3. USA
Adamaoua
region
The
Senegamb
ian -
Fulani;
60%
The
Adamaoua
The
Mambiloїde
Fig2: Ethnic Distribution in the Adamaoua
Region of Cameroun
Fig1: Comparing the population distribution
curves of USA and Adamaoua Region
USA
0 100 200
Infant Mortality per 1000
live births
Poverty Incidence (%)
Adult Literacy Rate(%)
Life Expectancy at birth (in
years)
USA
Cameroun
Adamaoua Regon
Fig3: Comparing Data of Adamaoua Region, Cameroun and USA
4. The Combined program
gives flexibility and
choices to the two
targeted groups of Fulani
Increase assess to
education for children
who would otherwise find
it difficult to assess
formal education
Structures are temporary
and materials portable
Culturally and religiously
appropriate education
5.
6.
7. Competitio
n with the
oral
traditional
Koranic
school
Natural
disasters (e.g.
earth tremors
and
landslides)
can interrupt
school year
Political barriers
and Partisan
politics
Lack of State
Protection
for the
nomads,
staff and
pupils from
roving
8. 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
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 vigilanté techniques
and combat methods to
forestall roving bandit attacks,
9. 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
10. Chron. (n.d.). Difference Between SWOT & TOWS Analysis. Small Business. Retrieved from
http://smallbusiness.chron.com/difference-between-swot-tows-analysis-23169.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
Koulagna R. E. (2015). Comparing Adamaoua Province in CMR vs Cameroun vs United States of America. Walden
University TurnItIn Database. MMHA 6200 week 3 project; WK3ProjKoulagnaR.docx
MindTools. (2015). Using the TOWS Matrix. Retrieved from https://www.mindtools.com/pages/article/newSTR_89.htm
Parr and Associates. (2014). How to SWOT analysis. Retrieved from https://www.youtube.com/watch?v=NVwQNOIu808
Editor's Notes
My proposed health initiative for the Fulani population of the Adamaoua region of Cameroun like any other new proposal needs to be theoretically tried and found pragmatic before an attempt to implement it.
This presentation seeks to demonstrate the relevance of this proposal to the community in question and the plausibility of its implementation.
The contents of this presentation includes a clear explanation on how the assessment of the community needs was carried out before arriving at the proposed initiative, and a step by step application of the SWOT analysis in ascertaining the internal and external determinants of the project. With the TOWS Strategic Alternative matrix I draw on inputs from the SWOT analysis to infer favorable action steps towards validating/planning the proposal.
The SWOT analysis is “a strategic planning tool that involves listing a company's strengths, weaknesses, opportunities and threats, or SWOT….after creating a list of strengths, weaknesses, opportunities and threats, managers think of ways the business can maximize strengths and use them to reduce weaknesses; take advantage of opportunities; and avoid or minimize threats…. A TOWS analysis involves the same basic process of listing strengths, weaknesses, opportunities and threats as a SWOT analysis, but with a TOWS analysis, threats and opportunities are examined first and weaknesses and strengths are examined last…(here)… managers think of ways the business can maximize strengths and use them to reduce weaknesses; take advantage of opportunities; and avoid or minimize threats” (Chron, n.d.).
And finally, an estimated total monetary cost of the project (both direct and indirect costs) is derived to give a complete picture of the proposal.
In a previous assignment, I filled out a worksheet data template for both demographics-related and health-related data in the Adamaoua region of Cameroun. Statistics for the region were compared with the national values of Cameroun and the international values of the United States of America.
A critical analysis of the top health concerns of the region were deduced from the data obtained. The population curve of the region has a positive skew with 8 times more population in the early phase than in the late phase of life. This is attributable to its “lower life expectancy and a 12 times higher infant mortality rate then in the USA”.
Data also showed that 60% of the ethnic population in the Adamaoua region is the Peul /Fulani. These are mainly nomadic livestock grazers. 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” (Koulagna, 2015).
So in conclusion, considering the region’s high illiteracy and poverty incidence rates against the potential role of education in tackling poor population health outcomes, my proposal of a combined basic-nomadic school for the young Fulanis would positively influence health indicators for the region in the long run.
The Fulani population in the Adamaoua region being targeted is the majority nomads.
However we also have the intermediate settlers who reside in the outskirts of various urban/suburban communities and are neither complete nomads nor complete settlers.
Hence a strength of this proposal is the combination of a basic and nomad school to accommodate these two Fulani groups. It also gives the flexibility that “pupils in the Combined basic-nomadic school alternate between mainstream school and the nomadic community” (Following the Reindeer: Nomadic schools in Siberia, n.d.).
Other strengths of this project is drawn from its accessibility, mobility and acceptability. (see Erica Stillo, 2015).
The weak points of this proposal would involve the job requirements and the 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 for any government of the day.
Recent developments in information, communication and technology hands out highly potential tools to be harnessed.
Advocacy for favorable government laws and policies can 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 clans school community. 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!
In considering what to do after a SWOT analysis, the TOWS Strategic Alternatives Matrix gives an idea of the next step of action by answering the following questions under the corresponding quadrants:
“Strengths and Opportunities (SO) – How can you use your strengths to take advantage of the opportunities?
Strengths and Threats (ST) – How can you take advantage of your strengths to avoid real and potential threats?
Weaknesses and Opportunities (WO) – How can you use your opportunities to overcome the weaknesses you are experiencing?
Weaknesses and Threats (WT) – How can you minimize your weaknesses and avoid threats?” (MindTools, 2015).
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.
Looking at the proposed budget, it would costs a total of two million nine hundred and seventy thousand Francs 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!!
