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The Plight of German Missions in Mandate Cameroon: an Historical Analysis
Brazilian Journal of African Studies e-ISSN 2448-3923 | ISSN 2448-3907 | v.2, n.3 | p.111-130 | Jan./Jun. 2017 THE PLIGHT OF GERMAN MISSIONS IN MANDATE CAMEROON: AN HISTORICAL ANALYSIS Lang Michael Kpughe1 Introductory Background The German annexation of Cameroon in 1884 marked the beginning of the exploitation and Germanization of the territory. While the exploitative German colonial agenda was motivated by economic exigencies at home, the policy of Germanization emerged within the context of national self- image that was running its course in nineteenth-century Europe. Germany, like other colonial powers, manifested a faulty feeling of what Etim (2014: 197) describes as a “moral and racial superiority” over Africans. Bringing Africans to the same level of civilization with Europeans, according to European colonial philosophy, required that colonialism be given a civilizing perspective. This civilizing agenda, it should be noted, turned out to be a common goal for both missionaries and colonial governments. Indeed the civilization of Africans was central to governments and mission agencies. It was in this context of baseless cultural arrogance that the missionization of Africa unfolded, with funds and security offered by colonial governments. Clearly, missionaries approved and promoted the pseudo-scientific colonial goal of Europeanizing Africa through the imposition of European culture, religion and philosophy. According to Pawlikova-Vilhanova (2007: 258), Christianity provided access to a Western civilization and culture pattern which was bound to subjugate African society. There was complicity between colonial governments and missions in the cultural imperialism that coursed in Africa (Woodberry 2008; Strayer 1976). By 1884 when Germany annexed Cameroon and other territories, the exploitation and civilization of African societies had become a hallmark 1 Department of History, University of Bamenda, Bamenda, Cameroon. -
International Qualifications Table Entry Qualifications
INTERNATIONAL QUALIFICATIONS TABLE Qualification Undergraduate Global Assessment Successful completion of Global Assessment Certificate with a GPA of 2.3 Certificate (GAC) Level 3 International Baccalaureate International Baccalaureate Diploma with a minimum score of 24 Certificate (IB) Great Britain Successful completion of Cambridge International or Edexcel GCE A Level examination with a score of 6 in 3 core subjects ENTRY QUALIFICATIONS TABLE Country Qualifications Standard Entry • Grade average of 8.5 in the final year results, or •Successful completion of a recognised pre-tertiary or foundation program, or Argentina Argentine Bachillerato •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High School studies. •S uccessful completion of an Australian Year 12 award with an ATAR acceptable to UNE in the year of admission (minimum scores for entry into each UNE course are available directly from Australia UNE International), or •Successful completion of a recognised Foundation Studies program conducted by an Australian University or affiliate with a minimum score of 60% in all units including English. • Grade average of 88% in the final year results, or Middle Eastern Secondary School Leaving •S uccessful completion of a recognised pre-tertiary or foundation program, or Bahrain Certificate (Tawjahiya) •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High -
Were German Colonies Profitable?
