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World Higher Education Database Whed Iau Unesco
WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO Página 1 de 438 WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO Education Worldwide // Published by UNESCO "UNION NACIONAL DE EDUCACION SUPERIOR CONTINUA ORGANIZADA" "NATIONAL UNION OF CONTINUOUS ORGANIZED HIGHER EDUCATION" IAU International Alliance of Universities // International Handbook of Universities © UNESCO UNION NACIONAL DE EDUCACION SUPERIOR CONTINUA ORGANIZADA 2017 www.unesco.vg No paragraph of this publication may be reproduced, copied or transmitted without written permission. While every care has been taken in compiling the information contained in this publication, neither the publishers nor the editor can accept any responsibility for any errors or omissions therein. Edited by the UNESCO Information Centre on Higher Education, International Alliance of Universities Division [email protected] Director: Prof. Daniel Odin (Ph.D.) Manager, Reference Publications: Jeremié Anotoine 90 Main Street, P.O. Box 3099 Road Town, Tortola // British Virgin Islands Published 2017 by UNESCO CENTRE and Companies and representatives throughout the world. Contains the names of all Universities and University level institutions, as provided to IAU (International Alliance of Universities Division [email protected] ) by National authorities and competent bodies from 196 countries around the world. The list contains over 18.000 University level institutions from 196 countries and territories. Página 2 de 438 WORLD HIGHER EDUCATION DATABASE WHED IAU UNESCO World Higher Education Database Division [email protected] -
1 Jean-Paul Kouega Bilingualism at Tertiary Level Education in Cameroon
1 Jean-Paul Kouega Bilingualism at tertiary level education in Cameroon: the case of the University of Yaounde II (Soa) Abstract When francophone and anglophone Cameroon united in 1961, the new state adopted French and English as its joint official languages, and the country’s first government pledged to promote bilingualism in the whole nation. Since then, French and English have been used in all aspects of public life, including education. Throughout primary and secondary education, pupils in French-medium schools are taught English as a subject and those in English-medium schools are taught French as a subject. It has been the expectation of government that, by the time these pupils reach tertiary education, they would have acquired enough language skills to be able to follow lectures in either official language. A sociolinguistic investigation into the use of language at this level of education in the country shows that French and English are used in all six State universities. Self-reports, interviews and participant observation show that eighty to one hundred per cent of courses are taught in French and the remainder in English. For each course, examinations are set in the language in which it is taught, students write them in the language of their choice, and the scripts are graded by the lecturers who teach it. Students who fail tend to blame their failure on their lecturers’ poor linguistic performance. Anglophone students, who usually write in English, feel that their “officially monolingual” francophone lecturers cannot follow with ease the argumentation they make in their scripts. The present researcher recommends that bilingual lecture notes be made available to both teachers and students, that old teachers be drilled on bilingual teaching and that bilingual proficiency be a determining criterion in future teacher recruitment interviews. -
CAMEROON Focal Point: Professor Ivo Leke Tambo Dr
CAMEROON Focal Point: Professor Ivo Leke Tambo Dr. Daniel Akume Akume Guidelines from Commonwealth of Learning (COL) 1. Key challenges and opportunities (not more than 3 each) for ‘learning for development’ in your country. 2. Status of distance education/e-learning in your country. 3. Identify (not more than 5) top priorities that you would like COL to take up during the next Three-Year Plan 2015-2018 Key Challenges and Opportunities 1. Absence of a national body to manage distance education. 2. Absence of policy framework. 3. Shortage of local expertise. Status of ODE in Cameroon Policies A Draft Policy Document for Open and Distance Education for Cameroon is pending approval. Teacher Education The University of Buea runs a four-year distance education programme in Education, which recruits students to study for a Bachelor in Education (B.Ed.). Candidates for training are primary and nursery school teachers seeking career development. Course writing is facilitated through cooperation with the National Open University of Nigeria under the RETRIDOL initiative. Basic Education A workshop on Sensitisation on Open Schooling, co-sponsored by COL was organised in 2009, while another workshop organised in 2010 focused on curriculum design for open schools. Higher Education Two virtual universities went operational in Cameroon in 2010. One national and the other, a sub regional virtual university, were established within the framework of the “Pan-African e-network project”, resulting from cooperation between the Government of India, the African Union and the Government of Cameroon. Masters Degree programmes are offered in various fields. Courses are delivered by Cameroon videoconferencing from Madras University, as well as the Indira Gandhi National Open University in India. -
