WK11ProjKoulagnaR

The Adamaoua Region
of Cameroun
- A Population Needs Assessment
The top health concern of the region is deduced from the analysis of current demographic and health
data. A population health initiative is thus proposed to best serve the region as a whole and for
Ngaoundéré its capital. This paper deals extensively on the relevance and feasibility of the proposal.
WALDEN UNIVERSITY
Principles of Population Health/MMHA-
6200/Week 11 Project.
Rosemary E. Koulagna
10/11/2015

Adamaoua Region of CMR; Population Needs Assessment
1
Introduction
The health status of a community is measured by certain health indicators which also
serve as means of assessing the progress of health initiatives. Unfortunately health care which
should be universal often have blind spots and shortcomings expressed in the poorer health
outcomes of minority groups or underserved populations. The purpose of a population health
initiative is to seek out and address such areas in order to improve the overall health of the greater
population. So I take a look at the Adamaoua region of Cameroun where I am located, and my
immediate community Ngaoundéré its capital to bring forth the best well calculated population
initiative proposal for its inhabitants.
Data Analysis and Initiative Proposal for Adamaoua Region
I start by comparing the demographic and health data of the Adamaoua region with
national values of Cameroun and international values of the United States of America.
Table 1: Comparing Adamaoua Province in CMR versus Cameroun versus the United States of
America.
Demographics-Related Data
Indicators
Data
Data Source
(Cite appropriately)
Sampling NotesAdamaoua
Province in
CMR
Cameroun
United States of
America
Overall population of
area of focus
1,015,622
(2010)
19,599,000 (2010) 310,384,000
(2010)
World Health
Statistics (2012)
La Population du
Cameroun (2010)
Population under the
age of 15
-NA- 41% 20% World Health
Statistics (2012)
@ 2010 % aged
under 15 years
Population over the age
of 60
-NA- 5% 18% World Health
Statistics (2012)
@ 2010 % aged
over 60 years
500,901 8,632,036 158,345,038
Open Data for
Males @ 2005
514,721 8,831,800 163,023,826 Females @ 2005

2
Population of male and
female
97.32 97.74 97.13 Cameroun (2015b)
CIA World Fact book
(2015)
La Population du
Cameroun (2010)
Sex ratio of
males per 100
females @ 2005
Ethnic backgrounds
The
Mambiloïde
(the Ndoros, the
Sugas, the
Vutes, the
Mambila, the
Konja, the
Tikars)
Cameroon
Highlanders 31%
White 79.96%
CIA World Fact book
(2015)
CIA [US]. (2007)
Wikipedia (2010)
Equatorial Bantu
19%
Black 12.85%
Kirdi 11% Asian 4.43%
The Adamawa
(the Kutins, the
Kalis,
the Mboums,
the Diis)
Fulani 10% Amerindian &
Alaska native
0.97%
North Western
Bantu 8%
Native
Hawaiian&
Other Pacific
Islanders 0.18%
The
Senegambian
Peul/Fulani
60% of total
population
(nomadic &
sedentary)
Other African
13% Two or more
other races
1.61%
Non-African ˂1%
Percentage of non-
native speaking
population/ households
Fulbe = 60%
Non Fulbe =
40%
24 Major African
Languages
English 79.2%
Non-English
20.8%
CIA World Fact book
(2015)
Wikipedia (2010)
Education levels 46
*[Adult
illiteracy rate
(2011) = 54]
71 -NA- World Health
Statistics (2012)
*Cameroon
Economic
Update(2014)
Literacy rate
among adults
aged ≥ 15 years
(%) @ 2005-
2010
Income levels *Average
expenditure per
adult
349,144FCFA
(2007) = 705$
2,270$ 47,360$ World Health
Statistics (2012)
*Knoema (2015)
Gross national
income per
capital(PPP int.
$) @ 2010
Poverty level
*Incidence of
Poverty =
53.00% (2007)
*Incidence of
poverty =
40.00%(2007)
**9.6
***Population
below poverty
line = 15.1%
(2010)
*Knoema (2015)
**World Health
Statistics (2012)
***CIA World Fact
book (2015)
**Population
living on <$1
(PPP int. $) a
day (%) @ 2005-
2009

