Elaboration of a strategy to integrate training on adaptation to climate change within the educational system of cameroon
Université Evangélique du Cameroun (UEC) Bandjoun
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- 4.2.2. For Secondary Education (General and Technical)
4.1.3.7 Université Evangélique du Cameroun (UEC) BandjounClimate change is not taught as a disciple but elements of climatotology are contained in a course on Agrometeorology which is still to be taught to Year 2 students. 4.2. ANALYSES OF THE SYNTHESIS AND CURRENT STATUS OF CLIMATE CHANGE AND ADAPTATION IN THE EDUCATIONAL SYSTEM OF CAMEROON4.2.1. For primary educationDuring the desk and field study, the team made contact visits to the Inspector General in charge of curriculum development, Inspector General in charge of human resources, Pedagogic Inspectors, National Inspectors, Regional Delegates, Teachers and pupils/students. During each of the contact visits, the team collected existing data which were mostly hard copies and included the National Syllabus for Nursery Schools in Cameroon (MINEDUC, 2000), National Syllabus for the English speaking Primary Schools in Cameroon (MINEDUC, 2000), Programmes Officiels de L’Enseignement Primaire Niveau 1(MINEDUC, 1998), Programmes Officiels de L’Enseignement Primaire Niveau 11 (MINEDUC 1998), Programmes Officiels de L’Enseignement Primaire Niveau 111 (MINEDUC, 1998), Schemes of works and other relevant materials from the defunct Living Earth Foundation. A rapid evaluation of the existing documents showed that the National Syllabus for the English speaking Primary Schools in Cameroon was identified to be offering a total of eleven (11) subjects. Out of this number, only Science (Environmental and Health Education) and Geography, did teach elements of climate change but nothing on adaptation. The analysis of these visits further revealed that the entire staff of the Ministry either collectively or individually accepted the idea of the introduction of climate change knowledge and adaptation in their educational system. Though this initiative was widely accepted, these officials in their totality underlined the fact that the curriculum at the moment was already too full for the introduction of a new course. From the afore mentioned analogy, they did advice that for this initiative on climate change and adaptation to be mainstreamed into their educational system, it should be inserted into a presently being taught course in the French and English speaking primary schools. A comparative evaluation of the two systems revealed that: Niveau 1, 11 and 11 for the French speaking primary schools corresponds to Classes 1 and 2, classes 3 and 4, and classes 5 and 6 in the English speaking Primary schools respectively. These two systems were found to offer the same subjects at each corresponding level of French and English. The only observed difference in the two systems was that subjects like Environmental Science, Health Education that are offered in the English speaking Primary schools under Science are offered in the French speaking system as independent subjects of their own with their contents more extensively elaborated than that of the English sub system. Moreover the analyses revealed that the potential carrier subjects in the francophone section are “Science et education à l’environnement”, “Initiation à l’agriculture”, and “Geographie”, while for the Anglophone system the potential carrier subjects or axes are “Environmental Education”, “Health Education”, and “Geography”. 4.2.2. For Secondary Education (General and Technical)In Biology and Human Biology courses, some aspects of climate factors are treated but their effects are not elaborated enough to bring into focus the phenomenon of climate change. Elaboration of the syllabus should therefore include the following:
In Geology the student is not introduced to climate change and so does not see the relationship between his rock types, their texture, weathering and climate change. He does not see the relationship between the recent weather anomalies, geologic and environmental hazards to climate change. The following should be included in the syllabus for geology:
The majority opinion is that Geography should be the main choice for the insertion of climate change knowledge into the secondary school system. The current syllabi for Geography touches a lot on background knowledge on climate and basic knowledge needed for an understanding of climate change but it is still lacking in the following areas:
In the French secondary education sector, “Geographie” is also being pointed out as the carrier course to be used for the insertion of climate change knowledge into the syllabus. In this respect the following lapses must be added to the syllabus.
In ‘Science de la vie et de la terre’ only the energy flux is on the curriculum. This topic needs to be deepened to include:
In the course ‘Education a la Citoyenne et Morales’ focus is on environmental protection. Climate change could come into this subject through the addition of the following topics:
In the technical education for both Anglophone and Francophone systems, only geography contains aspects of climate and climate variability. There will be need to include in the geography syllabus, the following topics:
Conclusively, the potential carrier subjects (axes), in the Anglophone system are Biology, Geography, and Geology. In the Francophone system are "Geographie, science de la vie et de la terre, science economique et sociale, education a la citoyenne et morale". For the technical education geography is the only carrier subject. 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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