Were German colonies profitable? Marco Cokić BSc Economics 3rd year University College London Explore Econ Undergraduate Research Conference February 2020 Introduction In the era of colonialization, several, mainly European, powers tried to conquer areas very far away from their mainland, thereby creating multicontinental empires. One of these European powers was the German Empire which entered the game for colonies in the 1880s and was forced to leave it after World War I. Still, these involvements had a significant impact on several aspects of the German Empire. This essay discusses the question if the colonial policy of the German Empire until 1914 was an economic success. The reason for this approach is twofold. Firstly, economics can be seen as one of the main motivations of colonial policy (Blackbourn, 2003). Hence, looking at the economic results of this undertaking as a measure of success seems reasonable. Secondly, economic development can be measured relatively accurately and is a good proxy for defining success of the German colonial policy. Therefore, economic data will be used and tested against the economic hopes of advocates of colonialism during that period. The essay is split up into three main parts. In the first part, the historical background behind German colonialization and the colonies is introduced. After a brief explanation of the empirical strategy for this paper, data will be used to show if the German hopes were fulfilled. Theoretical background The German economy of the 1880s and German aims in the colonies In the 1880s, Germany was an economic leader. Several branches such as the chemical industry were worldwide leaders in their sectors and economic growth was, compared to other countries, very high (Tilly, 2010). -
Secondary Education in Latin America and the Caribbean: the Challenge of Growth and Reform
DOCUMENT RESUME ED 474 668 UD 035 421 AUTHOR Wolff, Laurence; Castro, Claudio de Moura TITLE Secondary Education in Latin America and the Caribbean: The Challenge of Growth and Reform. Sustainable Development Department Technical Paper Series. INSTITUTION Inter-American Development Bank, Washington, DC. REPORT NO EDU-111 PUB DATE 2000-01-01 NOTE 60p. AVAILABLE FROM Publications, Education Unit, Inter-American Development Bank, 1300 New York Avenue, N.W., Washington, DC 20577. Tel: 202-623-2087; Fax: 202-623-1558; e-mail: sds/[email protected]; Web site: http://www.iadb.org/sds/edu PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Academic Achievement; Computer Uses in Education; Developing Nations; Diversity (Student); Educational Change; Educational Finance; *Educational Quality; Educational Research; Educational Technology; Expenditure per Student; Foreign Countries; Governance; Labor Market; Public Schools; *Secondary Education; Teacher Competencies; Thinking Skills IDENTIFIERS *Caribbean; *Latin America; Reform Efforts ABSTRACT This paper synthesizes the issues, problems, research, and current best practice in secondary education in Latin America andthe Caribbean. Overall, Latin America and the Caribbean enroll much lower percentages of school age children in secondary education than the region's chief competitors, and the region's secondary education is inadequate by international standards. Secondary vocational education is usually low prestige, underfunded, and inadequately linked to the labor -
The World Bank for OFFICIAL USE ONLY
Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: 39088 - CO PROJECT APPRAISAL DOCUMENT ON A Public Disclosure Authorized PROPOSED LOAN IN THE AMOUNT OF US$20.0 MILLION TO THE DEPARTMENT OF ANTIOQUIA WITH THE GUARANTEE OF THE REPUBLIC OF COLOMBIA FOR AN Public Disclosure Authorized UPPER SECONDARY EDUCATION PROJECT October 24,2007 Human Development Sector Management Unit Mexico and Colombia Country Management Unit Latin American and Caribbean Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective October 24, 2007) Currency Unit = Pesos US$1 .OO = US$2,004.58 US$ = COP1 FISCAL YEAR January 1 - December 3 1 ABBREVIATIONS AND ACRONYMS APL Adaptable Program Lending CAS Country Assistance Strategy CAF Andean Cooperation for Development (CorporacidnAndina de Fomento) CAFAM Family Compensation Fund (Caja de Compensacidn Familiar) CGA General Antioquia Controllership (Contraloria General de Antioquia) DO Development Objective CCT Conditional Cash Transfer DDP Department Development Plan GDP Gross Domestic Product GOC Government of Colombia ICB International Competitive Bidding ICETEX Deconcentrated independent government entity (Instituto Colombiano de Cre'dito Educativo y Estudios Te'cnicos en el Exterior) ICFES Colombian Institute for Development of Higher Education (Instituto -