3
Health-Related Data
Indicators
Data
Data Source
(Cite appropriately)
Sampling NotesAdamaoua
Province in
CMR
Cameroun
United States of
America
Life expectancy (in
years) -NA-
51 79
World Health
Statistics (2012)
(at birth) @ 2009
for both sexes
-NA- 15 23 (at age 60) @
2009 for both
sexes
Infant mortality
-NA-
*Infant
mortality for
ages less than
5years = 136.0
per 1000 birth
(2004)
84
* Infant mortality
for ages less than
5years = 144.0 per
1000 birth (2004)
7 World Health
Statistics (2012)
* Rapport régional de
progrès. (2010)
(probability of
dying by age 1
per 1000 live
births) @ 2010
for both sexes
5 most common causes
of mortality
1.-NA- HIV 14% Heart Disease MedicalNewsToday
(2015)
CDC Cameroon
(2013)
2.-NA- Malaria 13% Cancer
3.-NA- Lower
Respiratory
Infection 10%
Chronic Lower
Respiratory
Disease
4.–NA- Diarrheal Disease
6%
Stroke
5.–NA-
Cancer 5%
Unintentional
Injuries
(Accidents)
of chronic diseases
1.–NA- Obesity Unhealthy Diet CDC USA. (2015)
Justin B Echouffo-
Tcheugui and Andre
P Kengne. (2015).
2.–NA- Physical activity Physical
Inactivity
3. –NA- Tobacco Tobacco Use
4.–NA- Diet Harmful
Alcohol Use
5.–NA- Alcohol
consumption
Infectious
Agents &
Environmental
Factors
of accidents
1.–NA- *Road Traffic
Accidents (60%)
Drug poisoning
CDC, USA. (2015)
*PubMed.gov.
(2011)
(By
unintentional
Injuries, suicide,
homicide,
undetermined
intent and legal
intervention)
2. –NA- *Unarmed Assault
(12.3%)
Motor Vehicle
Accidents
3.–NA- *Armed assault Fire arms
4. –NA- *Falls Drowning
5.-NA- _ Suffocation
-NA-: Not Available.
* ** *** See corresponding number of stars on the same roll for linked information and reference/citations.

4
Top Health Concerns for Adamaoua Region
I did fill in the data collection and work sheet template from several sources because of the
poor statistic recording in Africa, it was quite a task. My community is Ngaoundéré the capital of
Adamaoua Province and is located in the North central region of Cameroun. Adamaoua is one of
the ten regions that make up Cameroun. Where data are not available for Adamaoua, I will use
the national values of Cameroun in comparison with international (USA) or world values (WHO
values). National values for the 5 most common causes of accident is not available so I used
results of study made in Yaoundé, the capital of Cameroun to reflect national values.
In demographics, Adamaoua Province makes up 5.2% of Cameroun’s total population and it
has 300 times less inhabitants than in the USA. Unlike the USA population distribution of a
balance in the extremes of life (20% versus 18%), its population has 8 times more on the early
life (41%) than at the end of life (5%); a distribution curve skewed to the left. This may be due to
its relatively lower life expectancy and a 12 times higher infant mortality rate. Both Adamaoua
and the US populations have a similar male/ female sex ratio. About 60% of the ethnic population
in Adamaoua Province is the Peul or Fulani who are mainly nomads, and this probably explains
the low adult literacy rate of 46% compared to 71% in the country. The income in Adamaoua
Province is clearly inadequate with a poverty incidence 3.5 times more than in the USA. In order
to have a normal population distribution curve in Adamaoua Province, the common causes of
mortality which are majorly infectious, unlike that of the USA which are mainly non
communicable, needs to be addressed. Life expectancy should be improved by addressing the risk
factors for chronic diseases and sources of preventable accidents. Certainly tackling the illiteracy
issue of the greater populace in Adamaoua Province would impact directly on income and
poverty levels, which would in the long run positively influence health indicators for the region.

