Re: [cameroon_politics] COLONIZATION: All Heads of Departments (HODs ) of the University of Buea (UB) and Bamenda (UBa) said NO to harmonization. The Minister of Higher Education

The "Cameroon Union Nationalists" are not saying anything here.
Really, what Fame Ndongo is doing falls within their agenda

Concolonialists; all of them- nor matter those sporadic sweet talks

Agien Nyangkwe

On 6/4/16, 'Pa Fru Ndeh' via ambasbay <ambasbay@googlegroups.com> wrote:
> Ntemfac Ofege,
> This is you at your BEST.  THANK YOU. Blessed Be Cameroon
> Pa Fru Ndeh
>
> From: 'Ofege Ntemfac' via ambasbay <ambasbay@googlegroups.com>
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> Sent: Saturday, June 4, 2016 8:43 AM
> Subject: Re: [cameroon_politics] COLONIZATION: All Heads of Departments
> (HODs ) of the University of Buea (UB) and Bamenda (UBa) said NO to
> harmonization. The Minister of Higher Education
>
> Factfile: FROM THE DESK OF TAC"S SEC GEN
> EDUCATION IN ANGLOPHONE CAMEROON: DIACHRONIC AND SYNCHRONIC
> PERSPECTIVESIntroductionOne academic year,2014, just gave way to another,
> 2015 in the realm of education in Cameroon. The2014/2015 Academic Year had
> its fair share of the general systemic problemsthat inform academic years in
> the country, as well as its own specificproblems, like the end of course
> examination stampede that cast a slur on theorganisation of the 2015 GCE
> examinations and left in its wake untold damagingpsychological effects.
> Also, every July, with its recall of the Foumban ConstitutionalConference
> that brought together delegations from Southern Cameroon and La Republique
> du Cameroon from16/07/1961 to 21/07/1961, compels patriots to pause and
> ponder over the terraintraversed since that historic event. Therefore,
> attempt will be made hereinrandom style to examine what today passes for the
> Anglophone educational heritage,vis-à-vis what used to obtain, and a comment
> will be thrown here and thereabout expectations. DiachronicvistasThe
> oft-styledAnglo-Saxon culture in the Cameroonian context refers to the
> residual legacy afterthe British mandate ended in West Cameroon in 1961. In
> the wake of the Reunification,the two bi-cultural states of the federation
> were allowed to oversee theirprimary education while the Central
> Government's Ministry of Education took chargeof post-primary education.
> Especially denominational teacher training collegeswere opened here and
> there all over West Cameroon – they were ten in number whengovernment
> decided to close them in 1975 – to train much needed personnel. Inan address
> entitled "Our Education Policy", given at the Headmasters' RefresherCourse
> in Kumba in 1963, found in the "West Cameroon' Teacher's Journal"(WCTJ),
> Volume 2, Number 2 of June 1963, the Vice President of the FederalRepublic
> of Cameroon and head of the KNDP Government, H.E. J N Foncha, calledfor
> discussions to be held in a "free andfrank atmosphere", his government's
> "methodof procedure ... in all its activities". He went on: "We don't only
> tell you, but we wish to hear from you. We believe byusing your long
> experience, we can make a better design of the future ofeducation to the
> satisfaction of us all". As far as West Cameroon's post-primaryconcerns
> went, the office of the Director of Education and Cultural Delegatefor West
> Cameroon was created and the appointee became the technical and
> administrativespokesperson for secondary-cum-technical affairs, while at the
> same timeoverseeing, on behalf of the Ministry of Education and Social
> Welfare, the appointmentof personnel to and the functioning of training and
> denominational institutions.The Government Trade Centre (GTC) Ombe, opened
> in 1952 thanks to colonialdevelopment funds for the development of technical
> education in Nigeria (WestCameroon being administered from Nigeria was thus
> scheduled to have a tradecentre), was fully operational and producing the
> cream of technicians that thebudding nation needed for survival. Some highly
> placedAnglophones have criticised the British for opening mere trade centres
> insteadof full-fledged institutions – simply because they wanted to train
> pettyadministrative functionaries. However, the June 1963 edition of the
> "WCTJ" hasan article by S.P. Fohtung titled "Government Trade Centre Ombe",
> about thebeginnings of the centre, about how it was functioning at the time
> he waswriting, about its future, about the wholesome, largely practical
> selectionmethods for aspirant and about courses and trades offered therein.
