Tracing the Evolution of Decentralization Policy in the Ministry of Basic Education in Cameroon, an Overview of the History and Challenges of the Process
This paper explored Cameroon’s decentralization policy in the context of educational reforms which entails the adoption of universal legal framework which aims at universalizing free primary education such as that from the1990 Jomtien Conference on Education for All EFA by 2015 and the Dakar 2002 Action Framework. Basically, the government strives to provide free education to pupils, so as to support the underprivileged and enable them read and write in a bid to reduce illiteracy and to bring education to the people. This paper is also anchored on the observation that every major decentralized education throughout the world has to involve some legislative changes to the law. In the case of Cameroon, decentralization constitutes a legal, institutional and financial means through which regional and local authorities operate to foster development with the active involvement of the population. Assessing the legal framework and implementation by various stakeholders shows that the decentralization laws passed over the years in Cameroon have local development and governance as their main thrust. But this review posits that the process for the adoption and implementation of the decentralization policies is slow, partial and seemingly unserious thus barricading the smooth functioning of Basic Education in Cameroon. Unfortunately too, empirical science has narrowly escaped the decentralization process as it pertains to Education primary in Cameroon. As such, this paper acts as a clarion call for more studies to understand how the process unfolds in Cameroon and how it affects the primary education sector. Ngong Gaius Mufua "Tracing the Evolution of Decentralization Policy in the Ministry of Basic Education in Cameroon, an Overview of the History and Challenges of the Process" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30620.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30620/tracing-the-evolution-of-decentralization-policy-in-the-ministry-of-basic-education-in-cameroon-an-overview-of-the-history-and-challenges-of-the-process/ngong-gaius-mufua
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Examining the Implications of Massification of Education on Quality Assurance...ijtsrd
In recent years, we have witnessed rapid growth of tertiary institutions in Africa and this expansion has led to the massification and privatization of higher education. “Massification has been defined as the mass adaptation of a phenomenon by the suppression of its distinguishing featuresâ€. Scott 1995 “used the term massification in the context of higher education HE systems to describe the rapid increase in student enrolment in the latter part of the twentieth centuryâ€. Lesotho has not been spared from this system and there has been growth of various higher institutions in the country mainly privately owned. Students have been enrolled in huge numbers in these institutions and this has resulted in large numbers of students and shrinking number of lecturers leading to disproportional ratios of lecturers to students. Students joining these institutions are faced with various challenges emanating from lack of resources, congestion, alienation and subsequent workload for academic staff. Demands and challenges of massification in higher education have also seen academics with added responsibilities of diversifying to improve the quality of delivery with scant resources. This paper explores the experiences and challenges faced by academics as well as students in higher institutions during this expansion era. Massification has been an issue of debate by both higher education researchers and policy makers globally hence the research intends to investigate how these policies have been addressed in other countries and how they can best be adopted to higher education in Lesotho. The study also attempts to learn about existing policies which are intended to revamp the quality of higher education, and or make considerable suggestions to higher education or how best quality can be maintained in the wake of massification. The study further hinges on the number of local higher learning centres institutions and the students enrolling in these establishments and how institutions ensure quality and proper assessment on learning, teaching and assessment. Neo Tlali | Tawanda Mukurunge | Takura Bhila ""Examining the Implications of Massification of Education on Quality Assurance and Assessment in Higher Institutions in Lesotho"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23493.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23493/examining-the-implications-of-massification-of-education-on-quality-assurance-and-assessment-in-higher-institutions-in-lesotho/neo-tlali
Education is the yard stick for every country’s political and socio-economic development; which act as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of the paper was to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving quality education in the country. The paper also examined the advantages of open schooling and revealed that the programme provides the fast tract options for retaining students; bring dropouts and over-aged learners to school; reducing administrative costs and will enable young people to be effective in live. Furthermore, the researcher discusses the likely challenges of the programme and gave practical working solutions aimed at overcoming the challenges of the programme implementation in Uganda.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Examining the Implications of Massification of Education on Quality Assurance...ijtsrd
In recent years, we have witnessed rapid growth of tertiary institutions in Africa and this expansion has led to the massification and privatization of higher education. “Massification has been defined as the mass adaptation of a phenomenon by the suppression of its distinguishing featuresâ€. Scott 1995 “used the term massification in the context of higher education HE systems to describe the rapid increase in student enrolment in the latter part of the twentieth centuryâ€. Lesotho has not been spared from this system and there has been growth of various higher institutions in the country mainly privately owned. Students have been enrolled in huge numbers in these institutions and this has resulted in large numbers of students and shrinking number of lecturers leading to disproportional ratios of lecturers to students. Students joining these institutions are faced with various challenges emanating from lack of resources, congestion, alienation and subsequent workload for academic staff. Demands and challenges of massification in higher education have also seen academics with added responsibilities of diversifying to improve the quality of delivery with scant resources. This paper explores the experiences and challenges faced by academics as well as students in higher institutions during this expansion era. Massification has been an issue of debate by both higher education researchers and policy makers globally hence the research intends to investigate how these policies have been addressed in other countries and how they can best be adopted to higher education in Lesotho. The study also attempts to learn about existing policies which are intended to revamp the quality of higher education, and or make considerable suggestions to higher education or how best quality can be maintained in the wake of massification. The study further hinges on the number of local higher learning centres institutions and the students enrolling in these establishments and how institutions ensure quality and proper assessment on learning, teaching and assessment. Neo Tlali | Tawanda Mukurunge | Takura Bhila ""Examining the Implications of Massification of Education on Quality Assurance and Assessment in Higher Institutions in Lesotho"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23493.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23493/examining-the-implications-of-massification-of-education-on-quality-assurance-and-assessment-in-higher-institutions-in-lesotho/neo-tlali
Education is the yard stick for every country’s political and socio-economic development; which act as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of the paper was to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving quality education in the country. The paper also examined the advantages of open schooling and revealed that the programme provides the fast tract options for retaining students; bring dropouts and over-aged learners to school; reducing administrative costs and will enable young people to be effective in live. Furthermore, the researcher discusses the likely challenges of the programme and gave practical working solutions aimed at overcoming the challenges of the programme implementation in Uganda.
This document discusses challenges facing education policy implementation in Pakistan. It notes poor understanding of policies by district management due to weak communication, as well as lack of political commitment exemplified by discontinuation of programs between governments. Centralization of decision-making without local input and low education budget allocation relative to other countries are also cited as issues undermining effective implementation. The document advocates for reforming implementation through improved communication and consistent high-level political support.
Implementation of educational reforms and human capital development in niger ...Alexander Decker
This document discusses the implementation of educational reforms and human capital development in Nigeria's Niger Delta region. It finds that factors like poor commitment to implementation, lack of public involvement and support, and lack of stability and understanding of policies have inhibited effective implementation of reforms. The study suggests the need to review reforms with input from experts and stakeholders, provide adequate funding, and arrive at consensus on the best ways to implement reforms. It examines Nigeria's history of educational reforms and commissions since independence, and discusses some specific reforms introduced under the Obasanjo administration, as well as some that were later cancelled under Yar'Adua.
Resource Management Practices as a Facet of Principalship and The Attainment ...ijtsrd
The study assessed the extent to which Principalship Practices in Resource influence the Attainment of School Objectives in Cameroon. Inspired by Imogene’s Goal Attainment theory and The Principalship Model for the Attainment of School Objectives, the study was guided by three objectives, answered three questions and tested three hypotheses. The survey research design and the post positivist quantitative and qualitative research mixed triangulation method were applied and with a questionnaire and interview guide data was collected from 326 principals. Proportionate and Purposive sampling technique was employed to select 31 and 10 principals from the two regions South West and Littoral . Applying descriptive Frequencies, percentages, tables and pie chart and inferential statistics to analyzed data, the results revealed that principalship practices in resource management influences the attainment of school objectives to the extent of 73.76 . This influence is comparatively strongest in financial resource management with the extent of 96.25 , above average in human resource management with extent of 73.04 and the weakest but average is material resource management with the extent of 59.68 . From the findings recommendations were made to the Ministry of secondary education to restructure their policy on principalship. Ilimbi Catherine Enjema | Fonkeng Epah George "Resource Management Practices as a Facet of Principalship and The Attainment of School Objectives in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38465.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38465/resource-management-practices-as-a-facet-of-principalship-and-the-attainment-of-school-objectives-in-cameroon/ilimbi-catherine-enjema
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
Formulation And Implementation Of Educational Policies In NigeriaROCARE / ERNWACA
The document discusses challenges with formulating and implementing educational policies in Nigeria. Some key points:
- Nigeria has expressed commitment to education but policies are poorly implemented, leading to issues like low literacy rates and lack of qualified teachers.
- Frequent changes in government negatively impact consistency in policies and their implementation. New policies are introduced before prior ones can be fully implemented.
- Effective implementation is hindered by lack of understanding of the policy process, inadequate funding, and failure to conduct advocacy to ensure research findings inform new policies.
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
The Level of Mutual Trust Between Principals and Educational Stakeholders and...ijtsrd
This document summarizes a study that investigated the level of mutual trust between principals and educational stakeholders in public secondary schools in Cameroon. It utilized a survey design with questionnaires and interviews to collect data from principals, teachers, PTA executives, and SMB members. The findings suggest there is generally a high level of mutual trust between principals and stakeholders, except in financial matters where the level of trust is lower. It provides recommendations to policymakers and practitioners to improve interpersonal relationships and trust between school leaders and other stakeholders.
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
The document discusses education planning and developing education sector plans. It provides details on the general 5-step process for developing an education sector plan: 1) setting up a taskforce, 2) analysing the sector, 3) prioritizing policies and programs, 4) developing the plan, and 5) implementing, monitoring and evaluating. It also discusses key considerations for each step, such as engaging stakeholders and conducting consultations. Additionally, it covers issues with education data, the role of demographic projections and financial modeling, and international trends that impact education planning.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
This document discusses gaps in the implementation of education policy in Pakistan. It outlines several national education policies introduced between 1947-2017 and highlights strategies and targets of some of these policies related to literacy. Key rationales for failure to implement education policies effectively include weak planning, lack of resources, unclear objectives, and insufficient government budget and commitment. The document concludes by providing suggestions to address these gaps such as involving stakeholders in policy formation, strengthening accountability, and decentralizing administration.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
11.[100 105]an assessment of pre-primary school programme activities in kwara...Alexander Decker
The document discusses a study that assessed pre-primary school program activities in Kwara State, Nigeria. The study found that the pre-primary school program on the ground has not met the objectives outlined in the national education policy due to a lack of adequate government funding, infrastructure development, instructional materials, and adherence to curriculum guidelines. The findings reveal that more needs to be done to improve pre-primary education in Kwara State and Nigeria overall in order to better achieve the goals of the national education policy.
This document discusses challenges facing education policy implementation in Pakistan. It notes poor understanding of policies by district management due to weak communication, as well as lack of political commitment exemplified by discontinuation of programs between governments. Centralization of decision-making without local input and low education budget allocation relative to other countries are also cited as issues undermining effective implementation. The document advocates for reforming implementation through improved communication and consistent high-level political support.
