Designing education policy for Sub-Saharan African Countries : a comparative analysis of global systems, with focus on Southern Cameroons / Elizabeth Bifuh-Ambe.

Format:

Book

Author/Creator:

Bifuh-Ambe, Elizabeth, author.

Language:

English

Subjects (All):

Education and state.

Genre:

Electronic books.

Physical Description:

1 online resource (298 pages)

Edition:

First edition.

Place of Publication:

Denver, CO : Spears Books, [2024]

Summary:

Designing Education Policy for Sub-Saharan African Countries is the culmination of five years of extensive research and analysis of global educational systems as they compare with the challenges and opportunities in Sub-Saharan Africa, with a lens on Southern Cameroons.

Contents:

Front cover

Title page

Copyright page

Table of contents

List of Figures

List of Tables

Foreword

Preface

Acknowledgments

Abbreviations

Part I: Education in Sub-Saharan Africa

1 The Case of Cameroon

Historical Perspectives

The Unique Case of Cameroon

Postcolonial Tensions

Lack of Goodwill of Administrative Officials

2 Defining Education Policy

Problems with the Design and Implementation of Education Policy

Approaches to Policy Design and Implementation

Top-Down or Managerial Approach

Weaknesses of Top-Down Approach

Bottom-Up or Phenomenological Approach

The Combined Approach

Conclusion

3 Teacher Selection, Education, Development and Deployment

The Problem of Teacher Shortages

Education Challenges in Sub-Saharan Africa

Problems with Southern Cameroons Teacher Education: A Historical Diagnostic

Lack of Adequate Teacher Training Colleges

Low Admission Standards into Teacher Training Colleges

Short Duration of Training

Elimination and Lack of Emphasis on Key Subjects on the Curriculum

Teacher Deployment

Issues with Gender Deployment

Overstaffed Administration

Abuse of Parent Teacher Association (PTA)

4 Designing Policy for Teacher Education

The Case of the Teaching Profession in Southern Cameroons

Lessons from Singapore

Problems with Teacher Recruitment and Training in Sub-Saharan Africa

Lessons for SSA from Singapore on Teacher Recruitment and Deployment

Policy Guidelines for Southern Cameroons

Adequate Supply and Effective Deployment

Standards and Benchmarks for Performance

Career Management and Monitoring

Financing

5 Early Childhood Development and Education

Lessons from the United States of America

Massachusetts Guidelines for Supportive Early Childhood Environments

The Learning Environment.

The Social Environment

The Physical Environment

The Temporal Environment

Play

Family Engagements

Building Cultural Competencies

The State of Early Childhood Education in Sub-Saharan Africa

The Case of Southern Cameroons: Problem Diagnoses

Policy Guidelines for Early Childhood Education

6 Basic Education Also Known as Elementary or Primary Education in the Lower Grades

The State of Primary Education in Sub-Saharan Africa

Sociopolitical Context of Southern Cameroons Primary Education

Problems with Southern Cameroons Basic Education System: A Diagnosis

Persistent Policy Snags

A Badly Conceived No-Repetition Policy

War and Civil Unrests

Lessons from Finland

The Finnish School Basic Education Curriculum

Assessment of Learning

Designing Basic Education Policy for Sub-Saharan Africa

7 Secondary Education

The State of Secondary Education in Sub-Saharan Africa: General and Technical

Teacher Shortage

Inadequate Resources for Expansion

Family Networks and Household Composition

Lack of quality and relevance of the curriculum

Inequitable Distribution of Secondary School Opportunities across Different Communities

The Need for Science, Technology, Engineering and Mathematics (STEM) Subjects

Lessons from Some International Education Systems

Characteristics of Systems that Work

Policy Implications for Secondary Education in Sub-Saharan Africa

The Case of Cameroon: French Cameroun versus British Southern Cameroons Systems

Challenges in both Systems

Policy Implications for Southern Cameroons

8 Conceptualizations of Curriculum for Policy Design

Definition of Curriculum

The Dynamic Nature of Curriculum

Determinants and Interpretations of Curriculum

Educational Philosophies that Influence Curriculum Development

Perennialism

Essentialism.

