the issue of discrimination with respect to girl child education in Africa. In chapter three various international treaties that concern provisions on education and the discrimination factor as to gender are identified. Also in the international milieu, the role of international bodies in the effective and efficient insurance of girl child education is included. Chapter four examines on a regional level, the extent to which the African Commission has effectively monitored the provision of the African Chater. The African Children's Charter and the Draft Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women (the Draft Women's Protocol) in Africa are also discussed in relation to provisions in the African Charter and work done on girl child education by the African Commission. In this chapter, a comparative study is also done of instruments and the implementation mechanisms offered by the Inter-American and European systems to the African human rights system in terms of the girl child education. This is so because in terms of experience, jurisprudence and institutions, these systems are considered to be more advanced than the African human rights sytem. Finally chapter five discusses girl child education on a national level in Africa. This chapter focuses on the experiences of South Africa, Egypt and Cameroon. Educational policy and other national legislative instruments such as the constitutions of these countries are included. In the conclusion, the paper puts forward recommendations to assist new and old African democracies in advancing an administrative and political approach to the issue of discrimination with respect to girl child education." -- Chapter 1.Prepared under the supervision of Dr. Enid Hill at the Department of Political Sciences, School of Humanities and Social Sciences, The American University in Cairo, Egypt
http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html
Centre for Human Rights
LLM
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Mouafo, Djontu Robinson Herrick. "Territorialisation du droit à l'éducation à partir d'une analyse des dynamiques de pouvoir : le cas de la région de l'extrême nord du Cameroun." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAD007/document.
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Dans la quasi-totalité des nations du monde, l’éducation s’impose comme un droit fondamental de la personne. Les Etats africains, suite à leur accession à l’indépendance dans les années 60, ont également accordé une primauté absolue à l’éducation, parce que condition sine qua non de tout développement. De la Conférence d’Addis-Abeba en 1961 aux assises de Harare en 1982, en passant par les rencontres d’Abidjan en 1964 et Lagos en 1968, l’éducation a toujours été au cœur des préoccupations des Chefs d’Etats et de Gouvernements. Elle est consignée dans un ensemble d’instruments juridiques internationaux. Ces instruments relatifs au droit à l’éducation ont été internalisés dans le corpus juridique interne du Cameroun. Au Cameroun, l’expansion de l’école en général et celle et de l’enseignement de base en particulier, a connu un ralentissement remarquable avec la crise économique du milieu des années 80, entraînant un fort taux de déscolarisation, dont le plus élevé s’observe dans la Région de l’Extrême-Nord. Bien que le tout premier Président du Cameroun ait été issu de cette Région et qu’elle dispose de la population la plus importante à l’échelle nationale, il n’en a pas pour autant résulter, au profit de cette région, une action publique conséquente en matière d’investissement éducatif. L’application des instruments relatifs au droit à l’éducation garanti à ceux qui en sont bénéficiaires de pouvoir disposer de la pleine capacité de participer à la gestion des affaires publiques, de développer leur potentiel tout en contribuant au développement national. Sauf que, l’effectivité de ces instruments est loin d’être assurée au niveau local en raison de contraintes politiques, économiques, démographiques, géographiques, sociales et culturelles du système éducatif. Divers politiques publiques, dont celle liée à la décentralisation ont été adopté en vue d’accroître l’efficacité de l’action publique locale. Toute chose qui ne peut qu’impacter positivement sur la qualité de l’investissement éducatif. Politique de décentralisation tendant vers une « nouvelle gouvernance fondée sur les dynamiques locales » . Cette décentralisation est elle-même plombée par de nombreuses contradictions qui retarde ou diffère son effectivité dans le contexte camerounaisIn almost all nations of the world, education is required as a fundamental human right. African states, following their accession to independence in the 60s, were also granted an absolute primacy to education, because sine qua non of any development. Conference in Addis Ababa in 1961 the foundations of Harare in 1982, through the Abidjan meeting in 1964 and Lagos in 1968, education has always been at the heart of the concerns of Heads of State and Government . It is contained in a set of international legal instruments. These instruments relating to the right to education have been internalized into the domestic legal corpus of Cameroon. In Cameroon, the expansion of the school in general and and especially basic education, has been remarkably slow with the economic crisis of the mid-80s, resulting in a high dropout rate, the highest of is seen in the Far North Region. Although the first President of Cameroon was coming from this region and it has the largest population nationwide, it has none provided result, the benefit of this region, a public action consistent in terms of educational investment. The application of instruments relating to the right to education guaranteed to those who are recipients able to have the full capacity to participate in governance, to develop their potential and contribute to national development. Except that the effectiveness of these instruments is far from guaranteed at the local level due to political, economic, demographic, geographic, social and cultural education system. Various public policies, including those related to decentralization have been adopted to increase the efficiency of local public action. Anything that can qu'impacter positively on the quality of educational investment. Decentralization policy tending towards a "new governance based on local dynamics." This decentralization is itself weighed down by many contradictions or delaying its effectiveness differs in the Cameroonian context
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Morillas, Cindy. "Individualisation versus Démocratisation ? : conditions et formes du militantisme étudiant en situation autoritaire (Cameroun, 1962-2014)." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0491.