Implementation of educational reforms and human capital development in niger ...Alexander Decker
This document discusses the implementation of educational reforms and human capital development in Nigeria's Niger Delta region. It finds that factors like poor commitment to implementation, lack of public involvement and support, and lack of stability and understanding of policies have inhibited effective implementation of reforms. The study suggests the need to review reforms with input from experts and stakeholders, provide adequate funding, and arrive at consensus on the best ways to implement reforms. It examines Nigeria's history of educational reforms and commissions since independence, and discusses some specific reforms introduced under the Obasanjo administration, as well as some that were later cancelled under Yar'Adua.
Resource Management Practices as a Facet of Principalship and The Attainment ...ijtsrd
The study assessed the extent to which Principalship Practices in Resource influence the Attainment of School Objectives in Cameroon. Inspired by Imogene’s Goal Attainment theory and The Principalship Model for the Attainment of School Objectives, the study was guided by three objectives, answered three questions and tested three hypotheses. The survey research design and the post positivist quantitative and qualitative research mixed triangulation method were applied and with a questionnaire and interview guide data was collected from 326 principals. Proportionate and Purposive sampling technique was employed to select 31 and 10 principals from the two regions South West and Littoral . Applying descriptive Frequencies, percentages, tables and pie chart and inferential statistics to analyzed data, the results revealed that principalship practices in resource management influences the attainment of school objectives to the extent of 73.76 . This influence is comparatively strongest in financial resource management with the extent of 96.25 , above average in human resource management with extent of 73.04 and the weakest but average is material resource management with the extent of 59.68 . From the findings recommendations were made to the Ministry of secondary education to restructure their policy on principalship. Ilimbi Catherine Enjema | Fonkeng Epah George "Resource Management Practices as a Facet of Principalship and The Attainment of School Objectives in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38465.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38465/resource-management-practices-as-a-facet-of-principalship-and-the-attainment-of-school-objectives-in-cameroon/ilimbi-catherine-enjema
Using zero money to tackle the challenges of universal education in africa a ...Komakech Robert Agwot
ABSTRACT
Education is without a doubt, the sector that holds the key to transformational national development and our ability to compete in the global marketplace and it is singularly the sector that has experienced the worst type of decline in relation to standards, quality and value in Africa. However, the 1990 World Conference on Education for All launched in Jomtien, Thailand has rightly called attention to improving education through better management and expanded access to primary education systems with little attention to secondary education. Therefore, Government of Uganda through the Ministry of Education and Sports (MOES) with support from development partners introduced Universal Education in both primary and secondary schools throughout the country since 1997 and 2006 respectively. The intention was to remove barriers in education, provides flexible and responsive supports, and facilitates lifelong learning for all. Despite the fact that, the government continues to encourage families to send all their school going age children to Universal Secondary Education (USE) schools; the programme has not received the attention it deserves from either the public or the private sector in Uganda. Therefore, this theoretical paper seek to fill the existing long documented unequal academic achievement outcomes among children of different races, ethnic groups and social economic background in all regions of the country. This paper is organized in the following manner; Part I begins with a background and education systems of Uganda, while Part II discusses the major challenges the government is facing in enhancing access, quality and affordable education. Finally, Part III covers practical policy implications and Part IV gives concluding remarks with identified gaps for research.
Keywords: Zero Money, Universal Education, Secondary Education, Quality Education, Ghost Teachers
Formulation And Implementation Of Educational Policies In NigeriaROCARE / ERNWACA
The document discusses challenges with formulating and implementing educational policies in Nigeria. Some key points:
- Nigeria has expressed commitment to education but policies are poorly implemented, leading to issues like low literacy rates and lack of qualified teachers.
- Frequent changes in government negatively impact consistency in policies and their implementation. New policies are introduced before prior ones can be fully implemented.
- Effective implementation is hindered by lack of understanding of the policy process, inadequate funding, and failure to conduct advocacy to ensure research findings inform new policies.
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
The Level of Mutual Trust Between Principals and Educational Stakeholders and...ijtsrd
This document summarizes a study that investigated the level of mutual trust between principals and educational stakeholders in public secondary schools in Cameroon. It utilized a survey design with questionnaires and interviews to collect data from principals, teachers, PTA executives, and SMB members. The findings suggest there is generally a high level of mutual trust between principals and stakeholders, except in financial matters where the level of trust is lower. It provides recommendations to policymakers and practitioners to improve interpersonal relationships and trust between school leaders and other stakeholders.
Implications of Free Primary Education on KCPE Examinations Performance In Pu...paperpublications3
Abstract: The introduction of Free Primary Education in Kenya in 2003 increased enrolment from 5.9 million pupils to 7.6. By 2011, enrolment stood at 9.2 million pupils representing a 63% increase rate in nine years. It increased pupil to teacher ratio and pupil to textbook ratio. The Kenya certificate of primary education (KCPE) is crucial since it is the indicator of a child’s basic education. The objectives of the study were to: determine the effects of enrolment of pupils on KCPE examinations performance, determine the effects of pupil to teacher ratio on KCPE examinations performance, find out the effects of pupil to textbook ratio on KCPE examinations performance, determine whether there is any significant improvement of KCPE in public primary schools of Kemera Division after the introduction of FPE using a chi square analysis and find out the effects of physical facilities on KCPE examinations performance in public primary schools. The literature was reviewed using the sub themes from the objectives. The study used stratified random sampling and descriptive design. The instruments used were questionnaires, interview schedules, focused group discussions and observations checklist. The total target population was 18 primary schools, 8326 pupils, 204 teachers 18 Head teachers, 180 school committee members and 2 education officers. The total population sampled was 372.The target groups from whom data was collected were pupils of class 4-8, teachers, Head teachers, school committee members and educational officers in the Division. The sample size constituted of 250 pupils, 80 teachers, 30 committee members, 10 Head teachers and 2 education officers in the Division .The study found out that enrolment was high, schools had uneven distribution of teachers, pupil to textbook ratio was inadequate and physical facilities were not enough. Chi square analysis showed no significant improvement in KCPE performance in the schools of the Division after the introduction of FPE. The study recommended that disbursement of funds to be sent in time to cater for high enrolment, Teacher to pupil ratio to be improved, Pupil to textbook ratio to be at 1:1, physical facilities to be improved and these would bring quality education and good KCPE results. The results obtained would be useful in informing policy on the improvement of the KCPE performance in the Division.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
The document discusses education planning and developing education sector plans. It provides details on the general 5-step process for developing an education sector plan: 1) setting up a taskforce, 2) analysing the sector, 3) prioritizing policies and programs, 4) developing the plan, and 5) implementing, monitoring and evaluating. It also discusses key considerations for each step, such as engaging stakeholders and conducting consultations. Additionally, it covers issues with education data, the role of demographic projections and financial modeling, and international trends that impact education planning.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
This document discusses gaps in the implementation of education policy in Pakistan. It outlines several national education policies introduced between 1947-2017 and highlights strategies and targets of some of these policies related to literacy. Key rationales for failure to implement education policies effectively include weak planning, lack of resources, unclear objectives, and insufficient government budget and commitment. The document concludes by providing suggestions to address these gaps such as involving stakeholders in policy formation, strengthening accountability, and decentralizing administration.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
11.[100 105]an assessment of pre-primary school programme activities in kwara...Alexander Decker
The document discusses a study that assessed pre-primary school program activities in Kwara State, Nigeria. The study found that the pre-primary school program on the ground has not met the objectives outlined in the national education policy due to a lack of adequate government funding, infrastructure development, instructional materials, and adherence to curriculum guidelines. The findings reveal that more needs to be done to improve pre-primary education in Kwara State and Nigeria overall in order to better achieve the goals of the national education policy.
11.[100 105]an assessment of pre-primary school programme activities in kwara...
Similar to Tracing the Evolution of Decentralization Policy in the Ministry of Basic Education in Cameroon, an Overview of the History and Challenges of the Process
The Implementation of Decentralization Policy in the Education Sector by Muni...ijtsrd
The examination of the relationship between efficient management of nursery and Primary schools and decentralization in relation to the implementation of decentralization policies in Cameroon by councils is what this study intended to ascertain. The study employed purposive sampling technique, to select the 50 head teacher respondents and 3municipal Mayors. Data which was collected by the use of a questionnaire and interviews as instruments of data collection were subjected to descriptive and inferential statistical analysis using the Statistical Package for the Social Sciences SPSS . The resultant findings did indicate that, there is a significant relationship between the council’s implementation of decentralization policies specifically the building, equipping and maintenance of classrooms by councils and the efficient management of nursery and primary schools, albeit being that the relationship that exists was rated weak. A resulting recommendation made was that the central level relinquishes sufficient resources for local councils, ensuring accountability and transparency in operations and instituting follow up mechanisms through supervision to ensure that local council authorities are effectively implementing the decentralization process as expected. Julie Ngoh Tambe "The Implementation of Decentralization Policy in the Education Sector by Municipal Councils and the Management of Nursery and Primary Schools: The Case of Government Nursery and Primary Schools" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33339.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33339/the-implementation-of-decentralization-policy-in-the-education-sector-by-municipal-councils-and-the-management-of-nursery-and-primary-schools-the-case-of-government-nursery-and-primary-schools/julie-ngoh-tambe
Approach in Government Technical Colleges in Fako Division and its Effects on...ijtsrd
The purpose of this paper was to investigate constraints to the implementation of the competence based approach CBA , and effects on vision 2035, as well as what teachers, principals and chiefs of work proposed as solutions to implementation problems. The major issue in this study was to find out whether the characteristics of the CBA constraints the implementation. The survey design was used The simple random sampling and clustered random sampling techniques were employed to obtain a sample of 10 principals, 19 chiefs of work and 129 teachers giving a total of 158 from a population of 509 government technical teachers, chiefs of work and principals in the five technical colleges that were used as sample in Fako division. Data was collected through the use of questionnaire comprising 46 items all closed ended and 2 open ended. Data from closed ended and open ended items were analyzed using the statistical package for the social sciences SPSS and the technique of content analysis respectively. Findings from the data analysis were presented using frequencies, percentages and means. The findings revealed that the CBA was preferred to other teaching methods in spite of its numerous constraints. As such, Cameroon can achieve vision 2035 if CBA is properly implemented. Some recommendations were made to improve on the practice for example, teachers need to be continuously trained through seminars workshops and regular follow up by principals and pedagogic inspectors to ensure the CBA is properly implemented. Ngwa Marcus Suh "Approach in Government Technical Colleges in Fako Division and its Effects on the Attainment of Vision 2035 of an Emerging Economy for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28044.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/28044/approach-in-government-technical-colleges-in-fako-division-and-its-effects-on-the-attainment-of-vision-2035-of-an-emerging-economy-for-cameroon/ngwa-marcus-suh
Implications of the Unavailability of Resources on the Implementation of New ...ijtsrd
This study intended to examine the unavailability of resources on the Implementation of the New Teacher Training Curriculum in South West Region of Cameroon. Questionnaires and focus group discussions were used in collecting data. Questionnaires were completed by 180 teacher trainers drawn from 5 Teacher Training colleges in three divisions. There were two focus groups. The random and purposive sampling techniques were employed in selecting the divisions and the schools. Data collected from the field were analyzed using descriptive and inferential statistics. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. The Pearson Product Moment Correlation Coefficient Value r was used to test the hypotheses. The findings revealed that, majority of respondents were in the opinion that resources were rarely or unavailable. The teacher trainers outlined some of the effects and constraints they encountered in the course of implementing the new curriculum. One main recommendation is that, the ministry of secondary education, educators and facilitators of teacher training colleges should ensure that teacher trainers are taught and trained on the new pedagogic practices that are introduced in the course of implementation of a curriculum before implementation begins. They should also ensure that resources are adequately available. Considering the limitations of the study, the researcher made recommendations for more research by employing a multi dimension in extending to other regions and even carrying out a comparative study between public and private teacher training institutions. Ediage Grace Melioge "Implications of the Unavailability of Resources on the Implementation of New Curriculums in Teacher Training Colleges in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38454.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38454/implications-of-the-unavailability-of-resources-on-the-implementation-of-new-curriculums-in-teacher-training-colleges-in-the-south-west-region-of-cameroon/ediage-grace-melioge
The document discusses a framework for creating inclusive cultures in education. It outlines three key things stakeholders can do: 1) Set parameters for inclusion by defining terms and roles; 2) Build capacity through teacher training and evidence-based practices; and 3) Identify and remove barriers like attitudes, lack of funding or policies, and rigid curricula. Creating inclusive cultures requires involvement from governments, communities, and all education stakeholders through collaborative efforts like these.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
The document discusses the context of curriculum development in Kenya. It identifies six major factors that influence the process: political forces, socio-economic context, cultural context, ICT context, legal context, and networking/linkages. Politically, curriculum decisions are centralized and top-down, leaving teachers feeling uninvolved. Socio-economically, initiatives like free primary education have strained resources. Culturally, Kenya's diversity is not fully accommodated. Regarding ICT, infrastructure and teacher skills are still limited. The legal framework for agencies involved could be better harmonized. Networking between curriculum stakeholders could also be strengthened.