Rationalism /Social Scientificism

Liberalism/Progressivism

Reconstructionism

Criticalism/Transformativism

Accountability Perspectivism

African Philosophies of Education

Prescriptive and Descriptive Perspectives of Curriculum

Prescriptive Perspective Definitions of Curriculum, by Date, Author and Definition

1902: John Dewey

1918: Franklin Bobbitt

1927: Harold O. Rugg

1935: Hollis Caswell

1957: Ralph Tyler

1967: Robert Gagne

1970: James Popham &amp

Eva Baker

1997: J. L. McBrien &amp

R. Brandt

2010: Indiana Department of Education

Descriptive Perspective Definitions of Curriculum, by Date, Author and Definition

1935: Hollis Caswell &amp

Doak Campbell

1941: Thomas Hopkins

1960: W. B. Ragan

1987: Glen Hass

1995: Daniel Tanner &amp

Laurel Tanner

2006: D. F. Brown

2009: E. Silva

Part II Blueprint of Southern Cameroons National Education Policy

9 Mission and Vision of the Consultative Body for Policy Development

SCEB Vision

SCEB Mission

SCEB Core Educational Beliefs

SCEB Strategic Goals and Objectives

SCEB Broad Policy Statements and Implementation Strategies

Access to Education

SCEB Objectives

Quality and Relevance in Education

10 Special Education

Policy Framework

Strategies

General Guidelines

11 Health and Nutrition

Importance of Health and Nutrition Education

Goals

Importance of School Health and Feeding Programs

The State of Health and Nutrition Education in Cameroon and Southern Cameroons

Guidelines

12 Character Education

Norms and Standards for Teachers, Learners, and Parents

Why We Need Character Education

Policy Goals

13 Focus on Gender and Culture

Eliminating Gender Disparities and Ensuring Gender Equality in Educational Opportunities, with Special Focus on the Girl Child.

14 Education Planning and Management

General Objectives

15 School Admission

Admission Process

Determining Admission/Enrollment in Schools

Required Published Admission Number (rPAN)

Oversubscription Criteria

Siblings at the School

Distance from School

Catchment Areas

Feeder Schools

Social and Medical Needs

Selection by Ability or Aptitude

Attendance Policy

Education levels

Language Policy in Public Schools

Grammar Schools

Pre-existing or Partially Selective Schools

Selection by Aptitude

Banding

Where the School is Oversubscribed

Test for Selection

Random Allocation

Faith-Based Oversubscription Criteria in Schools with Religious Character

Children of Staff at the School

Children Eligible for Pupil Premium or Service Premium (For example, Grants)

Maintained Boarding Schools

Consultation

Determination

Composite Prospectuses

Applications and Offers

Allocating Places

Withdrawing an offer or a Place

Waiting List

Infant Class Size

Admission of Children Below Compulsory School Age and Deferred Entry to School

Admission of Children out of their Normal Age Group

Children of Southern Cameroons' Service Personnel

Children from Overseas

Coordination

Offering a Place

Right to Appeal

School Closure

Suspension and Expulsion from Public Schools

Fairness in Resolving Issues

The School Adjudicator

Variations

Children with Challenging Behavior and Those Who Have Been Excluded Twice

16 Norms and Standards for Educators

Scope and Purpose

Competencies Required for Teachers

Teaching Methodology

Specific Objectives

Monitoring and Evaluation

17 Norms and Standards for Learners

Definition of a School

Definition of a Public School

Definition of a Private or Parochial School.

Expected Behavior and Attitude

Bullying and Harassment

Drugs and Alcohol

Smoke-Free Environment

Information Technology (IT) Responsible User

Health and Safety

Safeguarding Children and Vulnerable Adults

Attitude

18 Assessment and Other Procedures

Examination

Plagiarism

Textbooks and Stationaries

Coursework and Certificates

Electronic Devices

Money and Valuables

Lost Property

Identification Cards

The Local Community

Leaving School

19 Disciplinary Structure and other Expectations

Stages of Disciplinary Measures

First Stage

Second Stage

Third Stage

Final Stage

Student, Parent/Caregiver, and Institution Contract

What the School Expects from Students

What Students Can Expect from Their Educational Institution

What Parents/Guardians or Caregivers Can Expect from an Institution

Responsibility of Parents and Guardians

20 Instructional Time

Guidelines to Setting School Hours

Number of Days for Schools to be Opened Each Year

Determination of the Length of a School Day

Procedures for Changing the Pattern of the School Day

Provisions for Changing School Session Times

Regulation 1

Regulation 2

Minimum Weekly Teaching Times

Implications for Teachers

21 Education Financing, Resource Mobilization, School Infrastructure and Investment

School Infrastructure and Investment

Levels of Schooling Supported by the Policy

Infrastructure Imperatives

Education Stakeholders

Components of the Education Infrastructure

Learning Infrastructure

Teaching Infrastructure

Administration Infrastructure

Security and Safety Infrastructure

Social Infrastructure

Investing in Infrastructure

Budgeting

Funding

Funding Models

National

Maintenance

22 Monitoring and Evaluation

Policy Strategy

Appendix.

Southern Cameroons Colonial Timeline.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

9781957296401

1957296402

OCLC:

1484517493