P Homol Al Icfes Res 252 Abril 5 2018
Exámenes de Estado válidos para ingreso a la educación superior presentados en el exterior, resolución No. 000252 del 5 de abril de 2018. Examen Entidad País Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der DEUTCHES ABITUR Alemania Bundesrepublik Deutschland - Kultusministerkonferenz KMK EXAMEN FACHHOCHSCHULREIFEPRÜFUNG CON PROFUNDIZACIÓN DE Instituto de Enseñanza Secundaria de Tecklenburggurger Land del Distrito de Alemania DEUTSCHES FACHABITUR Steinfut Ibbenbürn FESTSTELLUNGSPRÜFUNG Studienkolleg Múnich Alemania EXAMEN FINAL ENSEÑANZA SECUNDARIA CONTINUA GENERAL - HAVO Ministerio de Educación Nacional Aruba HIGHER SCHOOL CERTIFICATE RECORD OF ACHIEVEMENT Board of Stuoies Teaching & Educational Stanoards NSW Australia OVERALL POSITION (OP) Departamento de Educación de Queensland Australia EXAMEN DE ADMISIÓN NIVEL SUPERIOR Escuela Industrial " Pedro Domingo Murillo" Ministerio de Educación Bolivia EXAMEN ENEM Ministerio de Educación Brasil EXAMEN VESTIBULAR Ministerio de Educación y Cultura Brasil EXAMEN DE BACHILLERATO - VYSVEDCENIE O MATURITNEJ SKUSKE Ministerio de Educación, Ciencia, Investigación y Deporte Bratislava (República Eslovaca) STOP Universidad Libre de Burgas Bulgaria ALBERTA EDUCATION DIPLOMA EXAMS Government of Alberta Canadá GRADUATION PROGRAM British Columbia Ministry Education Canadá MEL Ministère de l`Education Canadá EXAMEN PSU Ministerio de Educación Chile PRUEBA DE APTITUD ACADÉMICA - PAA Ministerio de Educación del Gobierno de Chile y el DEMRE Chile EXAMEN UNIFICADO DE ADMISIÓN Oficina -
Strategies for Strengthening the Technical Workforce a Review of International Evidence
Strategies for Strengthening the Technical Workforce A Review of International Evidence Katharine Conn Elizabeth Park Wakasa Nagakura Sherihan Khalil Thomas Corcoran RR 2017 -1 Suggested Citation Conn, K., Park, E., Nagakura, W., Khalil, S., & Corcoran, T. (2017). Strategies for Strengthening the Technical Workforce: A Review of International Evidence. Research Report (#RR 2017–1). Consortium for Policy Research in Education, Teachers College, Columbia University. The Consortium for Policy Research in Education (CPRE) brings together education experts from Opinions expressed in this report are those of the authors and do not necessarily reflect the renowned research institutions to contribute views of Teachers College-Columbia University, new knowledge that informs PK-16 education the Consortium for Policy Research in Education policy and practice. Our work is peer-reviewed (CPRE), or its institutional members. The authors and open-access at cpre.org. CPRE’s member would like to thank Jonathan Supovitz, Benjamin Ogwo, Donna Murdoch, Sara Scovronick, and institutions are the University of Pennsylvania; Amy Hawley for their helpful feedback and Teachers College, Columbia University; Harvard comments. University; Stanford University; University of Michigan; University of Wisconsin-Madison; and Northwestern University. Author Information Consortium for Policy Research in Education | Katharine M. Conn, PhD PennGSE, University of Pennsylvania Senior Research Scientist, Consortium for Policy 3440 Market Street, Suite 560 | Philadelphia, PA Research in Education, Teachers College. 19104 | (215) 573.0700 | cpre.org [email protected] Elizabeth H. Park Doctoral Candidate, Politics & Education, Teachers College, Columbia University, and Research & Evaluation Manager, New York City Department of Education. [email protected] Wakasa Nagakura, PhD Senior Research Scientist, Consortium for Policy Research in Education, Teachers College. -
French and British Colonial Legacies in Education: a Natural Experiment in Cameroon