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
The document discusses key aspects of India's National Education Policy 2020, which aims to reform and transform the country's education system. Some of the major goals of the policy include providing high-quality education for all Indians, increasing public spending on education to 6% of GDP, implementing a flexible curriculum with multidisciplinary learning and emphasis on skills, and establishing a new regulatory body for higher education. However, the large-scale implementation of the policy faces challenges including its size and diversity, lack of state capacity and funding, and changing existing mindsets around education.
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
Discussion on economic aspects of education has acquired great significance in education research during the new millennium earmarked as Knowledge Economy. Education for the Knowledge Economy (EKE) refers to efforts at production of the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Experiences of last one decade in the IT enabled BPO sector has proved India’s ability to produce and use knowledge as a major factor in economic development and has proved to be critical to India’s comparative advantage. Economists have recognized importance of EKE to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.
Economics of Education analyzes both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes, to enhance knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labour market; and to build and support a network of education economists for education policy planning and evolve structures and mechanisms for implementation.
An Investigation into the Robustness of the Assessment of Learners with Speci...ijtsrd
Education for learners with special needs remains a challenge for developing countries like Lesotho where development of infrastructure and appropriate training for personnel is still at its infancy. With the number of learners with special needs on the rise, lack of basic necessities has compelled such learners to be absorbed in the main stream education system, leaving educators frustrated. Although having all inclusive education as professed by the government may be an ideal situation for learners with special needs, what remains a barrier is the mode of assessment for such learners. The study sought to establish the depth and breadth of the assessment of learners with special needs in Lesotho. The study was conducted using the qualitative methodology. The in depth interviews were conducted in order to get a thorough and informed insight that reveals how learners with special needs are evaluated. Documents such as Education Act 2010, The National Constitution and Children's Protection and Welfare Act 2011 were analysed to assess whether they respond to the needs of such learners. The informant selection techniques employed were convenience and purposive sampling. respondents were selected based on their availability and willingness to respond. The findings were analysed using thematic method of analysis. The study revealed that the government has not done enough to ensure inclusive education. This is evidenced by lack of clear policies for learners with special needs, as well as facilities and trained personnel for such learners. Tsepiso Mncina | Tawanda Mukurunge, | Takura Bhila "An Investigation into the Robustness of the Assessment of Learners with Special Needs: Case of Leseli Community School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29183.pdf Paper URL: https://www.ijtsrd.com/engineering/agricultural-engineering/29183/an-investigation-into-the-robustness-of-the-assessment-of-learners-with-special-needs-case-of-leseli-community-school/tsepiso-mncina
Quality Assurance in ODeL, 22 August 2023, Philippines.pptxEbba Ossiannilsson
The document discusses the evolving quality agenda in education. It notes several trends that will shape the quality agenda going forward, including a focus on lifelong learning skills, global competence, inclusion, personalized learning, data-driven decision making, and innovative assessment. The quality agenda is an ongoing concern for educational institutions and aims to improve the effectiveness and outcomes of education programs. Lifelong learning is positioned as important for addressing challenges like economic and social change through developing adaptability and resilience in learners.
The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is costeffective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
Management of distance learning programmes for effective achievement of objec...Alexander Decker
This document discusses distance learning programs in Nigeria and how to effectively manage them. It begins by stating that no country can adequately meet increasing educational demands through conventional systems alone, and that distance education can help accelerate human resource development. It then discusses key concepts around distance education, including definitions, its role in Nigeria's National Policy on Education, and characteristics outlined by Keegan. The document emphasizes that distance education can increase access to education and help address gaps between supply and demand for skilled workers in Nigeria's economy. It argues that effective management of distance learning programs, including course development, student support services, and educators' roles, is needed to achieve desired results.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
The document provides an overview of the foundations of outcomes-based education (OBE) in South Africa. It discusses the need for a new education system to address the shortcomings of the traditional approach and prepare students for a changing global economy. The key aspects of OBE covered include the shift from content-based to OBE, definitions of OBE, and the roles of teachers, principals, and district officials in implementing OBE. Criticisms of OBE from scholars are also presented.
Similar to Tracing the Evolution of Decentralization Policy in the Ministry of Basic Education in Cameroon, an Overview of the History and Challenges of the Process (20)
‘Six Sigma Technique’ A Journey Through its Implementationijtsrd
The manufacturing industries all over the world are facing tough challenges for growth, development and sustainability in today’s competitive environment. They have to achieve apex position by adapting with the global competitive environment by delivering goods and services at low cost, prime quality and better price to increase wealth and consumer satisfaction. Cost Management ensures profit, growth and sustainability of the business with implementation of Continuous Improvement Technique like Six Sigma. This leads to optimize Business performance. The method drives for customer satisfaction, low variation, reduction in waste and cycle time resulting into a competitive advantage over other industries which did not implement it. The main objective of this paper ‘Six Sigma Technique A Journey Through Its Implementation’ is to conceptualize the effectiveness of Six Sigma Technique through the journey of its implementation. Aditi Sunilkumar Ghosalkar "‘Six Sigma Technique’: A Journey Through its Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64546.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64546/‘six-sigma-technique’-a-journey-through-its-implementation/aditi-sunilkumar-ghosalkar
Edge Computing in Space Enhancing Data Processing and Communication for Space...ijtsrd
Edge computing, a paradigm that involves processing data closer to its source, has gained significant attention for its potential to revolutionize data processing and communication in space missions. With the increasing complexity and data volume generated by modern space missions, traditional centralized computing approaches face challenges related to latency, bandwidth, and security. Edge computing in space, involving on board processing and analysis of data, offers promising solutions to these challenges. This paper explores the concept of edge computing in space, its benefits, applications, and future prospects in enhancing space missions. Manish Verma "Edge Computing in Space: Enhancing Data Processing and Communication for Space Missions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64541.pdf Paper Url: https://www.ijtsrd.com/computer-science/artificial-intelligence/64541/edge-computing-in-space-enhancing-data-processing-and-communication-for-space-missions/manish-verma
Dynamics of Communal Politics in 21st Century India Challenges and Prospectsijtsrd
Communal politics in India has evolved through centuries, weaving a complex tapestry shaped by historical legacies, colonial influences, and contemporary socio political transformations. This research comprehensively examines the dynamics of communal politics in 21st century India, emphasizing its historical roots, socio political dynamics, economic implications, challenges, and prospects for mitigation. The historical perspective unravels the intricate interplay of religious identities and power dynamics from ancient civilizations to the impact of colonial rule, providing insights into the evolution of communalism. The socio political dynamics section delves into the contemporary manifestations, exploring the roles of identity politics, socio economic disparities, and globalization. The economic implications section highlights how communal politics intersects with economic issues, perpetuating disparities and influencing resource allocation. Challenges posed by communal politics are scrutinized, revealing multifaceted issues ranging from social fragmentation to threats against democratic values. The prospects for mitigation present a multifaceted approach, incorporating policy interventions, community engagement, and educational initiatives. The paper conducts a comparative analysis with international examples, identifying common patterns such as identity politics and economic disparities. It also examines unique challenges, emphasizing Indias diverse religious landscape, historical legacy, and secular framework. Lessons for effective strategies are drawn from international experiences, offering insights into inclusive policies, interfaith dialogue, media regulation, and global cooperation. By scrutinizing historical epochs, contemporary dynamics, economic implications, and international comparisons, this research provides a comprehensive understanding of communal politics in India. The proposed strategies for mitigation underscore the importance of a holistic approach to foster social harmony, inclusivity, and democratic values. Rose Hossain "Dynamics of Communal Politics in 21st Century India: Challenges and Prospects" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64528.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/history/64528/dynamics-of-communal-politics-in-21st-century-india-challenges-and-prospects/rose-hossain
Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in...ijtsrd
Background and Objective Telehealth has become a well known tool for the delivery of health care in Saudi Arabia, and the perspective and knowledge of healthcare providers are influential in the implementation, adoption and advancement of the method. This systematic review was conducted to examine the current literature base regarding telehealth and the related healthcare professional perspective and knowledge in the Kingdom of Saudi Arabia. Materials and Methods This systematic review was conducted by searching 7 databases including, MEDLINE, CINHAL, Web of Science, Scopus, PubMed, PsycINFO, and ProQuest Central. Studies on healthcare practitioners telehealth knowledge and perspectives published in English in Saudi Arabia from 2000 to 2023 were included. Boland directed this comprehensive review. The researchers examined each connected study using the AXIS tool, which evaluates cross sectional systematic reviews. Narrative synthesis was used to summarise and convey the data. Results Out of 1840 search results, 10 studies were included. Positive outlook and limited knowledge among providers were seen across trials. Healthcare professionals like telehealth for its ability to improve quality, access, and delivery, save time and money, and be successful. Age, gender, occupation, and work experience also affect health workers knowledge. In Saudi Arabia, healthcare professionals face inadequate expert assistance, patient privacy, internet connection concerns, lack of training courses, lack of telehealth understanding, and high costs while performing telemedicine. Conclusions Healthcare practitioners telehealth perceptions and knowledge were examined in this systematic study. Its collection of concerned experts different personal attitudes and expertise would help enhance telehealths implementation in Saudi Arabia, develop its healthcare delivery alternative, and eliminate frequent problems. Badriah Mousa I Mulayhi | Dr. Jomin George | Judy Jenkins "Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in Saudi Arabia: A Systematic Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64535.pdf Paper Url: https://www.ijtsrd.com/medicine/other/64535/assess-perspective-and-knowledge-of-healthcare-providers-towards-elehealth-in-saudi-arabia-a-systematic-review/badriah-mousa-i-mulayhi
The Impact of Digital Media on the Decentralization of Power and the Erosion ...ijtsrd