5
My Final Project Initiative Proposal for Adamaoua Region
The second of the eight millennium development goals (MDGs) is to achieve universal
primary education. It has been clearly demonstrated by UNESCO that “rapid advances in
education can help to achieve all of the MDGs” (UNESCO, 2015). UNESCO in Moscow has
helped, via The Nomadic School Development Centre, to propose seven different education
models for nomadic communities which include: “the combined nomadic schools - kindergarten;
the community school; the private tutor; the Taiga (forestry) school; combined basic-nomadic
school; the network nomadic school; and the nomadic summer school “(Following the Reindeer:
Nomadic schools in Siberia, n.d.).
For the Fulani ethnic group of Adamaoua Province, which makes up more then 60% of the
inhabitants, I would propose “the combined basic-nomadic school”. This would feature well with
both its sedentary and nomadic communities. The regional literacy level would improve as more
literate children would grow into the 15-24 age brackets. The overall health status/indicators of
the Adamaoua Province would most certainly be improved as well. Like Sargylana Zhirkova
declared, “quality education in nomadic schools demands a good number of trained teachers, and
the requirements of the job would include: a university degree, a good knowledge of teaching
methods; familiarity with culture and language of specific nomadic people - and psychological
readiness to endure severe weather conditions” (Following the Reindeer: Nomadic schools in
Siberia, n.d.).
Short term proposal for Ngaoundéré
The above final project proposal for the region is a long term project that would take
about 10-15 years for a significant change in the adult literacy rate to be observed. However, in

6
order to break the vicious cycle of poverty and poor health in my immediate community
Ngaoundéré I thought up two suggestions my health care facility could be involved with in
collaboration with the community to reduce poverty and address its most pressing health
expenditure of managing anemic children. The figure one below shows how these two ideas ((1)
The Peul Microfinance Loans and (2) The Children Mobile Clinic and Blood Bank) intersect.
FIG 1: Breaking the vicious cycle of Poverty and Poor health among the PEUL population in Ngaoundéré.
A: Children Mobile clinic and Blood Bank reduces health cost and expenditure
B: Health Education and Promotion by the Mobile clinic prevents poor health from ignorance and health illiteracy
A SWOT Analysis of My Final Project Proposal for Adamaoua
In the Adamaoua region the targeted population is the majority nomads. There are also
intermediate settlers who reside in the outskirts of various urban/suburban communities. These
are neither complete nomads nor complete settlers. The strength of this proposal is the
POVERTY
UNHEALTHY
PEUL
POPULATION
POOR HEALTH
THE PEUL MICRO-
FINANCE LOANS
HEALTHIER &
WEALTHIER
PEUL
POPULATION

7
combination of a basic and nomad school to accommodate these two Fulani groups. It also gives
the flexibility for “pupils in the combined basic-nomadic school to alternate between mainstream
school and the nomadic community” (Following the Reindeer: Nomadic schools in Siberia, n.d.).
Other strengths of this project are drawn from its accessibility, mobility and acceptability. (Erica
Stillo, 2015).
The weak points of this proposal would involve the job requirements and its sustainability.
“Quality education in nomadic schools demands a good number of trained teachers, and the
requirements of the job would include: a university degree, a good knowledge of teaching
methods; familiarity with culture and language of specific nomadic people – and psychological
readiness to endure severe weather conditions” (Following the Reindeer: Nomadic schools in
Siberia, n.d.).”
Opportunities for this proposal would hinge on the numerous international interest groups
involved in children and education. And this is a very sensitive issue of interest for any
government of the day to be involved in. Also the recent developments in information,
communication and technology (ICT) are potential tools to be harnessed like smart phones and
the internet for distance learning. Advocating for favorable government laws and policies will be
an invaluable asset.
Guarding against the threats to this proposal, one would need to outshine the age-long oral
education of the Koranic “under-the-tree” schools. In the same vein, die-hards to old tradition
could weep up religious sympathy against the proposal and/or employ partisan politics to the
distribution and establishments of the basic school community and the nomad school community.