> After notingthat the centre was producing bricklayers, carpenters, joiners,
> cabinet makers,fitter machinists, painters and decorators, etc, and after
> listing the plethoraof trades being offered or being planned for the
> immediate future, the writerended with this hope, which I quote inextenso:
> "I can say with confidencethat Ombe has a future and looks forward to the
> day when its activities will besuch that its name will no longer be GTC, but
> ... School of Technical Studies.It is our hope to see as a reality the dream
> of a comprehensive institutionembracing a great variety of technical
> subjects ranging from domestic scienceto commercial techniques, and
> dedicated to furthering the development of ouryoung people and of our
> country". The teaching programmesin GTC Ombe, as per Fohtung's article
> (ibid), included basic courses inEnglish, French, Science, Mathematics and
> Technical Drawing taught throughouttraining, with History and Geography
> coming in as staff was available. Thetrades offered were divided into five
> major areas: electronics and electricity,automotive, building trades and
> wood technology, metal technology and manualarts.The transformation ofGTTC
> Kumba into CCAS unfortunately led to the closure of the Manual
> TrainingCentre attached to it, and the only logical direction of the shift
> because of thetraining and services offered had to be GTC Ombe, especially
> as need for themin schools was great. Thus Hon L.M. Ndamukong, Secretary of
> State for Educationand Social Welfare, in a keynote address to the
> headmasters in Kumba entitled"Education at the Crossroads", found in the
> same edition of the "WCTJ", talkedabout the West Cameroon Government having
> embarked "on a programme of establishing manual handicraft centres", and
> madea call that children with identified skills should be encouraged to
> seekadmission at the Ombe Trade Centre, and even failing to gain admission,
> "they should try to become apprenticed totrain as carpenters, bricklayers
> and mechanics ...", an indication thatthere was already in existence a
> vibrant professional sector.The few feeder schoolsfor CCAST Bambili and CCAS
> Kumba were denominational – especially St Joseph'sSasse and CPC Bali. The
> Federal Bilingual Grammar School (FBGS), which began atMan O' War Bay
> Victoria on the 23/09/1963 and would later become BGS Molyko,Buea, was
> another feeder school and many other secondary schools would soonfollow in
> tow. The official bilingualism, which the young Cameroonian nationhad
> adopted, was a growing reality in these schools, hampered only by lack
> ofpersonnel. In the October 1963edition of the same "WCTJ", A.D. Mengot, in
> an article titled "An Experiment inBilingualism" presented what bilingualism
> implied in the general Camerooniancontext and went on to present the model
> that would be practised in FBGS Man OWar Bay. The first intake, Mengot
> noted, would be 35 learners from WestCameroon and 35 from East Cameroon, to
> be immersed into a learning tub andtaught freely in both languages by tested
> bilingual teachers. At theirgraduation, he continued, they would be issued
> neither the Baccalaureat nor theGCE "but a certificate that would
> berecognised by universities of the English and French speaking countries
> ... Inother words, the BGS will be adapted to suit the needs of the
> CameroonRepublic". The reader today, with hindsight, will observe that
> Mengot ends onan apprehensive, even prophetic note – that the effort at
> bilingualism was "evidence of Cameroon's adventure into anuntried
> educational arena, but it is to be hoped that it would before longattract
> not only spectators but active participants. Nevertheless WestCameroon was
> moving slowly but surely towards some form of maturity in therealm of
> education. It was common knowledge that CCAST Bambili and CCAS Kumbahad been
> earmarked from their opening to become university colleges in themould of
> the famous University College in Ibadan. And private organisationslike SATA
> HELVETAS of Swiss origin, which started its Cameroon operations inKumba in
> 1961 and which had as its main objective to offer technical assistanceto
> developing countries was doing a lot to harness the local
> CommunityDevelopment departments in the North West and South West provinces.
> Thus pettycommercial and vocational concerns had sprouted here and there in
> AnglophoneCameroon.Therefore, education inWest Cameroon was holistic and
> wholesome. Vice President J N Foncha, in the openingaddress to the
> head-teachers assembled in Kumba cited above broached his
> government'sconcern for a futuristic type education and went on to talk
> about the educationof the whole man, about education for self-reliance,
> about education withemphasis on handicrafts and about the improvement of
> academic standards. In oneof his concluding strands, he cautioned teachers
> to stay exalted by stayingdevoted to their duty and to sow justice and
> fair-play in dealings withlearners in order to remain on the rostrum. Hear
> him: "If you resist favouritism, even those who seek it will respect
> you".Similarly, the keynoteaddress by the Secretary of State Ndamukong
> dwelled at length on generalconsiderations in framing educational policy,
> stressing in foremost positionthat education necessarily had to be tailored
> to suit the fabric "of our society and our economy". Hecautioned that our
> education should make learners citizens of the modern world,while at the
> same time transforming them into efficient operators within theCameroonian
> society – farmers, artisans, technicians of all sorts, etc. TheSecretary of
> State went on to emphasise that West Cameroon's education shouldserve God's
> purposes, should be geared at breeding bilinguals, and shouldexplore and lay
> bare opportunities for all, etc. Unfortunately, as time wenton, Anglophone
> Cameroon's educational legacy was devalued unimaginably. Thewrite-up now
> examines some major crises that Anglophone education has been facedwith
> since the Reunification. Perennialpolicy snagsIn 1962/1963, a federalattempt
> at restructuring and harmonising the two primary systems of
> educationflopped; the UNESCO team leading the talks failed to achieve
> consensus becauseits proposals were seen as biased. Subsequent attempts at
> harmonisation, and consequentlyat balancing the country's education equation
> – 1966, 1968, 1971, 1973, 1976,1983, 1988 and 1989 – were again informed by
> lack of political will and/or badfaith and so they flopped. Equally, the
> creation of the IPARs – Yaounde's in1967 and Buea's in 1974 – outfits
> ostensibly meant to carry out educationalresearch and curriculum development
> for the Basic sector did not serve anyuseful purpose because the only
> syllabuses they produced did not meet withconsensus and so were not
> approved. These effete outfits were finally scrappedin 1989, after having
> served only as a drain for public funds; their inabilityto operate and
> consequent death have kept the nation for long bereaved of bonafide
> curriculum development institutions.The rumblings ofdiscontent that teachers
> of English expression finally harnessed into demands foran examination board
> had their roots in all these earlier displays of badfaith. Worthy of mention
> is the 1983 stand-off between the government and theAnglophone students in
> the lone University of Yaounde, provoked by what thestudents saw as the
> pickling with and whittling away of Anglophone educationalprogrammes with
> insidious designs to transform Anglophone schools into hybridoutfits. The
> immediate act of provocation was the National Education Minister'sattempt to
> introduce group certificates for the GCE, which he described as "un examenà
> la carte" The students revolted and spontaneous, unanimous
> responsesresonated to Yaounde from the Anglophone provinces and nationwide,
> everyonerising to defend what they considered as sacrosanct.Come the 1991 –
> 1993sustained fight for an examination board, which was spear-headed by TAC
> and ano-nonsense Azong Wara, with a phalanx of teachers and parents in tow.