The impact of digital media on the distribution of power and the weakening of traditional gatekeepers has gained considerable attention in recent years. The adoption of digital technologies and the internet has resulted in declining influence and power for traditional gatekeepers such as publishing houses and news organizations. Simultaneously, digital media has facilitated the emergence of new voices and players in the media industry. Digital medias impact on power decentralization and gatekeeper erosion is visible in several ways. One significant aspect is the democratization of information, which enables anyone with an internet connection to publish and share content globally, leading to citizen journalism and bypassing traditional gatekeepers. Another aspect is the disruption of conventional media industry business models, as traditional organizations struggle to adjust to the decrease in advertising revenue and the rise of digital platforms. Alternative business models, such as subscription models and crowdfunding, have become more prevalent, leading to the emergence of new players. Overall, the impact of digital media on the distribution of power and the weakening of traditional gatekeepers has brought about significant changes in the media landscape and the way information is shared. Further research is required to fully comprehend the implications of these changes and their impact on society. Dr. Kusum Lata "The Impact of Digital Media on the Decentralization of Power and the Erosion of Traditional Gatekeepers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64544.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64544/the-impact-of-digital-media-on-the-decentralization-of-power-and-the-erosion-of-traditional-gatekeepers/dr-kusum-lata
Online Voices, Offline Impact Ambedkars Ideals and Socio Political Inclusion ...ijtsrd
This research investigates the nexus between online discussions on Dr. B.R. Ambedkars ideals and their impact on social inclusion among college students in Gurugram, Haryana. Surveying 240 students from 12 government colleges, findings indicate that 65 actively engage in online discussions, with 80 demonstrating moderate to high awareness of Ambedkars ideals. Statistically significant correlations reveal that higher online engagement correlates with increased awareness p 0.05 and perceived social inclusion. Variations across colleges and a notable effect of college type on perceived social inclusion highlight the influence of contextual factors. Furthermore, the intersectional analysis underscores nuanced differences based on gender, caste, and socio economic status. Dr. Kusum Lata "Online Voices, Offline Impact: Ambedkar's Ideals and Socio-Political Inclusion - A Study of Gurugram District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64543.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64543/online-voices-offline-impact-ambedkars-ideals-and-sociopolitical-inclusion--a-study-of-gurugram-district/dr-kusum-lata
Problems and Challenges of Agro Entreprenurship A Studyijtsrd
Noting calls for contextualizing Agro entrepreneurs problems and challenges of the agro entrepreneurs and for greater attention to the Role of entrepreneurs in agro entrepreneurship research, we conduct a systematic literature review of extent research in agriculture entrepreneurship to overcome the study objectives of complications of agro entrepreneurs through various factors, Development of agriculture products is a key factor for the overall economic growth of agro entrepreneurs Agro Entrepreneurs produces firsthand large scale employment, utilizes the labor and natural resources, This research outlines the problems of Weather and Soil Erosions, Market price fluctuation, stimulates labor cost problems, reduces concentration of Price volatility, Dependency on Intermediaries, induces Limited Bargaining Power, and Storage and Transportation Costs. This paper mainly devoted to highlight Problems and challenges faced for the sustainable of Agro Entrepreneurs in India. Vinay Prasad B "Problems and Challenges of Agro Entreprenurship - A Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64540.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64540/problems-and-challenges-of-agro-entreprenurship--a-study/vinay-prasad-b
Comparative Analysis of Total Corporate Disclosure of Selected IT Companies o...ijtsrd
Disclosure is a process through which a business enterprise communicates with external parties. A corporate disclosure is communication of financial and non financial information of the activities of a business enterprise to the interested entities. Corporate disclosure is done through publishing annual reports. So corporate disclosure through annual reports plays a vital role in the life of all the companies and provides valuable information to investors. The basic objectives of corporate disclosure is to give a true and fair view of companies to the parties related either directly or indirectly like owner, government, creditors, shareholders etc. in the companies act, provisions have been made about mandatory and voluntary disclosure. The IT sector in India is rapidly growing, the trend to invest in the IT sector is rising and employment opportunities in IT sectors are also increasing. Therefore the IT sector is expected to have fair, full and adequate disclosure of all information. Unfair and incomplete disclosure may adversely affect the entire economy. A research study on disclosure practices of IT companies could play an important role in this regard. Hence, the present research study has been done to study and review comparative analysis of total corporate disclosure of selected IT companies of India and to put forward overall findings and suggestions with a view to increase disclosure score of these companies. The researcher hopes that the present research study will be helpful to all selected Companies for improving level of corporate disclosure through annual reports as well as the government, creditors, investors, all business organizations and upcoming researcher for comparative analyses of level of corporate disclosure with special reference to selected IT companies. Dr. Vaibhavi D. Thaker "Comparative Analysis of Total Corporate Disclosure of Selected IT Companies of India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64539.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64539/comparative-analysis-of-total-corporate-disclosure-of-selected-it-companies-of-india/dr-vaibhavi-d-thaker
The Impact of Educational Background and Professional Training on Human Right...ijtsrd
This study investigated the impact of educational background and professional training on human rights awareness among secondary school teachers in the Marathwada region of Maharashtra, India. The key findings reveal that higher levels of education, particularly a master’s degree, and fields of study related to education, humanities, or social sciences are associated with greater human rights awareness among teachers. Additionally, both pre service teacher training and in service professional development programs focused on human rights education significantly enhance teacher’s knowledge, skills, and competencies in promoting human rights principles in their classrooms. Baig Ameer Bee Mirza Abdul Aziz | Dr. Syed Azaz Ali Amjad Ali "The Impact of Educational Background and Professional Training on Human Rights Awareness among Secondary School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64529.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64529/the-impact-of-educational-background-and-professional-training-on-human-rights-awareness-among-secondary-school-teachers/baig-ameer-bee-mirza-abdul-aziz
A Study on the Effective Teaching Learning Process in English Curriculum at t...ijtsrd
“One Language sets you in a corridor for life. Two languages open every door along the way” Frank Smith English as a foreign language or as a second language has been ruling in India since the period of Lord Macaulay. But the question is how much we teach or learn English properly in our culture. Is there any scope to use English as a language rather than a subject How much we learn or teach English without any interference of mother language specially in the classroom teaching learning scenario in West Bengal By considering all these issues the researcher has attempted in this article to focus on the effective teaching learning process comparing to other traditional strategies in the field of English curriculum at the secondary level to investigate whether they fulfill the present teaching learning requirements or not by examining the validity of the present curriculum of English. The purpose of this study is to focus on the effectiveness of the systematic, scientific, sequential and logical transaction of the course between the teachers and the learners in the perspective of the 5Es programme that is engage, explore, explain, extend and evaluate. Sanchali Mondal | Santinath Sarkar "A Study on the Effective Teaching Learning Process in English Curriculum at the Secondary Level of West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62412.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62412/a-study-on-the-effective-teaching-learning-process-in-english-curriculum-at-the-secondary-level-of-west-bengal/sanchali-mondal
The Role of Mentoring and Its Influence on the Effectiveness of the Teaching ...ijtsrd
This paper reports on a study which was conducted to investigate the role of mentoring and its influence on the effectiveness of the teaching of Physics in secondary schools in the South West Region of Cameroon. The study adopted the convergent parallel mixed methods design, focusing on respondents in secondary schools in the South West Region of Cameroon. Both quantitative and qualitative data were collected, analysed separately, and the results were compared to see if the findings confirm or disconfirm each other. The quantitative analysis found that majority of the respondents 72 of Physics teachers affirmed that they had more experienced colleagues as mentors to help build their confidence, improve their teaching, and help them improve their effectiveness and efficiency in guiding learners’ achievements. Only 28 of the respondents disagreed with these statements. With majority respondents 72 agreeing with the statements, it implies that in most secondary schools, experienced Physics teachers act as mentors to build teachers’ confidence in teaching and improving students’ learning. The interview qualitative data analysis summarized how secondary school Principals use meetings with mentors and mentees to promote mentorship in the school milieu. This has helped strengthen teachers’ classroom practices in secondary schools in the South West Region of Cameroon. With the results confirming each other, the study recommends that mentoring should focus on helping teachers employ social interactions and instructional practices feedback and clarity in teaching that have direct measurable impact on students’ learning achievements. Andrew Ngeim Sumba | Frederick Ebot Ashu | Peter Agborbechem Tambi "The Role of Mentoring and Its Influence on the Effectiveness of the Teaching of Physics in Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64524.pdf Paper Url: https://www.ijtsrd.com/management/management-development/64524/the-role-of-mentoring-and-its-influence-on-the-effectiveness-of-the-teaching-of-physics-in-secondary-schools-in-the-south-west-region-of-cameroon/andrew-ngeim-sumba
Design Simulation and Hardware Construction of an Arduino Microcontroller Bas...ijtsrd
This study primarily focuses on the design of a high side buck converter using an Arduino microcontroller. The converter is specifically intended for use in DC DC applications, particularly in standalone solar PV systems where the PV output voltage exceeds the load or battery voltage. To evaluate the performance of the converter, simulation experiments are conducted using Proteus Software. These simulations provide insights into the input and output voltages, currents, powers, and efficiency under different state of charge SoC conditions of a 12V,70Ah rechargeable lead acid battery. Additionally, the hardware design of the converter is implemented, and practical data is collected through operation, monitoring, and recording. By comparing the simulation results with the practical results, the efficiency and performance of the designed converter are assessed. The findings indicate that while the buck converter is suitable for practical use in standalone PV systems, its efficiency is compromised due to a lower output current. Chan Myae Aung | Dr. Ei Mon "Design Simulation and Hardware Construction of an Arduino-Microcontroller Based DC-DC High-Side Buck Converter for Standalone PV System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64518.pdf Paper Url: https://www.ijtsrd.com/engineering/mechanical-engineering/64518/design-simulation-and-hardware-construction-of-an-arduinomicrocontroller-based-dcdc-highside-buck-converter-for-standalone-pv-system/chan-myae-aung
Sustainable Energy by Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadikuijtsrd
Energy becomes sustainable if it meets the needs of the present without compromising the ability of future generations to meet their own needs. Some of the definitions of sustainable energy include the considerations of environmental aspects such as greenhouse gas emissions, social, and economic aspects such as energy poverty. Generally far more sustainable than fossil fuel are renewable energy sources such as wind, hydroelectric power, solar, and geothermal energy sources. Worthy of note is that some renewable energy projects, like the clearing of forests to produce biofuels, can cause severe environmental damage. The sustainability of nuclear power which is a low carbon source is highly debated because of concerns about radioactive waste, nuclear proliferation, and accidents. The switching from coal to natural gas has environmental benefits, including a lower climate impact, but could lead to delay in switching to more sustainable options. “Carbon capture and storage” can be built into power plants to remove the carbon dioxide CO2 emissions, but this technology is expensive and has rarely been implemented. Leading non renewable energy sources around the world is fossil fuels, coal, petroleum, and natural gas. Nuclear energy is usually considered another non renewable energy source, although nuclear energy itself is a renewable energy source, but the material used in nuclear power plants is not. The paper addresses the issue of sustainable energy, its attendant benefits to the future generation, and humanity in general. Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadiku "Sustainable Energy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64534.pdf Paper Url: https://www.ijtsrd.com/engineering/electrical-engineering/64534/sustainable-energy/paul-a-adekunte