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Dans les situations démocratiques, « militer » et « mobiliser » tendent à être quasi synonymes de« contester ». L’analyse des militantismes étudiants en situation autoritaire au Cameroun remet cettereprésentation en cause. En nous appuyant sur l’opposition entre mobilisations contestataires etconservatrices et sur une approche sociohistorique de militantismes étudiants en situation autoritaire surcinquante années, nous distinguons deux types d’associations étudiantes. Les associations étudiantes« autonomes » sont initiées par des étudiants tandis que celles « institutionnelles » le sont par desautorités universitaires. Au sein des rares associations étudiantes autonomes, le militantisme« autonome » promeut la négociation de compromis avec les autorités malgré la diversité des dispositifsde contrôle. Ce type de militantisme tend à remettre en question les autorités lesquelles réagissent enlabellisant de « contestataires » ou de « subversifs » les militants et organisations autonomes. Au sein desplus fréquentes associations étudiantes institutionnelles, le militantisme « institutionnel » entretient descompromissions avec les autorités lesquelles peuvent favoriser un minimum d’ascension sociale et/oupolitique. Est ainsi assurée la reproduction politique et sociale du pouvoir en place. Contrairement à l’idéereçue selon laquelle les processus d’individualisation − en tant qu’affaiblissement des dispositifstraditionnels d’assignation des identités communautaires − favoriseraient la démocratisation, le régimeautoritaire camerounais trouve les ressources de sa pérennité dans des pratiques militantes opportunistesliées à des processus d’individualisation plus égoïste que morale. L’analyse de quarante-sept récits de viede leaders étudiants nous amène à distinguer trois types de carrière militante selon le degré de fidélité àl’un ou l’autre type d’association étudiante : le « leader fidèle », le « leader reconverti » et le « leadersyncrétique ». Les leaders fidèles autonomes et des leaders syncrétiques au sein d'associationsinstitutionnelles, plus résistants aux dispositifs de contrôle, élargissent le champ des possibles politiques,tant en termes de représentations que de pratiquesIn democratic situations, "activism" and "mobilization" tend to be almost synonymous with "challenging".The analysis of student militancy in authoritarian situation in Cameroon calls that into question. Buildingon the contrast between protesters / conservative mobilizations and on a socio-historical approach ofstudent militancy for fifty years period, we distinguish two types of student associations in authoritariansituation: those "autonomous" are initiated by students while "institutional" associations are initiated byuniversity authorities. In the few independent student organizations, "autonomous" activism promotes thenegotiation with the authorities despite the variety of control devices. This type of activism tends toquestion authorities who react by labeling "protestor" or "subversive" autonomous organizations andactivists. Among the most common institutional student associations, the "institutional" activismmaintains cooperation with the authorities who can later promote their social, economic and / or policalmobility. This ensures political and social reproduction of power. Contrary to the common belief that theprocess of individualization - weakening of “traditional” modus operandi of community as a collectiveidentity - would promote democratization, Cameroon's authoritarian regime find resources of itssustainability in opportunistic militant practices related to process of individualization which are moreselfish than moral. The analysis of forty-seven life stories of student leaders allows us to distinguish threetypes of militant career by the degree of loyalty to one or the other type of student association: the“faithful leader”, the “(re)converted leader” and the “syncretic leader”. The autonomous faithful leadersand syncretic leaders are more resistant to control devices. Thus, they extend the political field ofpossibilities, both in terms of representations and practices
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Megne, M'ella Ghislain Desire. "L'organisation sociale du sport au GABON, de l'indépendance à nos jours (1960-2012). Analyse socio-historique des facteurs de facilitations et des contraintes. Perspectives comparatives : Caméroun-Sénégal." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0317/document.