> Bamenda,Buea and Yaounde served at once as the thermometers that helped to
> gaugeAnglophone discontent and as battlegrounds where water-cannons
> lavishlyvolleyed water to soak, maim and even blind protesters, in vain hope
> ofbreaking the will of a people. Then suddenly, freakishly, the
> governmentcreated a Baccalaureat Board as a Christmas gift for persons who
> had neitherasked for an examination board nor knew what to do with one. The
> protestingteachers, parents and students reacted to this ultimate
> provocation by putting upbillboards in Buea enshrining the premises of the
> Anglophone GCE Board, whilealso endorsing TAC's call for a boycott of the
> 1993 GCE marking exercise; noteven the smuggling of scripts to Yaounde under
> cover of night, nor the thenminister's provocative statements about his own
> children studying in Europe couldcow them into submission. When government
> finallycapitulated, creating the real examination board (not the first fake
> one minustechnical education), markers stormed the different centres to
> retrieveunimaginably mutilated scripts from pirate markers who had been
> recruited onwhim. The right to organise technical examinations was ceded to
> the CameroonGCE Board (CGCEB) by day but before the new institution could
> organise itselfto put in place a viable Anglo-Saxon technical education
> blue-print that matchedCameroon's reality, the Anglophobic supervisory
> Ministry of National Educationhad used subterfuge to seize, take over and
> continue to organise technicalexaminations for Anglophone learners. Thus
> till today Anglophone technicaleducation learners continued to be subjected
> to Baccalaureat, CAP andProbatoire, relics of the French Colonial
> examination heritage; even the much-toutedCGCEB-organised GCE Technical
> examinations became mere window dressing tohoodwink observers into believing
> that something was being done for Anglophonetechnical education after all.
> Hopes to have Anglophone examiners adopt andadapt Anglo-Saxon programmes in
> vogue like the City and Guilds, the RSA, theLCCI and others were thus
> dashed. The CGCEB had nevertheless come intoexistence and would begin
> organising its own examinations in 1994.Apologists of thesystem have often
> said that Anglophones in Cameroon have never shown interestin technical
> education, reason why they do not feature strongly in thetechnical work
> sector. However, note should be taken that the Ombe Trade Centre, which had
> rather ended upproducing top-notch technicians with mettle far surpassing
> that of the bookish"polytechniciens" from La Metropole as could be evinced
> by thevibrant economic sector – CDC, Mundoni, PAMOL, West Cameroon Marketing
> Board(which became Produce Marketing Organisation in 1974 and Produce
> MarketingBoard later), POWERCAM, (whose supply of electricity was not as
> epileptic aswhat we have today), etc; in the proliferation of artisans,
> architects,secretarial workers and many other professionals of commercial,
> technical andindustrial hue; in the plethora of private companies and
> enterprises – UnionDevelopment Company Limited (Ltd), Kilo Brothers Ltd,
> Direct Suppliers CompanyLimited Kumba, Nangah Company Ltd, Primus
> Progressive Upholstery IndustryVictoria, Progressive Furniture Commercial
> Avenue Mankon, Nkweatta Metal andWelding Works Victoria, Tripartite Metal
> Construction Victoria – the list isendless. Equally note-worthy is the fact
> that the educational services of GTCOmbe were complimented by many other
> private technical schools – VOCAST Muyuka,Nacho Builders, FESS Technical
> College Muyuka, KTC Nkwen, etc, etc.When the federation wassuppressed and
> the central services in Yaounde took over full control, asystematic
> adulteration, even corrosion, of the programmes GTC become GTHS Ombebecame
> the order of the day. Thus the practical Anglo-Saxon legacy and spiritthat
> made Ombe tick were replaced in all existing technical schools byfrancophone
> programmes that were ill-conceived or badly translated in(to)English, and
> were unfortunately being taught by francophones whose language wasa
> potpourri of French, Pidgin and English. This explains why Anglophone
> parentsand learners lost all interest in their country's technical education
> programmethat was deliberately crafted as a parody or poor imitation! And
> even whengovernment decided to bring in French and Canadian technicians to
> build theeye-catching GTHS facilities and develop francophone technical
> education inCameroon, it failed either by commission or omission to equally
> invitetechnicians from the Anglo-Saxon world – Britain, USA, Canada, etc to
> develop aparallel Anglo-Saxon brand for the schools in the then North West
> and SouthWest provinces/regions! It is unjust that Anglophone technical
> education isfrancophone in structure, teaching and evaluation.Next issue –
> organisersof the National Forum of Education two years after the creation of
> the CGCEBhad, from all indications, learned from earlier botched campaigns
> and so eschewedthe scheming, supercilious, know-it-all style that had been
> the generalisedtrademark of other authorities. They sent out information and
> gave enough timefor a broad-based, bottom-top consultation with
> administrative and pedagogicstakeholders in all 56 divisions and 10
> provinces of the country, thuspreparing all social actors for the reforms
> that came. It could be therefore beunderstood that at last the irritable
> Anglophones easily accepted theoft-condemned reduction of the period for
> primary education from 7 to 6 years,in the hope that the suggestion they
> brought up in plenary – that the periodfor secondary education be
> correspondingly be evened at 5 years and 2 yearsrespectively for first and
> second cycles in both subsystems – would equally beimplemented. Note should
> be taken ofthe fact that Anglophones had been adamant about reducing the
> primary schoolingperiod to 6 years because they had earlier been cozened to
> reduce it from 8 to7 years. They had all along seen this as one sacrifice
> with weighty negativeimplications for their cherished educational heritage –
> like the expensive onethey had had to make after the Reunification, when
> their children had waitedfrom December 1961 till September 1962 to be able
> to fit into the Francophoneacademic year framework. Thus they didn't see why
> they should continue makingthese sacrifices, when their brothers in the
> union were clinging tenaciouslyand religiously to own residual legacy.The
> 1998 Law ofOrientation, which supposedly governs the business of education
> in Cameroon,was an offshoot of this forum. Hindsight now reveals that
> subterfuge againinformed the motivations of the organisers, else why does
