Elaboration of a strategy to integrate training on adaptation to climate change within the educational system of cameroon
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- Phase two: Field work (questionnaire management)
- (Appendix III
- Phase three: Analysis and synthesis of existing syllabi and of data collected in the questionnaires
- Phase four: Development of courses
3.0 METHOD OF STUDYThe study was carried out in the following five phases: Phase one: Desk study This phase was dedicated to the collection of existing syllabi with components of climate change and holding of consultation meetings with key persons in the Ministries of Primary, Secondary and Higher Education, (Appendix II). The syllabi of all eight state universities (Bamenda, Buea, Douala, Dschang, Maroua, Ngaoundere, Yaounde I, Yaounde II) and from the Higher National School of Public Works Yaounde, and the Universite Evangelique du Cameroun, Bandjoun were analysed. In addition, experts of relevant national and international institutions such as UNDP, UNESCO, GIZ, USAID, World Wildlife Fund for Nature (WWF), Alliance Franco-Cameroonaise (AFC), the British Council, and the Japanese Embassy were contacted. Their expertise was sought and documentation acquired was analysed. Several websites that are relevant to climate change issues were also consulted. These exercises helped in the review of the existing situation of teaching syllabi, examination syllabi and text books used in the primary, secondary and tertiary levels of the educational system in both English and French speaking schools in Cameroon and in other parts of the World.. It also provided an avenue for concertation meetings on challenges and problems related to the teaching of climate change and adaptation strategies and the possible strategies of integrating more knowledge on the subject to fill in any gaps identified in the syllabi. Phase two: Field work (questionnaire management) This was devoted to assessment, evaluation and analysis of the present situation of teaching and training of pupils and students on climate change at the field level (all regions of the country) using questionnaire administration, and applying some selected Participatory Rural Appraisal (PRA) tools (semi structured interviews, focus group discussions, ranking, observations, and triangulations) with stakeholders, in a view to appraise the actual situation of climate change knowledge and adaptation at the levels of primary, secondary and tertiary institutions. The study area covered all five agro-ecological zones of Cameroon (figure 1). This was done from the notion that indigenous adaptation strategies are often than not zone specific. As a result, the teaching and the building of the capacity of pupils and students draw a lot of inspiration from their immediate environment for easy acquisition and appreciation of knowledge by the learners. Secondly the teachers of these students and pupils have diverse challenges and experiences from their environment of work, which was very useful in the design and reorientation of the courses and course content and in the conception of strategies of integrating climate change knowledge into the educational systems of the country. Primary and secondary schools sampled were selected from all ten (10) Regions of the country while one State University (Universities of Buea, Dschang, Maroua, Ngaoundere and Yaounde I) was selected from each of the five agro-ecological zones for this exercise. This distribution of sample points was based on the fact that each of the ecological zones is linked to a particular climate and is therefore representative of the climatic regions of the country. Furthermore, the approach provided an opportunity to better appreciate differences in the perception of climatic variations within each of these agro-ecological zones. One additional reason for this field based study was to get a bottom-top contribution on the development of appropriate strategies for the inclusion of climate change and adaptation to climate change into the syllabi of the educational systems. The approaches used in gathering information on climate change and adaptation were in two broad types of surveys (exploratory or informal survey and formal survey) commonly used in data collection. The exploratory survey (interviews, group discussions, etc.) places interviewer in direct contact with the subjects (or population) of interest and allows the interviewer to observe the characteristics of the subjects. Exploratory survey allows for quick gathering of information through informal interviews with many people. The complementarities of the exploratory and formal surveys brought out important topics bearing on climate change and adaptation and in implementing an appropriate sampling scheme. The information from exploratory survey was used to design a well-focused formal survey using three sets of questionnaires (Appendix III) for the collection of data. One set of the questionnaires was administered to the administrators at the Central and Regional Services of the Ministries of Primary, Secondary and Higher Education. This first set captured information on existing curriculum and course content as well as on the challenges and the problems or lapses of these curricula in the domain of climate change. The second set was administered to the teachers of the three educational levels, to capture information on the appropriateness of existing curricula, course content and lapses of these materials in the training of students and pupils in the domain of climate change knowledge and adaptation. The third set was administered to the pupils and students to evaluate their perception of the curricula, courses and their contents and the existing strategies of teaching climate change knowledge and adaptation in their various institutions. A stratified random sampling