Concepts for Sudan Survey Act Implementations Executive Regulations and Stand...ijtsrd
This paper aims to outline the executive regulations, survey standards, and specifications required for the implementation of the Sudan Survey Act, and for regulating and organizing all surveying work activities in Sudan. The act has been discussed for more than 5 years. The Land Survey Act was initiated by the Sudan Survey Authority and all official legislations were headed by the Sudan Ministry of Justice till it was issued in 2022. The paper presents conceptual guidelines to be used for the Survey Act implementation and to regulate the survey work practice, standardizing the field surveys, processing, quality control, procedures, and the processes related to survey work carried out by the stakeholders and relevant authorities in Sudan. The conceptual guidelines are meant to improve the quality and harmonization of geospatial data and to aid decision making processes as well as geospatial information systems. The established comprehensive executive regulations will govern and regulate the implementation of the Sudan Survey Geomatics Act in all surveying and mapping practices undertaken by the Sudan Survey Authority SSA and state local survey departments for public or private sector organizations. The targeted standards and specifications include the reference frame, projection, coordinate systems, and the guidelines and specifications that must be followed in the field of survey work, processes, and mapping products. In the last few decades, there has been a growing awareness of the importance of geomatics activities and measurements on the Earths surface in space and time, together with observing and mapping the changes. In such cases, data must be captured promptly, standardized, and obtained with more accuracy and specified in much detail. The paper will also highlight the current situation in Sudan, the degree to which survey standards are used, the problems encountered, and the errors that arise from not using the standards and survey specifications. Kamal A. A. Sami "Concepts for Sudan Survey Act Implementations - Executive Regulations and Standards" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63484.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63484/concepts-for-sudan-survey-act-implementations--executive-regulations-and-standards/kamal-a-a-sami
Towards the Implementation of the Sudan Interpolated Geoid Model Khartoum Sta...ijtsrd
The discussions between ellipsoid and geoid have invoked many researchers during the recent decades, especially during the GNSS technology era, which had witnessed a great deal of development but still geoid undulation requires more investigations. To figure out a solution for Sudans local geoid, this research has tried to intake the possibility of determining the geoid model by following two approaches, gravimetric and geometrical geoid model determination, by making use of GNSS leveling benchmarks at Khartoum state. The Benchmarks are well distributed in the study area, in which, the horizontal coordinates and the height above the ellipsoid have been observed by GNSS while orthometric heights were carried out using precise leveling. The Global Geopotential Model GGM represented in EGM2008 has been exploited to figure out the geoid undulation at the benchmarks in the study area. This is followed by a fitting process, that has been done to suit the geoid undulation data which has been computed using GNSS leveling data and geoid undulation inspired by the EGM2008. Two geoid surfaces were created after the fitting process to ensure that they are identical and both of them could be counted for getting the same geoid undulation with an acceptable accuracy. In this respect, statistical operation played an important role in ensuring the consistency and integrity of the model by applying cross validation techniques splitting the data into training and testing datasets for building the geoid model and testing its eligibility. The geometrical solution for geoid undulation computation has been utilized by applying straightforward equations that facilitate the calculation of the geoid undulation directly through applying statistical techniques for the GNSS leveling data of the study area to get the common equation parameters values that could be utilized to calculate geoid undulation of any position in the study area within the claimed accuracy. Both systems were checked and proved eligible to be used within the study area with acceptable accuracy which may contribute to solving the geoid undulation problem in the Khartoum area, and be further generalized to determine the geoid model over the entire country, and this could be considered in the future, for regional and continental geoid model. Ahmed M. A. Mohammed. | Kamal A. A. Sami "Towards the Implementation of the Sudan Interpolated Geoid Model (Khartoum State Case Study)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63483.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63483/towards-the-implementation-of-the-sudan-interpolated-geoid-model-khartoum-state-case-study/ahmed-m-a-mohammed
Activating Geospatial Information for Sudans Sustainable Investment Mapijtsrd
Sudan is witnessing an acceleration in the processes of development and transformation in the performance of government institutions to raise the productivity and investment efficiency of the government sector. The development plans and investment opportunities have focused on achieving national goals in various sectors. This paper aims to illuminate the path to the future and provide geospatial data and information to develop the investment climate and environment for all sized businesses, and to bridge the development gap between the Sudan states. The Sudan Survey Authority SSA is the main advisor to the Sudan Government in conducting surveying, mappings, designing, and developing systems related to geospatial data and information. In recent years, SSA made a strategic partnership with the Ministry of Investment to activate Geospatial Information for Sudans Sustainable Investment and in particular, for the preparation and implementation of the Sudan investment map, based on the directives and objectives of the Ministry of Investment MI in Sudan. This paper comes within the framework of activating the efforts of the Ministry of Investment to develop technical investment services by applying techniques adopted by the Ministry and its strategic partners for advancing investment processes in the country. Kamal A. A. Sami "Activating Geospatial Information for Sudan's Sustainable Investment Map" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63482.pdf Paper Url: https://www.ijtsrd.com/engineering/information-technology/63482/activating-geospatial-information-for-sudans-sustainable-investment-map/kamal-a-a-sami
Educational Unity Embracing Diversity for a Stronger Societyijtsrd
In a rapidly changing global landscape, the importance of education as a unifying force cannot be overstated. This paper explores the crucial role of educational unity in fostering a stronger and more inclusive society through the embrace of diversity. By examining the benefits of diverse learning environments, the paper aims to highlight the positive impact on societal strength. The discussion encompasses various dimensions, from curriculum design to classroom dynamics, and emphasizes the need for educational institutions to become catalysts for unity in diversity. It highlights the need for a paradigm shift in educational policies, curricula, and pedagogical approaches to ensure that they are reflective of the diverse fabric of society. This paper also addresses the challenges associated with implementing inclusive educational practices and offers practical strategies for overcoming barriers. It advocates for collaborative efforts between educational institutions, policymakers, and communities to create a supportive ecosystem that promotes diversity and unity. Mr. Amit Adhikari | Madhumita Teli | Gopal Adhikari "Educational Unity: Embracing Diversity for a Stronger Society" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64525/educational-unity-embracing-diversity-for-a-stronger-society/mr-amit-adhikari
Integration of Indian Indigenous Knowledge System in Management Prospects and...ijtsrd
The diversity of indigenous knowledge systems in India is vast and can vary significantly between different communities and regions. Preserving and respecting these knowledge systems is crucial for maintaining cultural heritage, promoting sustainable practices, and fostering cross cultural understanding. In this paper, an overview of the prospects and challenges associated with incorporating Indian indigenous knowledge into management is explored. It is found that IIKS helps in management in many areas like sustainable development, tourism, food security, natural resource management, cultural preservation and innovation, etc. However, IIKS integration with management faces some challenges in the form of a lack of documentation, cultural sensitivity, language barriers legal framework, etc. Savita Lathwal "Integration of Indian Indigenous Knowledge System in Management: Prospects and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63500.pdf Paper Url: https://www.ijtsrd.com/management/accounting-and-finance/63500/integration-of-indian-indigenous-knowledge-system-in-management-prospects-and-challenges/savita-lathwal
DeepMask Transforming Face Mask Identification for Better Pandemic Control in...ijtsrd
The COVID 19 pandemic has highlighted the crucial need of preventive measures, with widespread use of face masks being a key method for slowing the viruss spread. This research investigates face mask identification using deep learning as a technological solution to be reducing the risk of coronavirus transmission. The proposed method uses state of the art convolutional neural networks CNNs and transfer learning to automatically recognize persons who are not wearing masks in a variety of circumstances. We discuss how this strategy improves public health and safety by providing an efficient manner of enforcing mask wearing standards. The report also discusses the obstacles, ethical concerns, and prospective applications of face mask detection systems in the ongoing fight against the pandemic. Dilip Kumar Sharma | Aaditya Yadav "DeepMask: Transforming Face Mask Identification for Better Pandemic Control in the COVID-19 Era" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64522.pdf Paper Url: https://www.ijtsrd.com/engineering/electronics-and-communication-engineering/64522/deepmask-transforming-face-mask-identification-for-better-pandemic-control-in-the-covid19-era/dilip-kumar-sharma
Streamlining Data Collection eCRF Design and Machine Learningijtsrd
Efficient and accurate data collection is paramount in clinical trials, and the design of Electronic Case Report Forms eCRFs plays a pivotal role in streamlining this process. This paper explores the integration of machine learning techniques in the design and implementation of eCRFs to enhance data collection efficiency. We delve into the synergies between eCRF design principles and machine learning algorithms, aiming to optimize data quality, reduce errors, and expedite the overall data collection process. The application of machine learning in eCRF design brings forth innovative approaches to data validation, anomaly detection, and real time adaptability. This paper discusses the benefits, challenges, and future prospects of leveraging machine learning in eCRF design for streamlined and advanced data collection in clinical trials. Dhanalakshmi D | Vijaya Lakshmi Kannareddy "Streamlining Data Collection: eCRF Design and Machine Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63515.pdf Paper Url: https://www.ijtsrd.com/biological-science/biotechnology/63515/streamlining-data-collection-ecrf-design-and-machine-learning/dhanalakshmi-d
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Tracing the Evolution of Decentralization Policy in the Ministry of Basic Education in Cameroon, an Overview of the History and Challenges of the Process
2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD30620 | Volume – 4 | Issue – 3 | March-April 2020 Page 772
resources and allocating them effectively to accomplish the
general goals of education (National TeachersInstitute-NTI,
2006).
The government has an obligation to preparehercitizens for
life in a world that is characterized byrapidsocial,economic,
political and technological changes. The relevant levels of
government have been investing a substantive resource in
setting up educational institutions for this purpose (NOUN,
2010). According to Okendu (2012), human and material
resources are to be assembled together by educational
administration, within the school system for effective
teaching and learning cannot be over emphasized. This is
possible through harnessing the available resources
allocated to the schools to realize the goals of education.