> the Probatoire liveon long after the Law of Orientation had scrapped it? It
> is said that a certainWalter Nkomo Commission in 2006 prepared a text of
> application for the 1998 Lawof Orientation. Cameroonians are still waiting
> for the text to be signed sothat the Law of Orientation can go fully
> operational, so especially that theProbatoire can be scrapped for a genuine
> synchronisation of the period for secondaryschool education. The present day
> state of affairs will be briefly probed atthis juncture. SynchronicbitsThese
> will be examinedfrom the perspective of strengths and weaknesses inherent in
> the primary,secondary, tertiary and policy or decision-making
> sectors/levels; then attemptwill also be made to give some proposals. Since
> these are plethoric, they willbe presented at random, with little attempt to
> sort them out. StrengthsThe attempt atbilingual, even multilingual,
> education is laudable since this accessing ofknowledge through international
> languages is like placing students at "a window on the world". Equally,
> thecreation of many schools in all nooks and crannies of the country has
> theeffect of bringing education closer to the grass-roots. In the same vein,
> thelow cost of registration and tuition in especially the government
> schoolsleaves general education within the reach of all. Also, the existence
> of TeacherTraining and Higher Teacher Training Colleges (TTCs and HTTCs) of
> general andtechnical hue that train teachers (even if a limited number!) to
> teach in publicand private institutions is a plus. And the existence of
> pedagogic supervisionarms of the ministries and delegations that follow up
> trained and untrainedpersonnel teaching in the schools ostensibly gilds
> pedagogic animation.Finally, the secondary and technical brand of education
> offered in Cameroongoes some length to address the secondary general and
> technical aspirations ofstudents and needs of the nation, etc etc. We now
> turn to weaknesses. WeaknessesThe weaknesses arelegion, yet only some – the
> tip of the iceberg – can be broached. A good entrypoint is the overloaded
> syllabus for the basic sector, with kids who abound inour primary schools
> having to cope with as many as 19 or 20 compartmentaliseddisciplines and
> with spurious, hurriedly crafted textbooks getting in and outof the syllabus
> at short notice (filthy lucre in unimaginable chunks appears tobe all it
> takes to get textbooks on school programmes), to the discomfiture ofparents
> and learners. Equally putting off is the creation of schools everywhere,
> with unwillingness to put up necessarystructures to accommodate
> theseinstitutions; the total absence of infrastructure in many cases is as
> serious aproblem as the decrepit state of existing school infrastructure in
> the oldinstitutions. And the generalised poor management of resources and
> lack of a clear-cut policy on the financial management in educational setups
> comes to compound matters. On another score, thereis an alarming paucity of
> qualified teaching staff in all sectors and aparallel existence of
> unqualified, nonchalant teachers, occasioning mediocrityin many schools.
> Trainers and trainees who are not English-speaking are recruitedand admitted
> into supposed Anglo-Saxon universities and training schools andthe
> operational language becomes either only French or a sickening hotchpotch.It
> is common knowledge that Higher Education Minister arm-twists his
> fawningadministrators in the schools of education in the so-called
> Anglo-Saxonuniversities to translate entrance examinations into French for
> Francophoneaspirants, while the same favour is not granted Anglophone
> aspirants for theother state universities. Another weakness is thefact that
> many trainees are admitted into the teacher training colleges
> withoutEnglish, French or Maths, while little emphasis is placed on teaching
> practiceduring the training. This applies same for the half-baked graduates
> from theuniversities who gain admission into the Higher Teacher Training
> colleges, withlittle ability to express themselves in speech or writing. The
> fact thatgraduates from the HTTCs stay at times for more than six months
> before beingposted or that they spend years where they are called upon to
> serve the nationwithout a dime of salary is also putting-off and accounts in
> no small measurefor poor syllabus coverage on the one hand and nonchalance
> and dereliction ofduty on the other.The trivialising of thetraditional
> grammar focus on parsing and grammar analysis in Anglophoneclassrooms over
> the years has produced generations of mediocre products whoagain "bought"
> their way in and out of training schools, with the help ofhighly-placed
> godfathers. Garbage in, garbage out, the saying goes; so these wardsof the
> highly placed graduate from training colleges, displaying
> alarminginadequacies and epitomising mediocrity, which for example, accounts
> for thefact that children graduate from the primary school without mastering
> thealphabet, the sound system and the multiplication tables, or for the
> appallingresults seen in the untold failures in English, Mathematics and
> French in the2014 GCE. In English, 79,293 candidates of the 89, 821 who sat
> for theexamination scored 0-25 on 100 while in Mathematics, 80,323
> candidates out of86,724 fell within the same range!Also, the notioncaptured
> in French as "Sequence"which was adopted in 1995 to replace the
> trimestrialassessment system that obtained then, is a loose arrangement that
> only makes allowancefor time wasting, seen especially in the infamous
> "rasca-week' phenomenon in especially public schools that takes awayat least
> two weeks of each term before the holiday break, in the blockedperiods for
> tests and in the consequent inadequate syllabus coverage. In 1995,UNESCO
> suggested this "Sequence" approachbecause it had judged Cameroon's teaching
> time/period to be insufficient. Whenwe take all these wasted weeks and add
> the very long third term holiday, itdawns on us that Cameroon does not put a
> premium on the education of its youth.A look at say the South African school
> year might help us see the point beingmade.The South Africanschool year
> lasts four terms. Education authorities there think it is mostpropitious to
> use time maximally for classroom teaching (note that all holidaybreaks
> combined add up to only 2 months, 2 weeks at most). Thus classroomteaching
> is prioritized and teachers given ample time to cover the programmes.The
> school year there runs something like this: the first term from January
> toMarch, followed by a 2 weeks break; the second term runs from March to
> June,with another near 2 weeks break; the third term from June to September,