French and British Colonial Legacies in Education: A Natural Experiment in Cameroon Yannick Dupraz∗ 2015 most recent version: http://www.parisschoolofeconomics.eu/IMG/pdf/ jobmarket-paper-dupraz-pse.pdf Abstract. | Does colonial history matter for development? In Sub-Saharan Africa, economists have argued that the British colonial legacy was more growth-inducing than others, especially through its effect on education. This paper uses the division of German Kamerun between the British and the French after WWI as a natural experiment to identify the causal effect of colonizer identity on education. Using exhaustive geolocated census data, I estimate a border discontinuity for various cohorts over the 20th century: the British effect on education is positive for individuals of school age in the 1920s and 1930s; it quickly fades away in the late colonial period and eventually becomes negative, favoring the French side. In the most recent cohorts, I find no border discontinuity in primary education, but I do find a positive British effect in secondary school completion | likely explained by a higher rate of grade repetition in the francophone system. I also find a strong, positive British effect on the percentage of Christians for all cohorts. I argue that my results are best explained by supply factors: before WWII, the British colonial government provided incentives for missions to supply formal education and allowed local governments to open public schools, but the British effect was quickly smoothed away by an increase in French education investments in the late colonial period. Though the divergence in human capital did not persist, its effect on religion was highly persistent. -
British Southern Cameroon (Anglophone)
American Journal of Humanities and Social Sciences Research (AJHSSR) 2021 American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN :2378-703X Volume-5, Issue-4, pp-555-560 www.ajhssr.com Research Paper Open Access British Southern Cameroon (Anglophone) Crisis in Cameroon and British (Western) Togoland Movement in Ghana: Comparing two Post-Independence separatist conflicts in Africa Joseph LonNfi, Christian Pagbe Musah The University of Bamenda, Cameroon ABSTRACT: The UN trust territories of British Togoland and British Southern Cameroons at independence and following UN organised plebiscites, choose to gain independence by joining the Republic of Ghana and the Republic of Cameroon in 1955 and 1961 respectively. Today, some indigenes of the two territories are protesting against the unions and are advocating separation. This study, based on secondary sources, examines the similarities and differences between the two secession movements arguing that their similar colonial history played in favour of today’s conflicts and that the violent, bloody and more advanced conflict in Cameroon is inspiring the movement in favour of an independent Western Togoland in Ghana. It reveals that colonial identities are unfortunately still very strong in Africa and may continue to obstruct political integration on the continent for a long time. Key Words: Anglophones, Cameroon, Ghana, Secession, Togolanders, I. INTRODUCTION In July1884, Germany annexed Togoland and Kamerun (Cameroon). When the First World War started in Europe, Anglo-French forces invaded Togoland and Cameroon and defeated German troops in these colonies. In 1916, Togoland was partitioned into British Togoland and French Togoland while Cameroon was also partitioned like Togoland into two unequal portions of British Cameroons and French Cameroun. -
National Exam Types
NATIONAL EXAM TYPES NATIONAL EXAMS AND HIGH COUNTRY MINIMUM REQUIREMENTS SCHOOL DIPLOMAS KANKOR (Nationwide University Afghanistan A minimum average of 80% (C) exam score Entrance Exam of Afghanistan) Diplomë e Maturës Shtetërore (Maturity A minimum average of 7 out of 10 diploma Albania Certificate) score Baccalauréat de l’Enseignement A minimum average of 12 out of 20 diploma Algeria Secondaire score Upper Secondary Education, Catalan or Andorra A minimum average of 70% diploma score French System Certificado de Habilitação Literária Angola A minimum average of 70% diploma score (Secondary School Leaving Certificate) Antigua and CXC Caribbean Advanced Placement A minimum average of 70% exam score Barbuda Examination (CAPE) Título de Bachiller (Baccalaureate) A minimum average of 7 out of 10 or B+ Argentina Upper-Secondary (Polimodal) diploma score դիպլոմ (Diploma) / Վկայական միջնակարգ լրիվ ընդհանուր A minimum average of 13 out of 20, 4 out of 5 Armenia կրթության (Certificate of Complete or 7 out of 10 diploma score Secondary Education) / հասունություն Վկայական (Certificate of Maturity) Australia Secondary School Graduation Certificate A minimum average of 70% diploma score A minimum average of 2 out of 1 diploma Austria Reifeprüfung/Matura score A minimum average of 4 out of 5 diploma Azerbaijan ATTESTAT/National Test (TQDK) score or 490 out of 700 exam score Tawjihi (General Secondary A minimum grade of “B” or average of 80% Bahrain Education Certificate) diploma score Higher Secondary School A minimum grade of “A” or average of 4 -