Across the world today, decentralization as a policy is
becoming a panacea for broader political and socio-
economic problems plaguing nations.Decentralizationis not
an automatic remedy. The dangers of decentralization have
been listed by many, and include a lack of capacity causing
macro instability (Prud’homme; 1995; Tanzi, 1995). To
others, there is the diversion of funds in decentralized
settings (Reinikka & Svensson, 2004) while still others have
warned of the dangers of capture by local elites (Bardhan &
Mookherjee, 2000). According to Dillinger (1994), 84% of
countries having a population of more than 5 million had
adopted decentralization as their main developmental
strategy.
Conyer (1983) as cited in Sutiyo (2014) anecdotically called
decentralization as “the latest fashion in development
administration”. In Africa, over the past 30 years the aims of
decentralization has been that of improving efficiency and
making educational policy more relevant and responsive to
the increasing and challenging needs of local people(Cabral,
2011). The importance and impact of raising education
quality gives weight to the question; “Can educational
decentralization raise quality?”. Implicit in this is the
assumption that increase participationinschoolswouldlead
to democratic governance, increase accountability, and
empower communities towards their own development
(Khan, 2002; World Bank, 2000).
The inability of the central government to reach its citizens
effectively suggests that something else is necessary. The
continuing strength of the democratic norm in the city and
countryside demonstrates the persistent desire of people to
participate in the management of their own affairs (Kasfir,
1993). According to the 2009 Growth and Employment
Strategy Paper (GESP) which presents as reference, a
framework for government action over the period 2010-
2020, the Cameroon government plans to extend nursery
school coverage by developing community experience for
the benefit of the rural population and with the strong
involvement of decentralized local authorities. This
extension of pre-school education translates into improved
infrastructure, personnel and the implementation of
integrated and flexibleprogrammes.Atthe primarylevel, the
goal of universal primary education for all is still toppriority
where the quality of education services is expected to
significantly improve.
Schools exist to address community needs and that of the
individuals. In fact, an educational policy regulates and
control conduct of the national education system as well as
provides a basis for the daily administration (Mbua, 2003).
Decentralization gives a voice andpowertolocal leadersand
school personnel who are believed to have firsthand
knowledge of what is happening in schools in their
communities as well as what it takes to contribute towards
quality school outcomes than the central government.
In order to understand the process of decentralization
especially in the Educational sector in Cameroon, this paper
explores its historical path internationally and narrows it
down to the context of Cameroon as it pertains to
governments’ policy towards decentralization as enshrined
in the constitution. It is worth noting that decentralizationin
education in Cameroon can only be understood if its
conception and execution is regarded through the lenses of
the government and the constitution. However focus is
narrowed down to the educational sector. It shouldbenoted
here that policy formulation is translated into budgeting
decision and that policy implementation will be influenced
not only by the capacity of the implementers but by the
socio-political and cultural condition of the community.
The concept of decentralization
Decentralization refers to delegating centralist authorities
on decision making, planning and public service operations
to a local organization or institution(Poteete,2004;Arslan&
Atasayar, 2008; Kessy & McCourt, 2010). The World Bank
defines decentralization aspassingcentralistauthoritiesand
responsibilities to the private sector, non-governmental
organizations, or to local administration units which areata
lower level. The purpose of decentralization in the public
sector is to enhance productivity, democratization,
accountability, and equality in delivering services,
participation in decision making, decreasingthe workload of
the central government in order to minimize its
responsibilities (World Bank, 1999; Cinkir, 2010).
Winkler and Gershberg (2000) state that decentralization in
education focuses on discussions to redefine to what extent
educational financing, effective use of sources and
productivity and the power of decision makingwill be.When
considered from this point of view, decentralization
promotes managerial effectiveness and flexibility. In
addition, by giving citizens the opportunity to participate in
the decision-making process, their cultural and educational
needs will be met more easily (Florestal & Cooper, 1997).
The evolution of decentralization
Decentralization has its roots from the neo-liberal
philosophy with the view that favours strong local
governance, use of market forces, professional autonomy
and private provision of education thus rejecting
government role over education (Lauglo, 1995). Neo-liberal
policies advocating decentralization lays emphasis on the
fact that school systems should be reformed in order to be
democratic, efficient, accountable responsive to the
community and to empower teachers and parents towards
improving quality education.
According to Zajda (2004) decentralization reforms can be
traced back to the 1960s and widely put to practice in many
countries in the 1980s. With the disappearance of military
autocratic governmentsinLatinAmerica between1970s and
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1980s, emerging democracies increasingly looked at
educational decentralization as a way to improving
administrative services, increase the quality of education,
share power with the local citizenry and stakeholders,
advance the pace of national development, foster sense of
ownership, improve student and teacher motivation,
increase parents participation and increase community
willingness to contribute financially to education.According
to Hanson (1997), this reform became a worldwide
movement spanning from the Federal systems of
government (e.g. Argentina, India, Nigeria, and the United
States), unitary systems (e.g. Colombia, Pakistan, and Papua
New Guinea), and large countries (e.g.Australia,Canada,and
Spain) to small countries (e.g. El Salvador, Malta, Nicaragua,
and Zaire).
Amongst the earliest decentralized nations, the impetus for
transferring decision-makingauthoritytolocal governments
was usually a broader political and economic reform. In
much of Latin America, for instance,decentralizationformed
an integral part of wider political democratization
movements (Litvack, 1998). In the former Soviet Union and
Eastern Europe, decentralization of education authority
accompanied the important shift from a command to a
market economy (De Grauwe, 2005). Inothercountriessuch
as South Africa and Sri Lanka, decentralization emergedasa
tool for addressing ethnicdiversityandconflict(WorldBank,
2008). Hence the goals and perspectivesfordecentralization
varied as it was envisaged to address different issues
affecting the life of the country.
Since the mid-1990s, there has been significant progress in
literature on educational decentralization. The most crucial
development perhaps has been the growing consensus that
inputs such as desks, textbooks and blackboards are not
enough to enhance learning (Hanushek, 1995; Glewwe &
Kremer, 2006). This consensus resulted in an enhanced
focus by governments and donors alike on governance
reforms such as decentralization. A concomitant
development has been the increased availability of data on
students’ attainment which has permitted more rigorous
evaluations on the impact of decentralization on quality
education.
The persistent and widespread issues of poor quality
education and ill-equipped educational institutions
especially in developing countries and the strong push by
donors towards achieving the Education for All (EFA) goals
have been a strong force fueling the policy of
decentralization. This makes an inventory of all the
education decentralization programmes that have been
implemented since 2000 not only close to impossible, but
also of limited analytical value in understanding policy
evolution. The wide implementation of decentralization
policy has focused on decentralization of power and
decision-making processes concerning the organization of
curriculum, financial management, personnel management
and resource allocation in the various sectors of the country
(Ainley & Mckenzie, 2000; Zajda, 2004).
Accelerating economic development by modernizing
institutions, promoting democratization, increasing local
control through de-regulation and enhancing the quality of
education by reducing dropout ratesandincreasinglearning
are often interrelated goals driving the change towards
decentralization policy in education (Hanson, 1997). The
proponents of decentralization who borrowed heavily from
modern management in industrial and commercial
organizations in the 1980’s believe that all stakeholders of
schools should share the decision-making power at the
school level (Samad, 2000).
Decentralization, since the middle of the 1980’s is
transforming the structureofgovernanceinAfricagiventhat
most countries have started transferring powers, resources
and responsibilities to their sub national governments or
local government. The introduction of the decentralization
policy is the most important determinantofdecentralization
in Africa. Most citizens and donor organizations consider
decentralization a practical way of hiring services to
neglected peripheries, obtainingmoreequitabledistribution
of public services and increasing popular participation.
Therefore, the drive to empower local authorities and their
communities to take charge of their development through
decentralization is not a new phenomenon in the African
system of government nor a novelty as far as Cameroon is
concerned (Nforbin, 2005).
For more than three decades following independence in
1960, Cameroon functioned under a highly centralized
government structure. The need to consider local interest
has always preoccupied Cameroonian legislators who after
consecrating the co-existence ofthelocal administration and
that of the central state during independence, proclaimed in
the constitution of 2nd June, 1972 that Cameroon is a
decentralized unitary state with three strata namely the
Central State, the Regions and Councils. The Regions and
Councils are the decentralized local authorities which are
endowed with legal personalityandmanagementautonomy.
The Constitutions of 1961 and 1972 stressed the unitary
nature of Cameroon, attempting to foster national unity
between its Anglophone and Francophone parts and its
different ethnicities. The country’s 1961 constitution
established two decision-making bodies namely the
Presidency and the National Assemblywhichoperatedat the
national level (Ndongko, 1974). As far back as 1986, the
President of Cameroon acknowledged the need to introduce
decentralization in order to “make the people aware of their
responsibilities and develop their sense of participation”.
Cameroon embarked on a course towards government
decentralization in January 1996 when the government
promulgated Law No. 96-06, which effectively amended the
1972 Constitution (Ischer, Tamini, Asanga, & Sylla, 2007).
From year 2000 onwards, international institutions urged
the government of Cameroon to implement decentralization
as part of its efforts to achieve the cancellation of its
international debts. The government responded with the
introduction of the Laws on Decentralization in 2004, which
empowered local authorities to become active players once
financial and human resources are put at their disposal.
Decentralization in its current form is based notably on the
constitution embodied in Law No. 96/06 of 18th January,
1996 where Cameroon became a decentralizedunitarystate
made up of regions and councils as regional and local
authorities respectively. On the strength of the provisionsof
article 55 of the said constitution;decentralizedlocal entities
of the Republic shall be regions and councils, decentralized
local authorities shall be legal entities recognized by public
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law, they shall enjoy administrative and financial autonomy
in the management of local interests and they shall be freely
administered by boards elected in accordance with
conditions laid down by law.
The decentralization implementation process received a
boost with the promulgation on 22ndJuly 2004, of three
laws/bills in Cameroon namely: Law No. 2004/017 on the
Orientation of Decentralization, Law No. 2004/018 to lay
down the rules applicableto CouncilsandLawNo.2004/019
of the ‘Orientation Strategy Paper on the implementation of
decentralization’ prepared bythethenMinistryofTerritorial
Administration and Decentralization (MINATD). Theselaws
replace the hitherto laws of 1974 on local councilswiththeir
multitude of subsequent amendments. Undertheprovisions
of the laws of 2004 (Article 23:1, Orientation Law),
decentralization is by devolution of powers accompanied by
the transfer of financial, material and human resources, to
local entities. The Ministry of Territorial Administrationand
Decentralization is responsible for government policy on
territorial administration and local government. Since then,
the legal framework of decentralization in Cameroon has
been completed by successive amendments.
Circular No. 2008/013 of 17 January, 2008 relating to the
inclusion of decentralization in sector strategies called on
the various administrations (Ministries) to mainstream
decentralization which entails the deployment of their
services and policies on the field. This was reinforced by the
Prime Minister with June 2009 as deadline for Ministers to
forward their respective programmes for the transfer of
powers and resources to the Local Service Inter-ministerial
Committee (LSIC) for scrutiny andamendments.Itshouldbe
noted that the main bodies in charge of monitoring the
decentralization process included the National
Decentralization Council,the Inter-ministerial Committee on
Local Services, the National Finance Committee and the
Inter-ministerial CommissionforDecentralizedCooperation.