MAPPING of HIGHER EDUCATION DIPLOMAS in CAMEROON Volume II
MAPPING OF HIGHER EDUCATION DIPLOMAS IN CAMEROON Volume II: Professionalization of Teachings in Cameroon State Universities 1 2 2017 His Excellency Paul BIYA President of the Republic of Cameroon, Head of State 3 7 Lignes directrices en matière de recherche au Cameroun 4 Mr. Joseph DION NGUTE Prime Minister, Head of Government 5 6 2017 Pr Jacques FAME NDONGO Minister of State, Minister of Higher Education Chancellor of Academic Orders 7 11 Lignes directrices en matière de recherche au Cameroun Editorial board General Supervision: Prof. Jacques FAME NDONGO, Minister of Higher Education, Chancellor of Academic Orders. Deputy General Supervision: Prof. Wilfried NYONGBET GABSA, Secretary General. Technical Coordinator: Prof. Dieudonné Emmanuel PEGNYEMB, Director of University Accreditation and Quality. Deputy Technical Coordinator: Prof. Christian ZAMO AKONO, Head of the Comparative University Systems Unit Members of the Technical Coordination: Mrs. Marie Solange OVAH MBARGA, Assistant Research Officer N° 1. Mrs. Marie Louise BAMI, Assistant Research Officer N°2. Dr. Olivier Placide NOTE LOUGBOT, Assistant Research Officer N° 3. Assistance to the Technical Coordination: Mrs. Estelle Fleur TUODOP NJAMPOU épse ELOUMOU; Mrs. Clarance FALEU YANKEP épse NKOLO; Mr. Yves EBALE ESSOLA Assistance: Prof. Rodolphine Sylvie WAMBA, Deputy-Director of Quality Assurance. Mrs. Marie Pascale SII épse BEKO’O ABONDO, Deputy-Director of Academic Evaluations and Certifications. Translation: Mrs. Nathalie SEPPI SAMOU épse YOSSA Assistant Studies Officer N°4 to -
Case of the University of Buea
State of University Research Governance in West and Central Africa: Case of the University of Buea Final Report: Cameroon By Yves B.SIGNING and Stéphane NGUIESSI Under the supervision of Clotaire KOUOMO November 2009 AGESFO (AUDIT – GESTION – FORMATION) Direction Générale BP. 12 977 Douala-Cameroun Tél. 00237 3342 76 78 FAX 00237 3342 69 87 AGENCES : Cameroun BP. 4500 Yaoundé - TCHAD BP 1644 Ndjamena RDC : 345 , Petit Boulevard LUMUMBA, 11ème rue LIMETE Industriel / Kinshasa Goma : Avenue des touristes Tél. (243) 081 196 58 36 [email protected] E-mail : [email protected] http : www.agesfo.com AGESFO Sarl, Douala-Cameroun Table of content LIST OF ACRONYMS AND ABBREVIATIONS ............................................................................................ 2 LIST OF TABLES ................................................................................................................................................ 5 EXECUTIVE SUMMARY .................................................................................................................................... 6 INTRODUCTION ................................................................................................................................................ 8 1. CONTEXTUALISATION OF UNIVERSITY RESEARCH GOVERNANCE .......................................... 8 1.1. THE LONG DRIVE OF RESEARCH IN CAMEROON ............................................................................................... 8 1.2. AN OVERVIEW OF THE ORGANISATION OF UNIVERSITY RESEARCH IN -
Concours Formation Médicale 2019 En.Pdf
RÉPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON Paix-Travail-Patrie Peace-Work-Fatherland MINISTÈRE DE L'ENSEIGNEMENT MINISTRY OF HIGHER EDUCATION SUPÉRIEUR ------------ P o 1 Ju-• 2nm 1 OROER N° 19 - Q Q 5 1 8 /MINESUP/ G/CNF'Mfua OF __._ __ To launch the National qualifying examination for ~ica·I training in Cameroon for the 2019-2020 academic year. THE MINISTER OF STATE, MINISTER OF HIGHER EDUCATION Mindful of The Constitution ; Mindful of The Libreville Declaration on the building the CEMAC zone for Higher Education, research and professional training on 11 February 2005; Mindful of Guideline No. 01/06- UEAC- 019-CM-14 of 11 March 2006 to implement the BMD system (Bachelor, Master, Doctorate) in Universities and Institutions of Higher Education in the CEMAC zone; Mindful of Guideline No. 02/06-UEAC-019-CM-14 of 11 March 2006 to organize University studies in the CEMAC zone within the framework of the BMD system; Mindful of Law No.2001/ 005 of 16 April 2001 on the orientation of Higher Education ; Mindful of Law No. 2007 /006 of 26 December 2007 of the financial regime of the State; Mindful of Decree No. 73/796 of 20 December 1973 to reorganise the University Center for Health Sciences; Mindful of Decree No. 92/074 of 13 April 1992 to transform the University Centers of Buea and Ngaoundere into Universities Mindful of Decree No. 93/026 of 19 January 1993 to create Universities; Mindful of Decree No. 93/027 of 19 January 1993 to lay down general provisions applicable to Universities as amended and completed by Decree N°2005/342 of 10 September Mindful of Decree No. -