8
Protection of live and property is not guaranteed on the nomad trail. One cannot but mention the
sovereignty of natural disasters. They happen without warning and when you least expect!
What to Do. After a thorough analysis of this proposal, its strengths and opportunities are
manipulated to offset its weakness and minimize threats as represented in the TOWS matrix in
Table 2 below.
EXTERNAL OPPORTUNITIES (O) EXTERNAL THREATS (T)
INTERNAL STRENGTHS (S)
Temporary Structures for the Fulani nomad school can be
placed at designated camps along the grazing trails delineated
by the government which will have specific teachers at a
specified phase of the migration. (This will also serve as an
attraction for both the intermittent nomads and for the
complete settlers).
Appropriately incorporate the valued culture and religion of
the Fulani into the combined basic-nomad school
curriculum/program in order to surpass the education offered
in the Koranic school
INTERNAL WEAKNESSES (W)
Partnering with UNESCO and other voluntary organizations
on a 10-15 year contract to establish the combined basic-
nomad school for the young nomads.
(International donations of books and materials can be
translated into Fulbe. Trained volunteer teachers can also be
groomed on the local culture and language).
With regards to severe weather conditions and natural
disasters, attention should be placed on obtaining accurate
and timely weather forecast to avoid trouble or danger zones.
Personal guards within the nomad community can be trained
on vigilante techniques and combat methods to forestall
roving bandit attacks.
Table2: TOWS matrix reflecting decisions to be made after a SWOT analysis of the proposal.
At What Costs? After establishing the validity of this initiative, it is important to have an idea of
what it would cost to commence and consolidate on the idea. As a combined basic and nomad
school project, the requirements are the same except for an additional cost for a landed structure
for the basic school. I would be using the ideal teacher- pupil ratio of 1:15 over a three-month
school term period. The above proposal consists of both direct and indirect costs as well as
capital and running costs, for both the basic and the nomad schools. Direct costs are the costs that
are primarily incurred in establishing the school while indirect costs are costs incurred along side
the project. Table 3 shows these costs with the type indicated in brackets. Looking at the
proposed budget, it would costs a total of two million nine hundred and seventy thousand Francs

9
CFA to start up both a basic and a nomad site each with fifteen pupils for the first three months
after which the running costs per term would be one million seven hundred and seventy thousand
Francs CFA. Multiplying this total running cost for three terms per year for ten years for these 30
pupils would be an equivalent of about 105,000USD!!
BUDGET PROPOSAL: One Basic & One Nomad school for 15 pupils each
Items of Proposal Quantity Unit Cost (FCFA) Amount (FCFA)
Direct Salaries & Wages Teachers
Guards
Aids
2
2
2
100,000
30,000
45,000
200,000
60,000
90,000
Direct Staff Fringe Benefits 6 10% of Salary 35,000
Consultation Costs: Ministry of Education (Indirect) 1 300,000 300,000
Equipment (Direct costs) Basic School (Fixed
classroom
equipment)
1 500,000 500,000
Nomad School
(mobile class tent &
equipment)
1 250,000 250,000
Supplies ( pens, bags, books, 2 computers, 2 teachers
educational aids, etc..) –Indirect costs
2 computers
2 Educational Aids
30 per other items
100,000
15,000
35,000
200,000
30,000
1,050,000
Others: Telephone, internet, postage, printing and duplication
(Indirect cost)
Internet bundle per month for 3 months
Other items running costs per month for 3
months
15,000
20,000
45,000
60,000
Contractile cost for period of one month (only for basic school)
– Indirect cost
1 150,000 150,000
TOTAL DIRECT COSTS: Capital Cost: 750,000 Recurrent Cost: 385,000 1,135,000
TOTAL INDIRECT COSTS: Capital cost: 450,000 Recurrent Cost:
1,385,000
1,835,000
TOTAL: 1,200,000 1,770,000 2,970,000
Table 3: BUDGET PROPOSAL: One Basic & One Nomad School for 15 pupils each