> withagain a near 2 weeks break and the final or fourth term runs from
> September toDecember, with the longest holiday break of about one month. How
> do 2 months 2weeks for all holidays compare with our four and a half months
> for just thirdterm? South Africa is just one out of many examples.The
> unbecoming cosmeticattachment to bilingual education is an important
> weakness, with parallelAnglophone and Francophone schools operating in same
> campuses in the name ofGovernment Bilingual Secondary/High Schools having no
> organised language orpedagogic interaction, unlike the Man O'War Bay
> experience of yore. There is also the unwillingnessto develop a viable
> Anglo-Saxon technical education system, which reeks ofsocial injustice, just
> like there is a similar unwillingness to decree a dependableset of statutes
> for teachers; this makes for lack of motivation, arbitrariness,mediocrity,
> corruption, influence-peddling and many other ills, the bane of
> oureducational system. Thus we find baby administrators just out from
> schoollording it over their teachers and parents; the justification
> supervisoryauthorities give is that appointments are discretional! This,
> from allindications, is a smokescreen disguising the unparalleled trading of
> posts thathas been and continues to be the vogue in our education Ministries
> during this lastdecade. Another obnoxious factor is the influence peddling,
> this time bypoliticians who use their clout to litter the landscape with
> schools withoutbother about field realities. These swaggering overlords get
> their kith and kinappointed into offices of responsibility in schools, many
> of who have nothingto show except the arrogance and spite they inherit from
> their godfathers. Itis really disheartening to learn that a secretary of
> state in a differentministry arm-twists another in education to appoint a
> haughty, fraudulentexam-fixing administrator in a training college – despite
> stiff resistance fromcompetent hierarchical supervisors – giving as excuse
> the fact that his handsare tied! This is the reality of injustice and
> influence peddling thatcontinues to breed mediocrity in the education sector
> in Cameroon, thus sowinggrapes of wrath for a bleak future.On a different
> score, the PTA is Anglo-Saxon in conception and wasconceived as a tripartite
> liaising parents, teachers (administrators) andstudents (at least their
> representatives) in a confab of convivial ilk, withdecisions adopted on
> consensus. Unfortunately, the supervisory ministries ofeducation have
> transformed them into public corporations, bringing inoverbearing SDOs as
> members. Another incongruity is the putting in place of ashameless
> inequitable distribution of personnel, which allows urban schools tohave a
> superabundance of apparently privileged teachers while the majorityrural
> schools make do with abject want. Yet another is the fact that even
> theHigher Teacher Training Colleges trivialise teaching practice and treat
> it as akind of "filling in of the blanks" exercise; thus trainees have been
> heardboasting to stakeholders of practising schools that even if they
> failed, theywould be given pass marks in their institutions. There is
> therefore no doubtwhy these training schools have done their spite to
> downplay the role of theexternal examiner – the Inspector who is the
> technical expert from the consumerministry. Finally, the inexistence of
> research and/or curriculum developmentfacilities means that there are no
> structures that can harness the examinationand discussion of
> education-related issues, and that only national forums mustbe summoned for
> any such discussion to take place! What proposalsSuffice it here torattle a
> few proposals. Authorities should formulate an educational policy thatwill
> enable country to meet challenges of the ultra-technological era. Theyshould
> equally seek to formulate an educational policy and put in place a system
> that on the one hand highlights our national values while remaining flexible
> to positive externalvalues so as to train productswho are immersed in their
> culture while at the same time having potential for the international
> market.Furthermore, government should putin place a clear-cut policy on
> national language study that begins from thekindergarten years and gets
> fine-tuned in later years for those who choose topursue studies in these
> languages. Also government should do all it can to putin place a genuine and
> viable bilingual educational system which is more orless a sort of
> immersion, like the Man O'War Bay experience cited above. Authorities
> shouldensure social equity by allowing the French-speaking and the
> English-speakingsubsystems to operate, each in its own right and by
> developing a viableAnglo-Saxon technical education system, like it did of
> the francophone system. Thereis no gain-saying the fact that if Cameroon has
> in place worthy French-speakingand English-speaking systems, the product of
> both systems will be of top-notchpedigree, which will go a long way to
> enhance and give credibility to ourmuch-touted bi-culturalism. To
> alsoimprove the system, government should formulate professional and
> vocationaleducation policies that will favour a free-market economy and
> self-employmentand in the same vein, develop educational policies to ensure
> equal access for all while stimulatingthe moral and social consciousness in
> our youth. Authorities should equally adopt a rational policy on posting and
> transfer of teachers and appoint teachers toposts of responsibility on
> thebasis of seniority, ability,resourcefulness and qualification, etc. In
> similar vein,the HTTCs should put premium on the practicum by pulling back
> after theirsupposed training to allow the external examiners judge the
> quality of theproducts, as used to be the case. If these training schools
> have done goodtraining, this is not too much to ask. And there is no
> gainsaying the fact thatthe technical experts of the consumer ministry must
> be able to judge the qualityof the product. Otherwise, graduates from the
> HTTCs and HTTTCs should besubjected to a selection test after they graduate
> – to sieve the substance fromthe chaff.Government should leave the PTAs to
> operate as they were wont so thatthese outfits should continue providing the
> sterling assistance they once provided.Equally, government should open
> proper, free-functioning research andcurriculum development centre for
> primary and post-primary education to givethe sectors float. Finally, ways
> should be sought to keep politicians away fromthe business of education at
> all costs, to check especially the rampantcreation of schools and the
> irksome meddling of outsiders in school affairs,however this will be done.
