Changing Regimes and Educational Development in Cameroon PDF Download

Author: B. Gwanfogbe
Publisher: African Books Collective
ISBN: 1942876408
Category : History
Languages : en
Pages : 220

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Book Description
This book provides an in-depth study of the nature and pattern of educational development in Cameroon from 1844 to the post-independence period. Drawing upon a wide range of sources including hitherto unused archival material and formal interviews with people involved in Cameroons pre-colonial, colonial and postcolonial educational traditions, the result is an elegantly written history enlivened by illustrative texts and archival pictures.

Author: Mathew B. Gwanfogbe
Publisher: African Books Collective
ISBN: 1942876696
Category : History
Languages : en
Pages : 154

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Book Description
This volume examines the relationships between the German colonial administration, the Basel Mission, the British Baptist Missionary Society and other missionary societies that characterized the setting up of Basel Mission education in Cameroon against the backdrop of intense rivalry. Spanning a period of 82 years, the book meticulously documents the kick off, expansion and elaboration of the Basel Mission’s efforts to institutionalise education as well as its objectives and operational modalities. Basel Mission Education in Cameroon deepens our understanding of European imperialism and its legacy in postcolonial societies. Policy makers and educationists in Cameroon and Africa at large will find this volume very instructive as they forge educational systems that serve the needs of current and future generations of Africans.

Author: A. Bame Nsamenang
Publisher: HDRC
ISBN: 9956444642
Category : Education
Languages : en
Pages : 596

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Book Description

Author: Dr. Gaturu Mary Wangechi HSC, Millah Christopher, Muthusi Francis Mutisya, Nyamizi, G. Lillian, Jane Macharia
Publisher: Cari Journals USA LLC
ISBN: 991474690X
Category : Education
Languages : en
Pages : 117

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Book Description
TOPICS IN THE BOOK Career Plateauing and Its Relationship with Secondary School Teachers’ Pursuit of Post-Graduate Studies in Nyandarua and Murang’a Counties, Kenya An Empirical Investigation into the Drivers of Secondary School Funding Disparities and their Effects on School Performance: Evidence from Selected Public Secondary General Education Schools in the North West Region of Cameroon An Assessment of the Influence of Mathematics Teachers’ Training on Use of Questioning Technique and Students’ Achievement in Mathematics in Public Secondary Schools in Mwala Sub-County, Machakos County, Kenya Towards O-Level Students’ Performance in Mathematics: Do Teaching and Learning Environment Factors Matter? The Influence of Male Adolescent Age on Parental Demandingness, Rebellious Behaviour, and Academic Performance in Public Secondary Schools

Author:
Publisher: BRILL
ISBN: 9004447946
Category : Education
Languages : en
Pages : 386

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Book Description
This book explores the complexities of curriculum studies by taking into account African perspectives of curriculum theory, curriculum theorising and the theoriser. It provides alternative pathways to the curriculum discourse in Africa by breaking traditions and experimenting on alternative approaches.

Author: Richard Fardon
Publisher: Berghahn Books
ISBN: 9781845452155
Category : Art
Languages : en
Pages : 184

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Book Description
"Lela in Bali tells the story of an annual festival of eighteenth-century kingdoms in Northern Cameroon that was swept up in the migrations of marauding slave-raiders during the nineteenth century and carried south towards the coast. Lela was transformed first into a mounted durbar, like those of the Muslim states, before evolving in tandem with the German colonial project into a festival of arms. Reinterpreted by missionaries and post-colonial Cameroonians, Lela has become one of the most important of Cameroonian festivals and a crucial marker of identity within the state, Richard Fardon's reconstruction of two hundred years of history is an essential contribution not only to Cameroonian studies but also to the broader understanding of the evolution of African cultures."--BOOK JACKET.

Author: Julius A. Amin
Publisher: Lexington Books
ISBN: 1498502385
Category : History
Languages : en
Pages : 267

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Book Description
Based on previously unused primary sources including extensive interviews in Cameroon, personal journals, diaries, responses to questionnaires, and a variety of secondary sources, this study is a critical analysis of US study abroad programs in Africa. Using the University of Dayton Cameroon Immersion program as a case study, the work examines different aspects of experiential learning including selection, orientation, activities of US college students in Cameroon, post-immersion meetings, and impact of program. The nation of Cameroon and University of Dayton are uniquely ideal for the study as Cameroon is considered “Africa in miniature” and serves as a window to understanding many of Africa’s political, economic, cultural, and social complexities. Located in the American Midwest, the University of Dayton, while unique, shares many similarities with other American universities. The study expands the boundaries of scholarship on study abroad. By comparing the impact of the African experience on students to that of Returned Peace Corps Volunteers who served in that continent, the study opens up avenues for comparative analyses. Africa is vital to the global community and, with its complex political, economic, cultural, and social systems, offers important lessons to understanding students’ ability to adapt to change in a rapidly changing global environment.

Author: Jack Schneider
Publisher: Harvard University Press
ISBN: 0674294769
Category : Education
Languages : en
Pages : 297

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Book Description
Amid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning. Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child’s report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that’s not all. As experts agree, our primary assessment technologies—grading, rating, and ranking—don’t actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbate inequality. Yet despite widespread dissatisfaction, grades, test scores, and transcripts remain the currency of the realm. In Off the Mark, Jack Schneider and Ethan Hutt explain how we got into this predicament, why we remain beholden to our outmoded forms of assessment, and what we can do to change course. As they make clear, most current attempts at reform won’t solve the complex problems we face. Instead, Schneider and Hutt offer a range of practical reforms, like embracing multiple measures of performance and making the so-called permanent record “overwritable.” As they explain, we can remake our approach in ways that better advance the three different purposes that assessment currently serves: motivating students to learn, communicating meaningful information about what young people know and can do, and synchronizing an otherwise fragmented educational system. Written in an accessible style for a broad audience, Off the Mark is a guide for everyone who wants to ensure that assessment serves the fundamental goal of education—helping students learn.

Author: Mathew Basung Gwanfogbe
Publisher:
ISBN:
Category :
Languages : en
Pages : 324

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Book Description

Author: Ericka A. Albaugh
Publisher: Cambridge University Press
ISBN: 1139916777
Category : Political Science
Languages : en
Pages : 337

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Book Description
How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power.