10
Evaluating this Program
The Adamaoua region of Cameroun is sparsely populated with large spans of land
devoted almost entirely to the use of the Fulani cattle herders. This pasture is disrupted by very
few settlements. The Fulani herdsmen have shown no change in its traditional nomadic pattern of
life in spite of several persuasive efforts by the Cameroonian government for them to adopt the
sedentary ways of life. This Fulani ethnic group makes up 60% of the total population of the
Adamaoua region. My final project initiative proposal is to directly improve the literacy rate of
this majority population group there by improving on the poverty incidence and health outcomes
of the Adamaoua region in the long run. The combined basic-nomadic school proposal targets the
children of the nomads for formal education without interrupting their way of life or cultural
values.
A SWOT analysis of this proposal has been performed to determine its relevance and
plausibility to the population group in question. Now a program evaluation is attempted using a
pilot study to more practically address the community needs for this proposal. Considering the
scattered nature of this population group and the seasonal variations of their location, this may
pose some difficulties. However, this pilot study is limited to the Fulani groups within my
immediate community; Ngaoundéré. A successful pilot study would then be expanded to include
the other parts of the Adamaoua region. My proposed pilot study serves the following functions:
(1) Assessing the feasibility of a full-scale survey in Adamaoua region; (2) Assessing the likely
success of a proposed recruitment approach for the nomad students; (3) Identifying logistical
problems which might occur for the proposed combined basic-nomadic school; (4) Estimating
variability in outcomes to help determining ideal size of each classroom; (5) Collecting
preliminary data of the Fulani Nomads; (6) Determining what adequate resources (finance, staff)

11
are needed for the school proposal; (7) Convincing funding bodies that the Combined Basic-
Nomadic School initiative proposal is feasible and worth funding; and (8) Convincing other
stakeholders that the Combined Basic- Nomadic School initiative proposal is worth supporting”
(Teijlingen, van and Hundley, 2001).
The pilot study is targeted at the household heads of the Fulani community in
Ngaoundéré. And this is done by the use of questionnaires. Sampling of the target audience is
both randomized at public places and systematic at settlement areas. Prevention of duplication of
records would be by giving a numbered sample card to each household head encountered. Only
ethnic Fulani resident in Ngaoundéré and environs would be included in the records.
To improve on the proposed evaluation of the pilot study, the ideology of the “six sigma”
is incorporated into designing the questionnaires. “Six Sigma TQM is the total quality
management program implemented with the help of Six Sigma strategies, and the DMAIC model
is the simplest model used” (RuralTech Services, 2012). The Six sigma strategies involve
“driving toward six standard deviations between the mean and the nearest specification limit”
(Six sigma, 2015). By employing the DMAIC model the following points are arrived at: Define:
This proposal require that the nomads would be open to accepting this formal education and
enroll all eligible students to the program. Questionnaires are directed to the Fulani household
heads only. Measure: The performance of this proposal would be measured by the number of
enrollees gained. Analyze: Possible sources of difficulty would be how to reach/locate the
moving clans at a specified season or period. Arriving at a more defined or delineated grazing
trail would enable easy monitoring and implementation of the combined basic-nomadic school.
But a better and more sophisticated method would be by sensor tracking. This would have to be
with the permission of the clan head as they are known for their secrecy. Improve: This

12
combined basic-nomadic school education can be improved by inter-clan collaborations Control:
Monitoring of the program would be by regular interactions between the clan heads, the teachers
and the Cameroun’s Ministry of Education.
So in summary, answering the six important questions of Dunn (2014), in evaluating a
population health initiative, the combined basic-nomad school seeks to improve the adult literacy
rate of the Adamaoua province of Cameroun from its current level of 46 to the national value of
71 over the next 15 years (2015 – 2030). The target audience is the majority ethnic Fulani
nomads of the region, and the number of enrollees achieved for the school initiative would be an
indication of the effectiveness of this intervention. An overall improved health indicators in the
Adamaoua region from ongoing education of at least a member of a Fulani household would be
apparent. Indicators like mortality and morbidity from infectious diseases common to each
community can be recorded. The pilot study would need to gather relevant data from each Fulani
household heads on the household size, their clan nomadic movements, their willingness to
embrace this program and possible areas of difficulties/resistance. And finally, the results of this
pilot study would be made available to the Cameroonian Government, potential sponsors (like
UNESCO, UNICEF) and stakeholders (like the Fulani Community), as a convincing evidence of
the feasibility and relevance of this initiative proposal.
Figure 2 below is a copy of the questionnaire for the proposed pilot study which evaluates
the final initiative proposal. Because of the unpredictable nature of the Fulani nomads,
questionnaires are both randomly and systematically administered. A numbered data card is given
to each Fulani participant to avoid duplication of data. Interactions would be in the Fulbe
language to enhance credibility of the data collected. When completed, data would be entered
into a spread sheet and analyzed. The entire procedure and relevant conclusions made will be