of respondents was done. With the assistance of Regional Inspectors of Education (RIE), Divisional Delegates (DD) of primary and secondary education, head teachers, principals, schools, pupils students and teachers were identified (potential respondents) from whom the actual respondents were randomly selected. This approach avoided any bias in the responses obtained. The questionnaires, which were designed in both English and French, were administered (20) to each primary school sampled, 15 were answered by pupils and 5 by teachers. Twenty questionnaires were also administered to each secondary school sampled: 15 to students and 5 to instructors. The Regional Delegates of Education (RDEs) of both primary and secondary schools contacted identified the 14 primary schools and 15 colleges (i.e. 23 French speaking and 6 English speaking) while 15 questionnaires were administered to each University sampled; 10 questionnaires administered to students and 5 to members of staff. In all, a total of 975 questionnaires were envisaged for the study but 586 were returned. The sample was considered representative of the educational system in Cameroon (Table 2; Appendix II). Phase three: Analysis and synthesis of existing syllabi and of data collected in the questionnaires The acquired documentation on the recommended teaching and examination syllabi was then analysed to determine the level of climate change and adaptation knowledge within the syllabi. This was followed by a synthesis to identify gaps and possible axes for appropriate/acceptable strategies of integration of this knowledge into all levels of the educational systems. Statistical analysis of responses was done independently for pupils, secondary school students, university students and school administrators. Descriptive statistics involving frequency distribution and tabular analysis of the respondent’s dispositions and attitudes T-test and Chi-square tests were employed for analysis, using the Statistical Package for Social Sciences (SPSS). This analytical procedure helped in the discrimination of the depths and variability of climate change knowledge amongst administrators, teachers and students. This information, in addition to that extracted from documents, interviews, and discussions, helped in the identification of gaps in the current teaching of climate change and adaptation strategies, in the identification of challenges and problems in teaching climate change and adaptation, and in the development or updating/ameliorating of courses/modules contents, and more importantly, the conception of strategies for their effective implementation into the various levels of the educational system. Phase four: Development of courses This was devoted to the development of courses/modules, their contents and strategies for the integration of climate change knowledge, vulnerability and adaptation in the educational system. This phase made use of consultation meetings, focused group work, and moderation/facilitation tools. This is treated in more detail in section 4.4. of this report. The insertion could be total, partial or through addition as implemented during the integration of Human Rights and HIV/AIDS into the educational systems of the country. The integration of a new course module and content into the educational system of Cameroon is feasible through the use of two methods: creation of a new discipline and insertion.
This approach implies that when a new subject and its content are conceived, it can be introduced into an educational system as an independent subject. Such a process is usually possible when human, financial, logistical, and institutional are available.
This approach is applicable when an already existing official subject (carrier subject), accommodates a newly conceived module/content (UNESCO, 2006). The method of insertion has three sub approaches; total insertion, partial insertion, and addition insertion. B1) Total insertion The existing carrier discipline has a content that is identical or similar to the newly conceived content. That way the former accommodate the later totally. B2) Partial insertion The newly conceived content is distributed into many existing carrier subjects that treat aspects of the newly conceived content. B3 Addition insertion The newly conceived content does not correspond with the content of the existing subject, which is the accommodator. Phase five: In order to come out with a well articulated and feasible strategy for the integration of climate change knowledge and adaptation, meetings were held with Inspector General of Studies (IGS), National Pedagogic Inspectors (NPI), and Regional Inspectors of Studies (RIS), of the ministries of primary and secondary education. In addition, several meetings were held with the Chief of Service in charge of programmes of state universities, the science specialist of UNESCO in Yaounde and his collaborators (see list) and the examination officer of the Cameroon GCE Board. Existing documents that also articulate feasible strategies to integrate other domains (Human Rights, and HIV-AIDS) were also acquired and consulted. Directory: sites sites -> Answer True False 2 points Question 2 sites -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 sites -> Glossary for Chapter 1 Algorithm sites -> North Carolina Inclusion Initiative Mapping Where Children with ieps are Being Served Purpose sites -> Northern England’s set-jetting locations sites -> Physical custody of 1033 program property accountibility form statement of Physical Custody: By signing for the below 1033 property I am a Law Enforcement Officer of the aforementioned Law Enforcement Agency sites -> Nstructions for Acquiring Excess Equipment online, through the 1033 Program sites -> Memorandum of agreement Download 1.08 Mb. Share with your friends:
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