> The damage these overweening politicians havealready to education done is
> near irreparable. Conclusion            This write-up,which does not have
> pretentions to exhaustiveness, has attempted in somemeasure to sustain the
> thesis that West Cameroon did not get into the 1961federation as underdogs,
> but as a people with noble ideals and highaspirations, specifically in the
> education realm. Its primary, secondary andtechnical education sectors
> suffered no inferiority complex at the time of theReunification, given that
> the existing institutions of learning were alreadyproducing a cream of elite
> that the state and country needed to boostthemselves in every facet.
> Unfortunately, the Unification and Unitaryarrangements instead spelt doom
> especially for its burgeoning education sector.Constant attempts, many of
> which were contested, were made by the authoritiesof the francophone partner
> polity to adulterate what Anglophone held dear – inthe name of
> harmonisation. Today, many Anglophones of North and South Westprovenance
> tend to look back with regret rather than with joy at what was onceupon a
> time considered as reunion with brothers after about 42 or more years
> ofseparation. However, as patriots, they continue to pray and hope that
> somedayfor sure, sincere exchanges between the two peoples will inform
> general statepolicy and all forms of subterfuge will be
> eradicated.                        TheNational President of the Teachers
> Association of Cameroon (TAC)                        (TamehValentine Nfon;
> 677719090/690104451/664592632; borley.edimo@ymail.com)
>
>
> Col 3:4 When Christ, who is our life, shall appear, then shall ye also
> appear with him in glory. Christ appears in your life right here, right now:
> one nanosecond after you believe and confess that Jesus is Lord.
> https://www.facebook.com/CAYMCameroon
>
>
> |
> | | Ntemfac @NchweteOfege | |
>
> |
> | ICH: The Collapse Of The Western Fiat Monetary System May Have Begun
> conta.cc/1qJsPSA via #constantcontact |
> |
> | May 19, 2016 | | | |
>
> |
>
>
>
> On Saturday, June 4, 2016 4:51 AM, 'Timothy Mbeseha' via ambasbay
> <ambasbay@googlegroups.com> wrote:
>
>
> I thought each of the so called Cameroon State Universities has a separate
> decree of creation or birth certificate so to say.  Where in the decrees
> creating Buea University, Bamenda University or any of the other state
> universities does the Minister derive the authority to  regulate/harmonizes
> courses to be taken in all  Cameroon state universities? Mbeseha
>
>
> On Saturday, June 4, 2016 7:19 AM, 'SAIDOU' via ambasbay
> <ambasbay@googlegroups.com> wrote:
>
>
> I remember I once said in an official meeting that Cameroon is practicing a
> Cameroonian version of the LMD, and I waS TOLD TO SHUT UP.
> In the Cameroon tertiary education system we have one nonesense, one
> abberation, called M1 and M2. Because it is still done in France.
> If Cameroon can still maintain what they call ''probatoire'', which has no
> place in the anglosaxon system, I can understand why our universities think
> we can issue a diploma called M1, in the BMD system.
> Another abberation is to allow students, even today, do a Masters in FOUR
> YEARS!!!! I have students who registered in M in 2012, today 2016 they have
> not yet graduated.
> What do we want to harmonize in Cameroon? What is harmonization?- lifting
> the francophone system up to the anglophone system?? or- lifting the
> anglophone system down to the francophone system??? SAIDOU NCHOUAT SOULE
> University of Yaounde I,
> Yaounde, Cameroon
> 237 699 91 69 34
> 237 242 81 91 10
> mayouasule@uy1.uninet.cm
>
>
> De : "Ofege Ntemfac ntemfacnchwete@gmail.com [cameroon_politics]"
> <cameroon_politics@yahoogroups.com>
> À : ambasbay <ambasbay@googlegroups.com>; africanworldforum
> <africanworldforum@googlegroups.com>; cameroon_politics
> <cameroon_politics@yahoogroups.com>; CAMNETWORK list
> <camnetwork@yahoogroups.com>; "globalcameroun@yahoogroups.com"
> <globalcameroun@yahoogroups.com>; FREE AMBAZONIANS
> <FREE_Ambazonians@yahoogroups.com>; Southern Cameroon
> <southerncameroons@yahoogroups.com>; edo_global
> <edo_global@yahoogroups.com>; SDF <cameroons_sdf_party@yahoogroups.com>
> Cc : NIgerianWorldForum <NIgerianWorldForum@yahoogroups.com>;
> "237medias@googlegroups.com" <237medias@googlegroups.com>; sdf-forum
> <sdf-forum@yahoogroupes.fr>
> Envoyé le : Samedi 4 juin 2016 8h54
> Objet : [cameroon_politics] COLONIZATION: All Heads of Departments (HODs )
> of the University of Buea (UB) and Bamenda (UBa) said NO to harmonization.