Call for Papers Rationale
YaoundeYaounde InternationalInternational SymposiumSymposium ThemeTheme :: TheThe AfricanAfrican ContinentalContinental FreeFree TradeTrade AreaArea (AfCFTA)(AfCFTA) andand thethe dynamicsdynamics ofof RegionalRegional IntegrationIntegration inin AfricaAfrica Organized by the Department of Integration and Cooperation for Development of the International Relations Institute of Cameroon (IRIC) Yaounde, 23, 24 and 25 November 2021 ; Venue: Amphitheatre 250, IRIC Call for Papers Rationale The issue of regional integration has been one of the major aspects of the African international relations science since the great decolonization period of the 1960s (Coulibaly, 2006; Gbaguidi, 2013; Gazibo, 2007; Mandjem, 2019). Largely driven by a mimetic spirit, backed by the ‘European model’ of regional integration (Lequesne and Smith, 1997; Vennesson and Sindjoun, 2000), this issue has materialized in a proliferation of inter-state groupings and free trade agreements whose forms and effects have often varied from one situation to another (Bekolo-Ebe, 2000; Adedeji, 2002; Hugon, 2003). Indeed, from the OAU (1963) to the African Union (2002), from the Lagos Plan of Action (1980) to NEPAD (2001) via the Abuja Treaty (1991), and considering the geographical arrangement of the various Regional Economic Communities (RECs), It can be noted that membership of these various integration projects in Africa has been the translation of a broader aspiration for continental integration, with the various pan-African movements for shared values, collective self-governance and economic independence as historical landmarks (Gana, 2014; Saurugger, 2010). This is the context for the launch of the African Continental Free Trade Area (AfCFTA) in January 2021, which has its roots in the Lagos Plan of Action and the Abuja Treaty (1991), as well as its inclusion in the African Union’s Agenda 2063. -
Integration of Icts Into the Curriculum of Cameroon Primary and Secondary Schools
International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2016, Vol. 12, Issue 1, pp. 89-106 Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration Ngajie Berty Nsolly and Ngo Mback Marie Charlotte Zhejiang Normal University, China ABSTRACT Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country’s education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration. Key words: ICT integration;curriculum;primary and secondary schools;barriers; strategies; Cameroon. INTRODUCTION The importance of technology in education has drawn the attention of educationists since the beginning of the motion pictures in the early 20s, but computers were accessible to teachers and students only in the mid-70s when they were introduced in education (Brush T. -
New Plaquette
PRECARITY AND INSECURITY IN AFRICA 16-20, July 2019 INTERNATIONAL CONFERENCE FABIEN EBOUSSI BOULAGA #1 Yaounde, Cameroon #PICAFRICA2019 - #THEMUNTUINSTITUTE - #ICFEB CONCEPT NOTE This conference invites us to reflect on the often neglected, yet significant interconnectedness The current social and political experience in Africa could lead us to wonder whether the between social vulnerability, instability, social insecurity and violence in African contexts. entire continent is, to borrow a phrase from Achille Mbembe, struggling to emerge “from Conference proposals and panels may address topics including, but not limited to: the great darkness.” While the representation of a “nightmarish Africa” remains “dear to • (Post)colonial violence ; certain know-all Western intellectuals” (Ramonet 2005), supporting this very problematic • Criminalization of poverty ; stereotype remains out of the question. Instead, it is important to produce a realistic and • The geography of poverty ; objective examination of the facts, which demonstrates that even as Africa evolves, the • The economy of social instability ; tangible signs of liberation from its long “nightmare” are slow in coming. Wars and con- flicts continue to hinder development. Unemployment in its various forms as well as unde- • Media coverage, narratives and fictionalization of violence and insecurity ; remployment remain ever-present. On the political front, democratic change and consoli- • States and security in Africa ; dation are blocked because various forms of authoritarianism continue to harden and • Literary and cinematic representations of social marginality ; seek desperately to survive. Within such a context, addressing issues of precarity and • The crisis of citizenship in the (post)colonial world ; insecurity requires a cautious approach and conceptualization as well as particular consi- • Incivility vs. -
A Review of Women and Leadership in Tertiary Education in Cameroon: Adversities and Implications for Productivity