The Predictive Value of School Performance on the Success of Students in the Accountancy Stream at the University of Pietermarit
The Predictive Value of School Performance on the Success of Students in the Accountancy Stream at the University of Natal, Pietermaritzburg By Ingrid Millar BComm.(Hons) (Natal); H.D.E. (Natal) Dissertation Submitted in fulfillment of the requirements for the DEGREE OF MASTERS OF COMMERCE AT THE UNIVERSITY OF KWA-ZULU NATAL 2006 Supervisor: Prof. B Stobie DECLARATION I, Ingrid Ann Millar, hereby declare that this research work is my own original work and that all sources have been accurately reported and acknowledged. This thesis is being submitted in fulfillment of the requirements for the degree Masters in Commerce at the University of Kwazulu-Natal and has not previously been submitted at any university in order to obtain an academic qualification. Ingrid Ann Millar November 2006 ii ABSTRACT Higher education in South Africa is currently undergoing enormous transformation with the traditional matric certificate being replaced by the new school leaving Further Education and Training Certificate (FETC). As a result the use of matric points as an entry requirement for prospective university students will no longer be possible with effect from 2008. The Education Ministry intends setting national admission criteria to which all of the country's universities and technikons would have to adhere. It is therefore an appropriate time to examine existing selection criteria and determine whether they achieve equity in the distribution of opportunities and provide fair chances of success to all those who wish to achieve their potential through higher education. The aim of this research is to find empirical evidence as to the predictive value, if any, of matric points on students' performance at university in the field of accountancy, and to establish whether a good mathematics result is a necessary prerequisite to studying accountancy as a major at university. -
Smoking Prevalence Among Indigenous Peoples of the World
Smoking Prevalence Among Indigenous Peoples of the World 2021 Smoking Prevalence Among Indigenous Peoples of the World Citation: Correspondence to: Glover, M. & Selket, K. (2021). Professor Marewa Glover Smoking Prevalence Among Centre of Research Excellence: Indigenous Peoples of the World. Indigenous Sovereignty & Smoking Auckland: Centre of Research Excellence: Indigenous Sovereignty & P.O. Box 89186 Smoking. Torbay, Auckland 0742 New Zealand ISBN: 978-0-473-57125-2 Email: [email protected] www.coreiss.com 2 Contents Introduction 7 Africa 17 North America 91 Central America and the Caribbean 101 South America 129 Europe 153 Middle East 165 Asia 171 Oceania 201 4 5 Sources 245 Introduction 6 7 To progress the United Nations (UN) Sustainable Development Goals and leave smoke the most, and which tobacco products they will favour. no-one behind in the process, it is necessary ‘to collect disaggregated data on population groups’ (UN, 2019, p.43.). The UN Declaration on the Rights of For this reason, we chose a COUNTRY FACT SHEET format. However, country Indigenous People (UNDRIP) recognises Indigenous peoples as distinct population borders are social constructs subject to change. The land or water realms groups with rights to self-determination. Necessary to that, Indigenous peoples Indigenous peoples historically belonged to or inhabited are not always replicated ‘require information about their citizens, territories, and resources just like any by the country borders of today. Imperialist expansion processes, such as war, other nation state’ (UN, 2008). Suppressing the collection or reporting of data colonisation, or alliances, have resulted in borders where previously none existed. on Indigenous peoples perpetuates invisibility that allows the neglect or abuse of Peoples and their lands or fishing areas have been divided and moved like stolen their rights to continue without international objection.