> The Minister of Higher Education
>
>
> Mark Bareta
> 5 hrs · In a late afternoon move on Friday June, 3rd 2016, all Heads of
> Departments (HODs ) of the University of Buea (UB) and Bamenda (UBa) said NO
> to harmonization. The Minister of Higher Education, Prof Jacques Fame Ndongo
> looked visibly shocked that lecturers from these two universities stood
> their grounds in Yaoundé and spoke with one voice. They told the Minister
> who had used the LMD as an excuse to call for harmonization that the
> Anglophone system remains the best and if there is a need for any
> harmonization, then the Francophone universities in the country must go the
> Anglophone way. God is still saying something.UB and UBa SHOWS COMMON BOND,
> DENOUNCES HARMONISATION - Bareta PressThe Cameroun government has been
> planning for years to harmonize academic programmes in the Cameroons state
> universities. Such a move received fierce…bareta.pressLikeCommentShare88Che
> Wilson, Boniface Niba and 86 others55 comments11 shares
> Comments
> 49 of 55View previous commentsFred Awomah Achondoh Well if harmonization
> means making university curriculum similar to international standards then
> its a good move. International standards all move towards the English system
> why is our case different. But I think the government just want to further
> frustrate the young generation. Nigerian universities are not full yet. We
> can still go the Nigerian direction. Yes or oui?Like · Reply · 5 hrs ·
> EditedMcEden Wangang replied · 4 Replies · 3 hrsMark Bareta Fred Awomah
> Achondoh that is not what the government want. Listen to what one lecturer
> wrote. "You cannot be talking about harmonization of university programmes.
> Universities are created based on the needs of society and each of them must
> have their s...See MoreLike · Reply · 5 · 5 hrsFred Awomah Achondoh Ma
> brother. That's a good piece of information. I am pleased you pointed this
> outLike · Reply · 1 · 5 hrsBomi Jack Very goodLike · Reply · 5 hrsNkeng
> Nkeng Wow ,this is interesting to know. Had it been it had been done like
> this in all the sectors things would have been different by now.Like · Reply
> · 5 hrsPetrus Tonus Ngongus Hail to the UB and UBa heads of departments for
> their unanimity! I pray they persist with that welcome move, shunning away
> all sell-outs whom might mar the process by secretly allying with the
> minister of Higher Education as usual for their egoistic motives.Like ·
> Reply · 3 · 5 hrsCyprian Lionel Junior I hope opposition leaders in
> Cameroon can learn from this.Like · Reply · 2 · 5 hrsKonfor Zack They have
> done well by saying NO and should keep their stand. At least they are not
> selling the future of the unborn generation like others did in 1961.Like ·
> Reply · 2 · 5 hrsAmstrong DaBrain Thank ya Bareta for keeping us updated.
> Them go bow..Like · Reply · 4 hrsAaden Karl Thanks for updates and also for
> firmed decision taken by these heads of departments(hods). Hope some of them
> wouldn't be bribed to set confusion as usual ?Like · Reply · 4 hrsSen
> Forfeke Mofor Myself agst that. If I consider how the system of education
> was during my studies both in Dschang and douala universities(Module
> system), it's quite different from the anglo-saxon system of education.
> French universities does both political science an...See MoreLike · Reply ·
> 4 hrs · EditedCeo Davis good work broLike · Reply · 4 hrsEric Akanji I
> totally agree with the minister. A French says anglo-fools because
> anglophones react before the come back to their reasoning. It pays nothing
> to fostrate a policy which have been carefully thought of and it had
> workedLike · Reply · 3 hrsEric Akanji Which has worked internationally
> because it does not match with what they think is an Anglophone system. The
> minister does not just get up one day and say I want to implement a policy.
> Government policies are carefully studied and every motivation is c...See
> MoreLike · Reply · 3 hrsKisitor Ngong replied · 1 ReplyMonah Zealia Talk
> with facts' don't state yr opinions & expect everyone to succumb! Is not a
> matter of anglophones or francophones..& if that be the case I think
> francophones need to do a review of their educational system cos is always
> been disorganised! With clea...See MoreLike · Reply · 10 · 2 hrs ·
> EditedMonah Zealia replied · 2 Replies · 2 hrsNdiba William Itoe Mark they
> shnt speak in one voice but with a stronger voice that with make unity
> palace to panic.Like · Reply · 1 · 2 hrsAkoson Pauline Diale Mark, therez a
> letter puportedly coming from Marafa Hamidou Yaya. Do some homeworl and get
> back to the audience here. It makes for an interesting readLike · Reply · 2
> hrsLionel Mesumbe replied · 1 ReplyGermaine Yongue That's awesome we must
> stand our groundsLike · Reply · 2 hrsLionel Mesumbe That's what I wanna see
> them doing. Thumps up!!!Like · Reply · 2 hrsPierre N. Osaze The French
> system of education is really frustrating. ..to state this clearly. ...If
> you have a bachelor degree in any of the francophone universities in
> Cameroon, applying for a masters programme abroad becomes a problem. Courses
> are rarely recognise...See MoreLike · Reply · 2 · 36 mins · EditedMonah
> Zealia replied · 1 ReplyAbraham Johnson Batey Batey I continue to say that,
> nothing will be harmonised and not at this critical political moment.