International Journal of Research and Innovation in Social Science (IJRISS) |Volume IV, Issue XI, November 2020|ISSN 2454-6186 A Review of Women and Leadership in Tertiary Education in Cameroon: Adversities and Implications for Productivity Vanity Mugob Nshukwi1, Titanji Peter Fon2, Joseph Besong Besong3 1,3Department of Educational Foundations and Administration Faculty of Education , University of Buea. P O Box 63, Buea Southwest Region, Cameroon 2Faculty of Education, University of Bamenda P O Box 39, Bambili Northwest Region, Cameroon Abstract: This paper is anchored on leadership and women in African countries (Morley, 2014). Singh (2008) holds that an tertiary education in Cameroon with a focus on productivity increase in the quotas of women involved in higher education from the perspective of these women. The review dwells on the leadership rose for lower-level positions in India. This rise premise that possibilities for floundering among women leaders was as follows; 20% of Deans and 23% of Heads of abound with adverse consequences on their productivity. There Departments-HODs and Directors, and in Anglophone Sub- are multifold concerns regarding women in leadership positions within higher education institutions ranging from: ability to Saharan African countries, 13% of Deans and 18% of HODs manage work and family responsibilities, difficulty of receiving or Directors were women. adequate mentoring from women with greater longevity and The same pattern is seen in the HEI in Cameroon where issues related to gender bias. While these adversities exist, there ministerial and presidential decrees appoint only few women is seemingly a low key empathetic and supportive response from their male counterparts. -
The University of Buea,Cameroon, As a Growth Pole
The Contribution of Higher Education to Regional Socio- economic Development: The University of Buea, Cameroon, as a Growth Pole. Neba Samuel Fongwa A thesis submitted in partial fulfilment of the requirements for the degree of Magister Educationis in the Department of Education Studies, University of the Western Cape April 2010 Supervisors: Prof Nico Cloete Dr Gerald Ouma ~ i ~ KEYWORDS Cameroon Development Higher education Higher Education Institutions Regional development Regions Growth Pole Universities University engagement University of Buea ~ i ~ ABSTRACT ‘The Contribution of Higher Education to Regional Socio-economic Development: The University of Buea, Cameroon, as a Growth Pole’ Neba S. F, M.Ed Full Thesis, Department of Education Studies, University of the Western Cape. Development discourse in Africa has witnessed several paradigm shifts, from classical development theories of modernisation and dependency, to neoliberalism, and to the strong argument of the role of higher education and the knowledge economy in development. However, subsequent research focusing on rates of return and econometric measurements argued against the assumed potential of universities in the development process in Africa. This shift discouraged investment in higher education in Africa while advocating that primary and secondary education would provide better development returns for the sub-region. However, recent arguments have been increasingly supported by robust empirical evidence from the West that higher education and universities significantly contribute to social and economic development of their regions. This 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. -
Cameroon Publications in the Science Citation Index Expanded: Bibliometric Analysis
Cameroon publications in the Science Citation Index Expanded: Bibliometric analysis Donald Raoul Tchuifon Tchuifon1, Hui-Zhen Fu2 & Yuh-Shan Ho3* 1. Department of Chemistry, Faculty of Science, The University of Dschang, LANOCHEE Laboratory, BP. Box 67 Dschang, Cameroon; [email protected] 2. Department of Information Resources Management, School of Public Affairs, Zhejiang University, Hangzhou 310058, People’s Republic of China; [email protected] 3. Trend Research Centre, Asia University, Taichung 41354, Taiwan; [email protected] * Correspondence Received 23-XI-2016. Corrected 29-VI-2017. Accepted 28-VII-2017. Abstract: Cameroon is one of the six countries of Central Africa with more than 20 000 000 residents. To characterize the Cameroon research performance, Cameroonians publications in the Science Citation Index Expanded during the period of 1936-2015, indexed in the Thomson Reuters SCI-EXPANDED database, were studied in this work. All documents of that period with Cameroon in the address field were included in the study. The document type, language, trend and collaborations were analyzed, as well as the output of different subject categories. Performances of countries, institutions and authors, including total, single, collaborative, first author, and corresponding author publications were also analyzed. Articles were analyzed by the scientific output and research performances of individuals, institutions and collaborative countries with Cameroon. Analyses included 8 457 articles (85 % of 10 591 Cameroonian publications). These bibliometric analyses of Cameroonian publica- tions provided interesting insights concerning authors, institutions and collaboration patterns. Results showed that research in Cameroon was highly dependent on foreign collaborations, and the international collaboration was responsible for the increasing number of publications over the years.