13
subjected to peer review for verification and scrutiny. This will also assure others to confidently
use lessons learnt from this study.
QUESTIONNAIRE
A program Evaluation for the Combined Basic-Nomadic School in the Adamaoua region of Cameroun
For Fulani household heads only
DATA CARD NUMBER…….
SECTION ONE: BIODATA
Sex: male/female
Age (in years): <30 /30 – 44 / 45 – 60 / >60
Literacy: yes / no
Type of lifestyle: nomad/ intermediate / sedentary
Source of livelihood: cattle herdsman/ job from informal
training/ job from formal training
Estimated household income per month: <10,000fcfa/ 10,000 –
100,000fcfa/ >100,000fcfa
Estimated household expenditure per month: <10,000fcfa/
10,000 – 100,000fcfa/ >1000.000fcfa
SECTION TWO: HOUSEHOLD DETAILS
Total number in household:
<15 years = males………..females………
>15years = males……….females………
Number of persons <15 years in school: males….females…
If not in school why?: child is female/ finance/ religion/ culture/
political
If in school, what type of school?: traditional/ modern
SECTION THREE: ABOUT THIS PROGRAM
Opinion of formal education: good/ bad
Willingness to pay for formal education: yes/ no
Will permit wards to attend school if free: yes/ no
Idea of the combined basic-nomadic school: welcomed/ no
opinion/ not welcomed
Agrees to tracking sensors for school monitoring: yes/ no
Agrees to delineated seasonal grazing trail for school
monitoring: yes/ no
Agrees to inter-clan school collaborations: yes/ no
SECTION FOUR: COMMENTS
What would you like us to know?
…………………………………………………………………………
…………………………………………………………………………..
…………………………………………………………………………….
……………………………………………………………………………
……………………………………………………………………………
THANK YOU FOR YOUR TIME
Figure 2: The Questionnaire.
In Siberia, the north of Russia, UNESCO is supporting the modernization of experimental
nomadic schools that follow the reindeer migration routes. This makes “education accessible to
the herders’ children” (UNESCO, n.d.). In Kenya, children of nomadic groups roaming the
borders with war-torn Somalia in search of “decent grazing for their camels, cows and goats”
receive English lessons under the shade of a tree. The government was determined to provide
education for these children who in its opinion should not “choose between their lifestyle and an
education” (The Guardian, 2015). In Nigeria six nomadic groups have been considered for
nomadic education these include “the Fulani (with population of 5.3 million), the Shuwa (with