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L’ambition qui préside ce mémoire de thèse est aussi originale que passionnante :analyser le rôle de l’organisation sociale du sport gabonais dans un contexte de pays en voiede développement, mode d’expression pour les populations autochtones en période decolonisation, puis élément d’intégration dans le concert des nations après les indépendances.Cette recherche vise comme objectif général la compréhension des organisations sportives auGabon. Précisément, il s’agit de comprendre l’impact et le rayonnement des fédérationssportives depuis son accès à l’indépendance (1960) à la période actuelle (2012). Toutefois, ledétour dans le passé nous révèle que les fédérations sportives sont cloisonnées bien sûr dansle rapport culture traditionnelle et culture moderne. Dès lors, on assiste à un déphasage avecles besoins économiques et socio-culturels de l'heure. Au cours de ce voyage dans le temps,cette thèse s’inscrit dans une optique pluridisciplinaire et comparative axée sur les méthodesde la sociologie du sport. Elle s’attache à décrypter les conditions historiques, sociales,politiques, économiques, institutionnelles et les logiques d’acteurs en présence pourcomprendre les conséquences qui en résultent et qui témoignent d’une organisation singulièredans un espace francophone, (Gabon, Cameroun, Sénégal). De fait, elle informe sur lespolitiques sportives. Qui organisent ? Comment ? Et dans l’intérêt de qui ? Tels sont lesenjeux principaux, dont la problématique d’ensemble est de se demander : pourquoil’organisation du sport gabonais privilégie-t-elle le modèle importé? Plus précisément,Comment la transposition du modèle français influence-t-elle les politiques sportives auGabon et interagit-t-elle avec les particularismes locaux? Loin d’être une spécificitégabonaise, le legs colonial reste une propriété consubstantielle aux jeunes Etats africainsThe ambition that leads this thesis is as original as fascinating: analyzing the roleof the social organization of the Gabonese sport in the context of a developing country, themode of expression of the local people in the colonial period, and the element of integrationin the concert of nations after the independences. This research, in general, seeks tocomprehend sport organizations in Gabon. It is all about understanding the implication andthe impact of sport federations in Gabon from its independence (1960) to now. A trip in thepast reveals us that sport federations are separated from the traditional culture and modernculture. Therefore, we can see why they are out of touch with the current economic and socioculturalneeds of the moment. As we travel back in time, the purpose of this thesis ismultidisciplinary and comparative, based on the methods of the sociology of sport. It seeks todecrypt historical, social, political, economic and institutional conditions; and the logic of thepresent actors, so to understand the consequences that follow, and are testimonies of a uniqueorganization a francophone area (Gabon, Cameroon, and Senegal). This thesis informs aboutthe sport policies. Who organizes? How? In whose interest? These principal questions lead usto the overall problematic: Why sport organizations in Gabon favor more imported models oforganization. In more detail, how the transposition of the French model influences sportpolicies in Gabon; and how does it interact with the local particularities. Far from being aGabonese specificity solely, the colonial input remains a substantial propriety in youngAfrican states
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Smith, Wilmer R. "The history of public education in Cameron Parish." Lake Charles, La. : McNeese State University, Frazar Memorial Library, Dept. of Archives and Special Collections, 2008. http://library.mcneese.edu/depts/archive/FTBooks/smithwilmer.htm.
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Njiki, Bikoi Etienne. "L'enseignement bilingue au Cameroun : des enseignants et des élèves face au système du " General Certificate of Education"." Grenoble 3, 2003. http://www.theses.fr/2003GRE39036.