The Ministry of Decentralization and Local Development
(MINDDEVEL) created by presidential decree of March 2,
2018 became operational in August 1st, 2018; the Head of
State stressed the missions inArticle1(2)thattheMinistryis
responsible for elaborating, following up, putting in place
and evaluating government policy in matters of
decentralization, as well as the promotion of local
development. On 13th March, 2018 the pioneer Minister of
MINDDEVEL, GeorgesElanga Obamheldtalkswithmembers
of the United Cities and Councils of Cameroon (UCCC) who
saluted the efforts of setting up the ministry that will
facilitate the implementation of decentralization and
consequently boost local development through councils.
However they made the following proposal:
A harmonious and integrated strategyforthetransferof
resources from the central authorities to the
decentralized communities in a bid to optimize the
functioning of the state,
The amount of state resources allocated to
decentralization should be raided to at least 10%.
The need to help Councils manage their resources and
meet their set goals.
The need to finalize the status of local elected official
and the staff of decentralized territorial communities
Opening the first ever General Conference of Councils in
Yaounde on January 6-7, 2019 that brought together 360
mayors, 14 government delegates,municipal Councilors,etc;
the Prime Minister, Head of Government and Special
representative of the Head of State, Joseph Dion Ngute
stressed government commitment in accelerating the
decentralization process in Cameroon. The conference had
as theme “Deepening decentralization for a new face of local
councils in Cameroon”. Key issues addressed in workshops
included; the legal and institutional framework governing
councils in Cameroon as well as the transfer of powers,
planning and local development, management of council
resources and local governance.
The creation of this ministry by Decree No. 2002/216 of 24
August 2002, now divided into two as the Ministry of
Territorial Administration (MINAT) and Ministry of
Decentralization and Local Development (MINDDEVEL) in
2018, seems to translate the will of the state to advance the
process of decentralization while at the same time taking
into account imperatives of preserving national unity and
social cohesion in a country characterized by social and
cultural diversity. All councils have similar responsibilities
and powers for service delivery with the exception of the
sub-divisional councils, whichhavea modifiedsetofpowers.
Council responsibility for service delivery includes utilities,
town planning,health,social servicesand primaryeducation.
The National Governance Programme (PNG) which is
composed of decentralized and local development sub-
commissions liaises with the Directorate in charge of
Councils in the MINATD towards the implementation of
decentralization.Also,theLocal GovernmentTrainingCentre
(CEFAM), Special Inter-communal Equipment and Support
Fund (FEICOM) are otherspecializedstateinstitutionsunder
MINATD that are meant to assist Councils in the
implementation of the decentralizationpolicy.FEICOMplays
two useful roles in decentralization. It collects and
redistributes the additional council surtax and provides
financial grants and loans to Councils.
The Local Government Training Centre (CEFAM) is
responsible for providing training and refresher courses to
municipal staff. On the subject of capacity building, MINATD
in partnership withotherdevelopmentcooperationagencies
embark on a vast training of municipal councilors and
officials on leadership and council management, with focus
on how to be effective in their task. Councils constitute the
power hub of local communities; they possess the ability to
influence the extent to which communities contribute to
local development projects.
Currently, Presidential decree N°. 2020/111 of 02 March
2020, transformed the aforementioned institution into
Cameroon’s National School ofLocal Administration-NASLA.
It is a public administrationanda professional establishment
with a distinct legal personality, and financial autonomy.
Placed under the technical control of the Ministry in charge
of Decentralisation and financial authority of the Ministry in
charge of Finance, NASLA, according to Article 2 of the
decree shall be responsible for training personnel in ‘Local
Administration.’ This implies the personnel will be schooled
on the administrative management of councils, regions and
other aspects of decentralised services.
The created institution replaces the Buea-based school that
trained all staff of local governance in Cameroon popularly
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known by its French acronym CEFAM. NASLA’s creation,
observers hold, is an exhibition of the will of the President of
the Republic towards accelerating the process of
decentralisation as Article 5 (1) says the establishment has
as mission ensuring the professional trainingofpersonnel in
domains specific to local administration in conformity with
the general orientations defined by government.
This has been reiterated in the presidential decree No
2019/024 of 24 December, 2019 bill to institute the general
code of regional and local authorities. Section 3: (1) The
North-West and South-West Regions shall have a special
status based on their language specificity and historical
heritage. According to Chapter III, Section 161a of the said
decree, the following powers shall be devolved to councils:
Setting up, managing, equipping, tending and
maintaining council nurseryandprimaryschoolsaswell
as preschool establishments, in keeping with the school
map;
Recruiting and managing the teaching and support staff
of the said schools;
Acquisition of school supplies and equipment;
Participating in the management and administration of
state and regional secondary and high schools through
dialogue and consultation platforms
The greatest investment a nation can make is believed to be
the one committed to the training of its citizens. This is why
investment in human capital is key to the development of
every nation (Mbua, 2003). Many countries have reformed
their educational systems, due to the repeated failure of
centralized structures to inspire the school personnel and
foster the pre-requisite attitudes, opinions and behaviours
that are necessary for generating improvements in school
outcomes. The Cameroon government exemplified a
democratic attitude when it summoned in1995theNational
Education Forum which was a consultative body aimed at
making proposals for the formulation of a new educational
policy for Cameroon. According to Mbua (2002), one of the
rationale or objective for the holding of the national forum
on education was the lack of a proper education policy. The
current orientation of the national educational policy
includes;
The consecration of education by the National
Constitution as a major mission of the State. This
assertion comes fromthepreambleoftheconstitutionof
16th January 1996 states that:
• The state guarantees the education of the child
• Primary education is compulsory
• The organization and control of education at every
level is the responsibility of the state
The recognition of education as national priority. Law
No 98/004 of April 1998 on the orientationofeducation
in Cameroon and Law No. 2001/005 of April 2001 on
the orientation of higher education both contain explicit
purviews on this in their article 2 and 3 respectively.
According to the Sector Wide Approach (2006) for
Education, the laws of 1998 and 2001 thus assigns new
orientation to the Cameroon educational system with
mission to train citizens who are deeply rooted in their
culture, but open to the world and respect the general
interest and of the common goal;
The promotion of science, culture and social progress;
The solidification of the sense of ethnics and of national
consciousness;
The promotion of democracy and of the development of
democratic spirit
The development of creativity, of a sense of initiative
and of an enterprising spirit,
The training and improvement of managerial staff;
The promotion of bilingualism and the mastering of
indigenous language;
The search for excellence in every field of knowledge;
The physical, sporting, artistic and cultural training of
the child,
The promotion of hygiene and health education
The education on the family.
Basic education represents an indispensable domain in the
promotion of children’s rights and welfare and the
development of a nation. Education is a basic human right
that builds the capacity of individuals (UNESCO, 2005).
According to laws of 1998 and 2001 assigning new
orientations to the Cameroonian educational system,
education is to train citizens who are rooted in culture, but
open to the world.
According to the Sector Wide Approach Document (2006)
the primary school is the major system of training which
ensures the child’s fundamental education and thatthestate
assigns it the objective of providing a solid base for the
continuous training and development of the Cameroonian
child. The other levels of education and training build on the
primary level. For this reason its vocation is to inculcate in
the child the essential learning tools (reading, writing, oral
expression, counting, problem solving) and the basic
educational contents (knowledge, aptitudes, values,
attitudes) which the young Cameroonian needs to be able to
solve the immediate problem of survival and of leaning all
through his life.
Cameroon is a bilingual country with two sub systems of
education i.e. the Anglophone Sub System (whichdominates
in the two English speaking regions) and the Francophone
Sub System (dominating the French speaking regions).Each
of these systems has its own uniqueness and specificity
when it comes to method of evaluation and certification.For
instance in the Anglophone Sub system, a primary school
pupil completes with a FSLC while in the Francophone, they
obtain a BEPC.
At first, Cameroon had only one Ministry of Education but
thanks to the decentralization policy that segmented it into
three namely Ministry of Basic Education (MINEDUB)which
is concerned with Nursery and Primary Education, Ministry
of Secondary Education (MINESEC) which deals with
Grammar, Technical and Commercial studies), and the
Ministry of Higher Education (MINESUP). Education in
Cameroon is generally oriented by the State through these
ministries who supervises the curriculum and pedagogic
activities in all the schools under them.
Cameroon is divided into ten administrative areas called
Regions. These Regions are in turn divided into52Divisions,
which are further divided into Sub-Divisions. There are 374
local government councils, consisting of 360 Municipal
Councils and 14 City Councils.Constitutional amendmentsin
2008 made provision for an intermediary regional level of
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local government, but implementation isstill a process.With
respect to decentralization, Basic education is headed by
Regional Delegates at the Regional level who in turn
supervises the Divisional Delegates monitoring the
Inspectors of Basic Education.
However the Inspectors of Basic Education work with the
Mayors to ensure the smooth running of schools in the
municipality. Specifically, Inspectorsoverseetheactivities of
Head teachers of various primary schoolsintheSubDivision
who are answerable or report to them. It should be noted
that Cameroon has both public and private schools at all
levels. Public schools are set up, financed and managed by
the State while for private schools, responsibilities lie in the
hands of the proprietors while government exercising
pedagogic control though it sometimes offer financial
assistance called subventions.
According to Fonkeng (2010) Cameroon's educational
system has always been centrally managed with little
decentralization especially the devolution of power and
responsibility to the various levels or different interested
parties. However, as part of Cameroon’s decentralization
strategy, responsibilities of education management
especially at the level of Basic Education (including
coordination of pedagogic activities and administrative
personnel management) has largely been transferred to
Regional, Divisional and Sub Divisional levelswithMunicipal
Councils having a major role (Republic of Cameroon, 2012).
Cameroon’s decentralization policy in the context of
educational reforms entails the adoption of universal legal
framework which aims at universalizing free primary
education such as that from the1990 Jomtien Conference on
Education for All (EFA) by 2015 and the Dakar 2002 Action
Framework. Decree No. 2005/140 states that education
should be provided for free to pupils, the goal is to provide
education to the underprivileged to enable them read and
write so as to reduce illiteracy and to bring education to the
people (MINEDUB, 2017).
The Dakar Framework for Action invited member states to
draw up a National Plan of Action by the end of 2002 with a
view to achieving the goals of EFA which include improving
all aspects of quality education and ensuringexcellenceofall
so that recognized and measurable learning outcomes are
achieved especially in literacy, numeracy and essential life
skills. The main goal of the Ministry of Basic Education
(MINEDUB) is to shoulder the responsibility of elaborating
and implementation of government policy in the Basic
education sector. Specific duties of the ministry include the
following:
In charge of the organization of functioning of all
nursery and primary schools
In charge of conceiving, determining, and control of
teaching and its action plan.
To elaborate, plan and follow up the implementation of
the school map.
In charge of conceiving and publishing ideas rules and
evaluation procedures for learners in the basic
education sector.
In charge of training personnel.
In charge of research on the most appropriate methods
of teaching in the Basic education.
Fight against illiteracy of the young generation.
In charge of dispensing civic/intellectual training of
children of schools going age.