14
population of 1.0 million), the Buduman (with population of 35,001), the Kwayam (with
population of 20,000), the Badawi (with population yet to be established), and the Fishermen
(with population of 2.8 million)” (Aderinoye, Ojokheta, and Olojede, 2007). This underscores the
importance of data collection and the relevance of educating these groups of persons in our
civilized world today!
Community Partnership
A decision in my TOWS matrix to maximize my external opportunities in
subduing my internal weakness was partnering with UNESCO and other voluntary organizations
on a 10-15 year contract. Generally in the Adamaoua region, besides the government presence,
there are not many NGOs let alone one who would be interested in my course for the education
of the nomads. For a strong partnering I would consider five factors: (1) An organization that
understands the importance of education in the community; (2) An organization given to the
course of children; (3) An organization truly independent of the government and free from
political, religious, socio-cultural or racial bias; (4) An organization that is financially and
professionally buoyant for the tasks; and (5) An organization preferably with experience on
similar initiatives.
UNESCO is the acronym of United Nations Educational Scientific and Cultural
Organization. I got to hear of this body for the first time in my secondary school (high school
equivalent). The devotion of this organization to children and their education irrespective of
socio-cultural differences is undeniable. It has also had successive partnering for nomadic
education in the harsh weather of Siberia in the extreme north of Russia! (Following the
Reindeer: Nomadic schools in Siberia. (n.d.).).
As a willing body ready to intervene in the success of children’s education worldwide,
UNESCO would not be difficult to access with convincing evidence of the feasibility of this
initiative. The relevance of this proposal to the Fulani community is something it most likely is
already aware of. After my pilot study in the evaluation of this program I hope to be able to
convince this group to partner with me in supporting and funding of this program. I would write
directly to the Cameroun chapter of UNESCO stating my facts ad figures. It will be a case of my
initiative meeting their purpose. I do not believe for a good work done I would get a no for an

15
answer. I may face certain barriers in this partnership which are very common in this developing
African society. The first and most important is bureaucratic bottle necks. The government of the
day would want to handle directly all funds and the issue of corruption and misappropriation of
fund is an old song and the demise of all such great initiatives! To overcome this barrier I would
suggest that the proposal be handled independently as an international project, and strict
measures to ensure accountability should be put in place!
Social Change
The short term project for Ngaoundéré, “The Peul Microfinance Loans and (2)
The Children Mobile Clinic and Blood Bank” would certainly break the vicious cycle of
poverty and poor health by diversifying the income of the Peul / Fulani population and
reducing the expenditures on treatment of anemic children. Health education and
promotion strategies of the mobile clinic would help reduce the incidence and prevalence
of certain illnesses. Hence to measure the change in this context, a general health outcome
of the overall process is observe for instance the number of children getting transfused in
the clinics, the incidence of infectious disease like diarrhea in the community, total cost of
health expenditure per hospital visit, the number of persons enrolled in the microfinance
loans, the number of new business being established in the community, etc.
On the other hand the long term project of the Combined Basic- Nomadic School
for the Adamaoua region will take at least 10 years for the five year old child to get to 15
years and be included in the deducing of the Adult literacy rate of the region. This is the
main outcome to be tracked in the assessment of the success of this proposal. However
evidence of improved general health outcomes in the region would no doubt precede the
announcement of this success!

16
References
Aderinoye. R. A, Ojokheta K. O, and Olojede A. A. (2007). Integrating Mobile Learning
into Nomadic Education Programs in Nigeria: Issues and perspectives. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/347/919
Cameroon Economic Update. (2014). Revisiting the Sources of Growth. Retrieved from
http://www.worldbank.org/content/dam/Worldbank/document/Africa/Cameroon/Report/c
ameroon-economic-update-vol7.pdf
CDC, USA. (2015). Chronic Disease Indicators. Retrieved from http://www.cdc.gov/cdi/
CDC, USA. (2015). Morbidity and Mortality Week Report (MMWR). Retrieved from
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6346a19.htm
CDC, USA. (2015). 10 Leading Causes of Injury Deaths by Age Group Highlighting
Unintentional Injury Deaths, United States – 2013
http://www.cdc.gov/injury/wisqars/pdf/leading_causes_of_injury_deaths_highlighting_un
intentional_injury_2013-a.pdf
CDC Cameroon. (2013). Factsheet. Retrieved from
http://www.cdc.gov/globalhealth/countries/cameroon/pdf/cameroon.pdf
Chron. (n.d.). Difference Between SWOT & TOWS Analysis. Small Business. Retrieved from
http://smallbusiness.chron.com/difference-between-swot-tows-analysis-23169.html
CIA World Fact book. (2015). Cameroon Ethnic Groups. Retrieved from
http://www.indexmundi.com/cameroon/ethnic_groups.html
CIA [US]. (2007). Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/fields/2075.html
https://www.cia.gov/library/publications/the-world-factbook/geos/us.html

