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portada History as It Relates to Educational Leadership and Management of Education in Cameroon: Educational Leadership and Management Studies (Elms)
Type
Physical Book
Author
Publisher
Language
English
Pages
40
Format
Paperback
Dimensions
22.9x15.2x0.3 cm
Weight
0.07 kg.
ISBN13
9781717832856
Categories

History as It Relates to Educational Leadership and Management of Education in Cameroon: Educational Leadership and Management Studies (Elms)

Frecerick Ebot-Ashu (Author) · Independently Published · Paperback

History as It Relates to Educational Leadership and Management of Education in Cameroon: Educational Leadership and Management Studies (Elms) - Ebot-Ashu, Frecerick

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Synopsis "History as It Relates to Educational Leadership and Management of Education in Cameroon: Educational Leadership and Management Studies (Elms)"

This study explores the historical development of educational administration in Cameroon from the Traditional (indigenous) Education in the sixteen century, through the post-colonial eras (1960- Present) in the late nineteenth and early twentieth centuries, to current concerns about the Cameroon educational system in the twenty-first century. It aims to showcase a chronological list of educational orders, education acts, policy acts, reports and other key educational development events in Cameroon. Similarly, while it deals with the educational administration and planning activities in Cameroon are presented according to the following thirteen major eras: indigenous traditional education; Indigenous Philosophies of African Education; the pre-colonial (1844-1884); the colonial (1884-1960/61); the German protectorate (1884-1914); The years of the first world war and peace settlement (1914-1922); French and British mandates (1922-191946); Education in French Cameroon Mandate (1916-1960); Education in British Cameroon Mandate (1914-1961); French and British Trusteeship (1946-1960/1961); the trusteeship in French Cameroon; the Trusteeship period in British Southern Cameroon; education in the federation period (1960-1972); education in the United Republic of Cameroon (1972-1984); education in the Republic of Cameroon (1984-2004); and the current state of education in Cameroon is given where it is relevant to the development of education administration generally. In addition to the thirteen main eras there's also useful information about the Cameroon Educational Context; a glossary of commonly used terminology to describe the Ideological Phenomena Influencing Structural Reforms in Cameroon Educational System. I hope will be especially useful for non-Cameroon readers; and a bibliography (which is a compilation of all the quoted sources listed at the end of this publication).

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