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La présente recherche porte sur la problématique de l'enseignement bilingue au Cameroun. Elle montre comment l'absence d'une politique linguistique claire et cohérente a perverti l'entreprise éducative, la rendant inapte à servir l'idéologie politique dont elle émane et dont elle est un instrument. D'où il découle un double échec. Echec de l'école, dont le fonctionnement ne favorise pas un accès égal aux deux langues officielles, et qui produit des citoyens monolingues en français ou en anglais. Echec de l'idéologie politique de l'intégration dont les effets sont observables à travers la formation d'une minorité de langue anglaise qui tient à exprimer son identité et sa spécificité au point parfois de vouloir porter atteinte à l'intégrité de la nation. Le travail comporte trois chapitres. Le premier examine les aspects de la politique linguistique au regard du projet de construction de la nation. Il décrit le déploiement de la politique du bilinguisme en français et en anglais et situe ce dernier par rapport au multilinguisme ambiant. Le deuxième chapitre examine les concepts d'éducation bilingue et tente de l'appliquer à la situation camerounaise. Il procède à la description du système scolaire camerounais et en montre les limites. Le troisième chapitre étudie les opinions des enseignants et des élèves de français langue étrangère et examine des pratiques pédagogiques relatives à l'enseignement de cette matière. Il montre les obstacles à l'enseignement de cette langue ainsi que les rapports entre le français et l'anglais en situation pédagogique.
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Siakam, Victorine-Jolie. "Le droit des femmes au travail : étude comparée des droits camerounais et français." Thesis, Lille 2, 2015. http://www.theses.fr/2015LIL20014.
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La faculté de travailler et les droits qui se rattachent à l’exercice d’une activité professionnelle par les femmes résultent d’une longue évolution juridique en France comme au Cameroun et en dépit de la reconnaissance du droit au travail, diverses entraves subsistent et génèrent des discriminations. Les discriminations sont tantôt de fait, et trouvent alors leur fondement dans des mentalités rétrogrades, tantôt de droit et se traduisent par des insuffisances juridiques. Les outils juridiques de promotion des droits des femmes au travail et de la lutte contre toute forme de discrimination professionnelle ne sont pas totalement identiques en France et au Cameroun. Mais, les acquis d’un pays pourraient parfaitement être transposés dans l’autre paysThe ability to work and the rights that go with women exercising a professional activity are the result of lengthy legal developments both in France and Cameroon. Despite recognition of this right to work, various constraints persist and give rise to discrimination. Discrimination is sometimes de facto, in which case it is based in retrograde attitudes, and sometimes it is legal, in which case it is manifested in legal shortcomings. The legal tools used to promote women’s rights at work and to fight against all forms of professional discrimination are not completely identical in France and Cameroon. Nevertheless, the gains of one country can be perfectly transposed onto the other
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Ngonga, Henri. "Efficacité comparée de l'enseignement public et privé au Cameroun." Phd thesis, Université de Bourgogne, 2010. http://tel.archives-ouvertes.fr/tel-00554325.
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Dans cette thèse, nous traitons de l'efficacité comparée de l'enseignement public et de l'enseignement privé au Cameroun. Le système éducatif actuel porte les marques de la période coloniale. L'école est passée par trois stades : avant la colonisation, pendant la colonisation et après la colonisation. Le système éducatif actuel se caractérise par une forte demande d'éducation et une offre d'éducation insuffisante. Les redoublements et les abandons sont fréquents et élevés. Le système éducatif est peu efficace dans son ensemble. Deux sous-systèmes éducatifs hérités de la période coloniale fonctionnent, l'un francophone et l'autre anglophone. Deux secteurs d'enseignement fonctionnent également, l'un public et l'autre privé. Le secteur privé est composé de quatre types d'écoles : le privé laïc, le privé confessionnel, le privé communautaire et le privé des parents. Un grand nombre de parents d'élèves choisissent de scolariser leurs enfants dans les structures scolaires privées. Ils estiment que le secteur d'enseignement privé est plus efficace que le secteur d'enseignement public. L'analyse comparée des deux secteur montre que les écoles privées sont associées à une meilleure progression des élèves. Elles sont en définitive plus efficaces que les écoles publiques. Un élève scolarisé dans le secteur privé obtient en moyenne de meilleurs résultats que son camarade qui fréquente le secteur public. L'analyse de la réussite des élèves au certificat d'études primaires montrent la supériorité numérique des élèves des institutions privées. Les chances d'obtenir le CEP sont plus élevées chez les élèves d'écoles privées. Les variables de contexte scolaire sont aussi responsables de la variabilité des résultats des élèves
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Ciccone, Dana B. "Assessing organizational effectiveness in continuing education subunits : a preliminary study using Cameron's dimension called organizational health /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096641.
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