17
Dunn, L. (2014). 6 questions to evaluate population health initiatives. Becker’s Hospital Review.
Retrieved from http://www.beckershospitalreview.com/healthcare-blog/6-questions-to-
evaluate-population-health-initiatives.html
Erica Stillo. (2015). Mobile Schools: Basic Education for Pastoralist Communities in North
Eastern Province, Kenya. Changemakers. Retrieved from
https://www.changemakers.com/educationafrica/entries/mobile-schools-basic-education-
pastoralist-communities
Following the Reindeer: Nomadic schools in Siberia. (n.d.). Retrieved from
http://www.unesco.org/education/FollowingtheReindeer_eng.pdf
Justin B Echouffo-Tcheugui and Andre P Kengne. (2015). Chronic non-communicable diseases
in Cameroon - burden, determinants and current policies. Globalization and Health.
Retrieved from http://www.globalizationandhealth.com/content/7/1/44
Knoema. (2015). Adamaoua. World Data Atlas. Retrieved from
http://knoema.com/atlas/Cameroon/Adamaoua/datasets
La Population Du Cameroun. (2010). Retrieved from
http://www.statistics-cameroon.org/downloads/La_population_du_Cameroun_2010.pdf
MindTools. (2015). Using the TOWS Matrix. Retrieved from
https://www.mindtools.com/pages/article/newSTR_89.htm
MNT. (2015).The top 10 leading causes of death in the US. MedicalNewsToday. Retrieved from
http://www.medicalnewstoday.com/articles/282929.php#top_10_leading_causes_of_deat
h
Open Data for Cameroun. (2015a). Retrieved from
http://cameroon.opendataforafrica.org/amezvne/general-characteristics

18
Open Data for Cameroun. (2015b). Retrieved from
http://cameroon.opendataforafrica.org/cvttgkf/gender
Parr and Associates. (2014). How to SWOT analysis. Retrieved from
https://www.youtube.com/watch?v=NVwQNOIu808
PubMed.gov. (2011). Patterns of injury and violence in Yaoundé Cameroon: an analysis of
hospital data. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21046382
Rapport régional de progrès des objectifs du millénaire pour le développement. (2010). Region de
l’ Adamaoua. Retrieved from http://www.statistics-
cameroon.org/downloads/OMD/OMD_AD_2010.pdf
RuralTech Services. (2012). Six Sigma Basics; Quality. Retrieved from
http://sixsigmabasics.com/six-sigma/training/six-sigma-tqm.html
Six Sigma. (2015). What is Six Sigma? Retrieved from
http://www.isixsigma.com/new-to-six-sigma/getting-started/what-six-sigma/
Teijlingen van, E. and Hundley, V. (2001). The importance of pilot studies. Social Research
Update. Issue 35. Retrieved from http://sru.soc.surrey.ac.uk/index.html
The Guardian. (2015). Kenya’s nomads welcome mobile schools. Retrieved from
http://www.theguardian.com/business/2010/jan/20/kenya-mobile-schools-initiative
UNESCO. (2015). Education and the Millennium Development Goals. Retrieved from
http://www.unesco.org/new/en/education/themes/leading-the-international-
agenda/education-for-all/education-and-the-mdgs/
UNESCO. (n.d.). Following the Reindeer: Nomadic schools in Siberia. Retrieved from
http://www.unesco.org/education/FollowingtheReindeer_eng.pdf

19
Wikipedia. (2010). Adamaoua Region of Cameroun. Ethno- linguistic groups. Retrieved from
https://fr.wikipedia.org/wiki/R%C3%A9gion_de_l%27Adamaoua#Groupes_ethno-
linguistiques
World Health Statistics (2012). Part III Global health indicators. Retrieved from
http://www.who.int/healthinfo/EN_WHS2012_Part3.pdf?ua=1

WK11ProjKoulagnaR

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (12)

Similar to WK11ProjKoulagnaR

Similar to WK11ProjKoulagnaR (20)

More from Rosemary Koulagna

More from Rosemary Koulagna (7)

WK11ProjKoulagnaR