The Yaounde talks on comparative education Thursday 16th Dec 2010
The meeting started with a word of welcome from the president of Africe (Dr. Dze Ngwa Willibroad). This was followed closely by a word of welcome by the Director of the National Centre for Education of the Ministry of Scientific Research and Innovation-Cameroon (Dr TAMAJONG Elizabeth).
The real talks started immediately with the presentation of the keynote speeches which were centred on comparative Education. The first key note speech was presented by Prof. Verkijika G. Fanso of the University of Yaounde I.
This paper retraced the history of Comparative Education and also emphasized on the need for a Comparative Education society for Cameroon in particular and for Africa in general. He equally stressed on the great necessity for a Pan-African Society for Comparative Education especially in this era in which communication has brought communities closer to each other. As he said through comparative Education we are given greater opportunities to know our culture and other cultures in this globalising age.
The second keynote speech which was on Comparative Education and AFRICE was delivered by Professor Giovanni Pampaninni. In this paper, the speaker highlighted the importance of Comparative Education and the therefore the need for the creation of an African Society for Comparative Education. In this perspective he stressed on the fact that this for this initiative to work we need to adopt the philosophy of sharing.
As he said, the need for a comparative education society for Africa is very pertinent especially at the moment when most African countries are celebrating their fifty years of independence. Comparative Education Professor Pampaninni stressed was an idea developed for the betterment and democratisation of Education in Africa. If this idea bears fruit in Africa, then it will have an impact in the whole world.
The world council of comparative Education which is the mother society at the world level was created in 1970 in Canada. In America it was known as Comparative International Education Society (CIES). At the moment, there are about 58 comparative Education societies in the world. The creation of AFRICE is a welcome venture all interested African scholars/researchers. The world congress of comparative education holds every three years under a general theme proposed by the host country.
As Professor Giovanni pointed out, there are six (6) standing committees in the world societies for education. After very fruitful exchanges with Dr. Dze-Ngwa Willibroad and interested colleagues, it is clear now that the creation of AFRICE will qualify them to apply to become a member of the world council of comparative education. The world council of comparative education will be held in India in 2016 and Africa may be chosen to host the congress in 2019. The session for the key note speeches ended with a coffee break.
After the coffee break, a series of papers (08) were presented by Cameroon scholars and researchers in the following order:
Historical comparison of education in Koranic schools and modern public schools in the North of Cameroon by Prof. Albert Pascal Temgoua
In this paper, the presenter revisited the historical period and education in North Cameroon by bringing out the differences that exist between learning in the Koranic schools and in modern schools. As he pointed out, teachers for these Arabic schools in North Cameroon are not trained as those in modern schools. There is no age limit for the admission of learners as well.
Institution Management and ICT Integration in the Universities of Winneba (Ghana) and Kyambogo, Uganda: A comparative Analysis by Judith Sama
From her findings, both University Institutions have developed strategies for the ICT access and also present similarities as far as the usage of ICTs is concerned.
Higher Teacher Training Colleges and ICTs in Africa:Usage, Challenges and Impacts on Teacher Training by Mrs Ndangle Claire
She got data for her paper from the PANAF observatory found on www.observatory.org or www.observatoire.org. She made a comparative analysis of access to ICTs by learners and teachers from higher teacher training colleges.
Comparative study of two teaching dispositive in the Cameroon education system by Mrs Apisay Eveline
Children living with disabilities and Education in Cameroon: A comparative Analysis by Dr. Tohnain Nobert
Here the presenter made an analysis of the process of education for children living with disabilities in Cameroon in terms of pedagogy, infrastructure and curricula.
Towards E-learning in Cameroon Universities by Dr. Veyu Ernest, University of Yaounde I
In the University of Yaounde I, there is a need to come out with an alternative approach because of the growing number of students and teachers needing E-learning devices. The need of E-learning is very crucial because students ask lecturers to provide notes by Email. In some departments students have created websites and are so much involved in Internet centres to carry out research.
Comparing Academic and Policy Research in Cameroon by Dr. Dze Ngwa
There is keen antagonism between academic and policy researchers. For Cameroon and fifty years after independence and after the world conference for all in Thailand in 1995, there has been a silent cold war between academic researchers and policy researchers. This situation needs to be addressed by bringing back the Ministry of Higher Education and that of scientific research together.
Comparative Education and leadership styles by Dr. Tamajong Elizabeth
In some societies it is believed that women are more democratic while men are more autocratic. As time is going on women are becoming more autocratic, directive and participative. She noted that before now women were absent in certain positions in government services and even in some private companies. She looked at it also from the regional perspective. In Cameroon for instance, women are increasingly attending the University as before.
After the presentation Prof. Giovanni gave a closing remark. He said that the new societal Africa can play a pivotal role in the betterment of education. In research for secondary and university studies, it can play a greater role as a PANAFRICAN initiative. it could be useful for Cameroonians in particular and Africa in general.
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