> President Biya will not want to entertain controversies now because, we
> shall give him that now, BIG TIME.Like · Reply · 1 · 2 hrsAdamu Ntubu Shey
> Look at a minister in my dear Fatherland...this a good source of samples for
> gerontological studies..Like · Reply · 2 hrsLawrence Tonye Biaka replied ·
> 1 ReplyAkame Gerald Perfect...!!! One voice, one decision.Like · Reply · 1
> hrAshu Brieldith Jr. That's good.. they've started the fight well,would they
> be able to resist the pressure till the end? Because the"Francophones "don't
> give up easily.Like · Reply · 2 · 1 hrNgiebong Vanyn Yes yes yesLike ·
> Reply · 1 hrWinifred Fohtung Amen! kudos Sirs.Like · Reply · 1 hrSolange
> Bate For once we stood for what is right...kudos to the HODsLike · Reply · 1
> · 1 hrErnest Massa I hope it is not the harmonisation of Qui or YesLike ·
> Reply · 1 · 1 hrNixon McNeilo Perfect.....Like · Reply · 1 hrFonkoua
> Roland Fonkoua For how long? Wait until some few are connered with with
> promises of fake promotions, u will see how they will start running like
> wild dogsLike · Reply · 1 · 1 hrFonkoua Roland Fonkoua #Mark Bareta note
> #Abraham Johnson's comment. Am glad he is also against the so called
> harmonizationLike · Reply · 1 hrAbraham Johnson Batey Batey replied · 4
> Replies · 35 minsPius Nsambe This is not the first time they've attempted
> this harmonisation sham. They tried way back in 1982/83 but we came out on
> hot protest march in B'da and they bowed.Like · Reply · 1 · 1 hrMbout John
> Nyah God bless them. They shouldn't stop til their goal of "no to
> harmonization of Anglophone universities" is achieved.Like · Reply · 1
> hrChe Eugene What the heck does the minister think he's trying to do?Like ·
> Reply · 1 hrTabe Lovlyn Tabe Harmony begins with one language. As long as
> we have two languages, let us us have our separate systems. Anglophones MUST
> say NO to marginalisation. Anglophones keep suffering because many cannot
> speak french upon graduation. We are obliged to speak french meanwhile they
> francophones are not obliged to speak English. This is just the
> beginning.Like · Reply · 1 hr · EditedNong Conrad That's true and it's time
> to tell the world our own storyLike · Reply · 1 hrLeke Walter That's the
> way to go brethren. I lend my 100% support for this noble course. La
> Republique is crazy. Always putting one on his nerves. Stupid fellowsLike ·
> Reply · 1 hrJum Amos I WOULD LIKE TO CONGRATULATE THE VERIOUS HEAD OF
> DEPARTMENTS IN THE TWO STATE UNIVERSITIES FOR THEIR DECITION. GOD WILL ADD
> YOU MORE WISDOM AND WE ANGLOPHONES ARE BEHIND YOU. WELL MR ASHU THE PRESSURE
> OUR PEOPLE ARE PUTTING WILL LAST IF WE CONTINUE TO PRAY FOR THEM.Like ·
> Reply · 1 · 1 hr · EditedEpie Njume Herve All the European countries knows
> that Germany has the best system of education which has resulted toconcrete
> cementic growth of their economy. From the curriculum to what the thought in
> class. But the French, British, Portuguese. Russians and even the...See
> MoreLike · Reply · 2 · 1 hr · EditedMonique Kwachou Just to correct this:
> What was being done is not harmonisation. They were imposing francophone
> staff who are not bilingual on the universities.
> These staff in turn instituted francophone ways in their departments without
> actual changes in school polic...See MoreLike · Reply · 3 · 57 minsPeyechu
> Andrew They have divided and ruled us for long even in our houses.That time
> maybe coming to an end.Like · Reply · 53 minsBunji Antoinette I like that.
> This was almost done to the Engineering faculty too . Though they did not
> succeed, they still succeeded to send all anglophone lecturers to the
> ministry as researchers and punished the students with francophone lecturers
> who cannot speak english. I still dont know why the Nalova is not doing
> anything about itLike · Reply · 1 · 42 minsElvis Cheo Unity is strength, No
> harmonization my Proffs.Like · Reply · 35 minsBih Emmanuella Oh my God I
> can feel bubbles of happiness in my stomach, it's as if I was there.
> Nonsense put all together make I here that their nonsense again. They send
> their kids to the US and England to study in English then want to selfishly
> take away the last opportunity from poor Cameroonians to study under a good
> educational system. Thanks Mark, feed us with more information. I am still
> hungryLike · Reply · 25 minsNtemfac Ofege This is not harmonization, this
> is pure concolonisation: the colonisation of a colony by a colony. French
> Cameroun has NO RIGHT to annex Southern British Cameroons let alone
> attempting to force feed its corrupt sub culture on us. That is not
> happening and this is the last straw. This fellow, Fame Ndongo. All he
> thinks is tribalism.Like · Reply · 23 minsNdi Julius Firstly what are they
> harmonising ?Like · Reply · 19 minsDominic E. Ncho Unity, integration,
> harmonization! All words used in their efforts to assimilate/marginalize
> anglophones. Rubbish!Like · Reply · 1 · 19 minsViban Jude Harmonisation to
> me is an excellent idea. As long as the new system will be Cameroonian not
> francophone nor anglophone. It could be a chance to brandish our bilingual
> heritage to worldLike · Reply · 18 minsTerence Nganje replied · 1
> ReplyBoniface Niba
> http://www.siliconafrica.com/following-rwanda-senegal-to.../Following
> Rwanda, Senegal to Replace French by English to Develop the
> Country…siliconafrica.comLike · Reply · 16 minsWrite a reply...
> View more commentsWrite a comment...
>
> --
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> The thing always happens that you really believe in; and the belief in a
> thing makes it happen.
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Tel. 237 673 42 71 27

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