It should be noted that these duties or responsibility of
MINEDUB are deeply inspired by the Jomtien and Dakar
Education conferences given the fact that Cameroon was a
participant. The pursued to meet the above goals is a major
path to achieving quality school outcomes especially in the
education sector.
The government of Cameroon has taken considerable
measures to elaborate policies, which facilitate the
implementation of the recommendationsinfavourof quality
school outcome for all. Decree No. 2010/0247/PM of 26th
February, 2010 lays down conditions for the exercise of
some powers transferred by the State to Municipal Councils
relating to Basic Education in the decentralization process.
The Municipal Councils under the umbrella association of
the United Councils and Cities of Cameroon (UCCC) are the
major institutions responsible for the implementationofthe
decentralization policy. Some of these responsibilities
include;
Building of school infrastructure particularly,
classrooms, administrative blocks, lodgings,
playgrounds and latrines, as well as wellsandboreholes
attached thereto, accomplishing of school gardens and
canteens, equipping of school infrastructure with the
necessary furniture and materials, maintenance of all
school equipment, taking all necessary measures to
ensure hygiene and sanitation within and around these
schools and establishments.
Acquiring materials and school supplies, recruiting and
taking charge of support personnel (auxiliary staff, PTA
teachers) of the schools.
The determination of conditions for the creation,
opening, functioning and control of public and private
establishments; the drawing up and updating of the
school map, etc.
Florestal and Cooper (1997) observed that for every major
decentralized education throughout the world it has to
involve some legislative changes to the law. In the case of
Cameroon, decentralization constitutes a legal, institutional
and financial means through which regional and local
authorities operate to foster development with the active
involvement of the population. Assessing the legal
framework and its stakeholders shows that the
decentralization laws passedin2004inCameroonhavelocal
development and governance as their main thrust. Some of
these regulatory measures summarily includethefollowing:
Decree No.2008/013 of January 17, 2008 on the
organization of the national council of decentralization
which is in charge of the monitoring and assessment of
the implementation of decentralization.
Decree No. 2009/248 of August 05, 2009 laying down
the assessment procedure and the distribution of the
general endowment of decentralization. This will give
way to the implementation of the first generation of
transfer of competences and resources through the
2010 finance bill and will devote the distribution in
General operating endowment and general investment
allocation.
The Presidential Decree No. 2002/004 of 14th January, 2002
on organization of the Ministry of National Education in
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Cameroon seeks to dismantle certain structures in the
central services (General Education Inspectorates) and to
give a more specialized focus to pedagogical monitoring in
the various levels of education. Article 78 and 79 of Law No.
2004/17 of 22 July, 2004 to guide decentralizationcreateda
National Decentralization Board (NDB) and a Local Services
Inter-ministerial Council (LSIC) known as monitoring tools
by the same law. The role of the structure is to monitor and
evaluate the implementation of decentralization.ThisBoard
is expected to submit to the President of the Republic an
annual report on the state of decentralization and the
functioning of local services and also to state an opinion and
recommendations on the yearly programme to transfer
powers and resources and conditions for transfer.
These laws provide opportunities for Regions, Divisions and
Councils to develop their growth strategies while
considering the available potentials and constrain or
challenges. However the central government still takes
measures to safeguard the nation’s integrity and values
through its supervision of all other sectors of the economy.
The Cameroon government has lot it on Municipal Councils
to exercise these powers without prejudice to the following
responsibilities and prerogatives;
the definition and implementation of the national policy
relating to preschool and Primary education,
the definition of global objectives and guidelines as well
as national education and training programmes,
control of building and equipment standards of public
and private education.
The transformation of youths is certainly the main purpose
of education. Most proposals for decentralization seek to
improve on the quality of outcomes or benefits produced by
education. Theimplementationofthedecentralizationpolicy
makes young people better able to compete in a globalized
world. However, according to the GESP (2010), quality
outcomes come from the maximization of efforts by all
stakeholders and good coordination of the actions of all the
structures to promote at all levels a school of excellence.
An educational system can be judged dynamic and performs
well only if the necessary and available humanresourcesare
managed in a rational andtransparentmanner.This canonly
be met with the existence of a worthwhile information
system, the decentralization of the management of
education, the allocation of responsibilities and the
instrumentation of different hierarchical levels, as well as
the obligation of results from personnel in charge of piloting
the system.
Decentralization challenges are enormous due to the fact
that there are no clear cuts as to the functions of the Head
Teachers, Mayors, Inspectors and Delegates of Basic
education. Under the supervision of the Director of Human
Resource (MINEDUB), trained teachers from recognized
public or private institution are recruited and send to public
primary schools. Often timeteacherssentmightnotmeet the
ever increasing population of pupil inprimaryschoolshence
overloading the few government trained staff. According to
Decree No. 2010/0247/PMof26February,2010tolaydown
conditions for the exercise of some powers transferred by
the State to Councils relating to Basic Education, it is
therefore the responsibility of Councils who are expected to
be well versed with the deficiency of staff in schools in their
municipalities, through the help of the Head teachers and
Inspectors to recruit teachers on contract terms.
According to Cameroon Sector Wide ApproachDocument,at
every level, the Cameroon educational system is suffering
from the shortage of qualified teachers. Statistics indicate
that most of the teachers recruited by Councils to fill up the
shortages in primary schools are those who either have just
graduated from teacher training institutionsandare waiting
on government to launch recruitmentorthosewhowere not
selected or integrated into the public system due to age
limits or mere bias.
There are three categories of teachers: civil servants, part
time teachers and parent teachers. If the first two categories
have undergone adequate training, the last category is
mostly recruited amongst holders of secondary school
certificates (BEPC, BAC, A/L, O/L) who have no pedagogic
training. This task of recruiting becomes challenging to
Councils in moments when resources (financial resources)
are not sufficient to meet the needs of the public schools in
that municipalities. This alone might cause Councilstostand
the risk of employing unqualified teachers.
The 1961 Addis-Ababa Conference on education in Africa
stated that teaching in good conditions must bea productive
investment which contributes to economic growth (Draft
Document of the Sector Wide Approach, 2006). It is the
responsibility of the community to provide land and
construct classrooms for their children though the
government might provide some financial or material
assistance through the Councils. Good school sites and
learning environments (classrooms, latrines, playing
grounds, etc.) are all rubrics to qualityschool outcomes.This
is the responsibility of the Service for Material Construction
and Equipment (MINEDUB)headed bya ChiefofService who
follow-up construction projects and school equipment,
repairs of materials, buildings as well as respect the period
guaranteed for project completion.
It should be noted that the economic crisis in the 80s post
serious consequences such as unemployment and lack of
access to basic social needs (education, health, food, social
security, etc.). This gave a hard blow to both social and
economic demand of education. The value of formal
education started diminishing in the eyesofthepublic,given
that education no longer had same virtue as was the case
before the adjustment. There was also the rejection of
economic demand, because not only did the products fall
short of corresponding to needs, but their qualities were not
also those needed. This situation questions the present
education system which can no longer satisfy its main
consumers: the family and the enterprise. Thereisthusneed
to shape schools to the consumers taste: men who find
fulfillment through access to knowledge and enterprise that
are developed with a man-power trained to their taste.
National, Regional and Municipal power-sharing
arrangements are more effective when the terms of transfer
are negotiated, rather than imposed. For effective and
efficient organization and management, an educational
system must simultaneously support some centralized and
some decentralized decision making, depending on the type
of decisions and actions involved (Hanson, 1997). The legal
framework relating to decentralization is overlapping,
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@ IJTSRD | Unique Paper ID – IJTSRD30620 | Volume – 4 | Issue – 3 | March-April 2020 Page 778
cumbersome and contradictory, and in many respects open
to different interpretations. The main difficulty is that
decentralized functions are ill-defined and not distinct from
“deconcentrated” operations of the central government.The
tension between subsidiarity and concurrent competencies
is one such example. There are also some provisions,suchas
the bailout clause for local governments that are extremely
damaging in terms of the effects on local government
behavior and incentives.
While a decentralization process may take several years to
implement fully, it is common for some functions to be
decentralized, while others might be retained by the center
and administered by officials responsible to the center-
under a deconcentrated arrangement. Thus, primary
education may be decentralized, while higher education
remains deconcentrated or under direct provision by the
center. The whole thrust of a decentralization program is
that local preferences may be better represented, and the
local officials are held responsible for the outcomes. With
deconcentration, it is harder although not impossible for
local preferences to be accommodated, and the spending
may reflect the choices of a central planner, and
accountability is effectively transferred to the central
government.
The above situation in the decentralizationprocessrevealsa
vice of articulate self-interests evident in the perceptions of
Teno (2011) Mayor of Batibo Council in Momo Division,
North West Region, “Government is Deconcentrating, not
Decentralizing.” while the Government Delegate for the
Limbe City Council, Andrew Motanga Monjimba (2011),
“Government is Decentralizing Slowly But Surely”, painting a
different picture of the decentralization process in
Cameroon. This situation clearly depicts the perception of
some key officials of the decentralization process in the
Anglophone Cameroon.
According to Section 2(2) of law No 2004/17 of July 2004 on
the Orientation of Decentralization it should be noted that
“decentralization shall constitute the basic driving force for
the promotion of development, democracy and good
governance at the local level”. The triggering forces in the
buildup of this policy process reveals that itwas inmostpart
externally driven coupled with internal civil unrest rather
than from the genuine and functional will of a one-time
longstanding and unapologetic one party state seeking to
positively redefine the social contract between the state,the
governed and the private sector (Tani, Abangma & Bruno,
2012).
The problematic of decentralization and education in
Cameroon
Governance and decentralization is deeply rooted in the
political economy argument that decentralization leads to
better service delivery (Aslam & Yilmaz, 2011). A search in
literature could not reveal studies carried out in Cameroon
with respect to the resource disposition and challenges
facing the implementation of the decentralization policy in
the Ministry of Basic Education. This has become a
motivation to this paper to inspire calls for empirical
investigations so as to increase knowledge, offer solutions
and recommendations to enhance decentralization in
Education especially at the level of basic education that will
eventually help in achievingeducational goalsandobjectives
for Cameroon.
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Policy Documents in Cameroon
[1] Law N° 2001/055 of 16 April, 2001 on the Orientation
of Higher Education
[2] Presidential Decree No. 2002/004 of 14 January 2002
on Organisation of the Ministry of National Education
[3] Law N° 2004/017 of July 22, 2004 ontheOrientationof
Decentralization;
[4] Law N° 2004/018 of July 22, 2004 laying down rules
applicable to Councils.
[5] Law N° 2004/019 of July 22, 2004 laying down rules
applicable to Regions.
[6] Law N° 74/23 of 5 December 1974OrganizingCouncils
[7] Law No 2006/004 of July 14, 2006 to lay down
conditions governing the election of Regional
Councilors.
[8] Order 20/B1/1464/MINEF/MINEDUC/CAB/of13;Art
2 of the Order indicates that primary education is free.
Art 11(3) of this law emphasizes that primary
education is free.
[9] Decree No. 2010/0247/PM of 26 February, 2010 Law
on Decentralization to Councils