Annual General Assembly of North West Geography Teachers Association

 

Deliberations focus on advantages of Second Generation Geography

Tangi Simon Tacho, President of North West Geography Teachers Association has disclosed that Second Generation Geography was one of the main concerns of the Annual General Assembly that took place recently at the North West Regional Delegation of Secondary Education at Up Station in Bamenda.

“Our focus” Tangi Simon Tacho said “was on Second Generation Geography for Environmental Protection. Our purpose is to strengthen the teachers and make them know that in Second Generation Geography, Competency Based Approach is the main economic value for geographers. Unlike the Objective Based Approach, in the Competence Based Approach the teacher is the facilitator. He builds in children, attitudes and competences that can enable them solve problems out of the classroom. In trying to do this, we have factorised certain elements trying concentrate on the tacticum of the competence based approach.”

The President of North West Geography Teachers Association also talked on issues affecting the output of students in Geography. He spilled it out in the following manner; “We also looked at the inadequacy of students through their performance in the previous General Certificate of Education sessions. We are also introducing them to GIS so that they can be able to source information because their programme requires them to be able to explore, exploit and export the Geography content into society. Because this will help them see for themselves and be able to combat the challenges that we are facing like the present development trends which do not help us to protect our environment.”

On how his colleagues responded to the themes of the deliberations of the AGM, the President of North West Geography Teachers Association, Tangi Simon Tacho said “Any change is not always easily embraced and that’s why we are taking a subtle approach. This explains why in the previous Annual General Assemblies, we have always enshrined the Competency Based Approach.”

Commenting on the evolution of results in Geography, at the General Certificate of Education for the past couple of years, the President of North West Geography Teachers Association said “there are so many variables; firstly there is the reviewed syllabus to which people are still adapting and the second one is that children leave primary six and are grappling with a whole lot of things that they have to cover and all of this is having an effect on their output including Geography which is now generalized.”

The Annual General Assembly brought together Geography teachers from Secondary schools in all the Divisions in the Region. The teachers present came from Government, Lay Private and Confessional Secondary Schools and High Schools and the rich presentations touched on a wide range of issues all focused on the teaching of Geography.

 

 

 

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“There is a lot of Sabotage and Propaganda about schools in the North West” – Paffe Nungu Jackaline,Regional Pedagogic Adviser

 Paffe Nungu Jackaline Kenye is the Regional Pedagogic Adviser for Primary Education at the Regional Delegation of Basic Education for the Northwest Region. She is equally the proprietress and Founder of Model Inclusive Bilingual Complex which has a nursery and Primary practicing school. The complex also runs a Bilingual Teacher Training Institute which she refers to as the model of Inclusive Education in Cameroon.

model inclusive pafe jacky

 

What makes you refer to Model Inclusive complex as the model of Inclusive Education in Cameroon?

We have all types of children from different groups included in the same classrooms. The teachers managing all these different categories of children in the same classroom are equally inclusive. This makes us a model in inclusive education.

There is this tendency for clandestine schools to insistently stay on despite all the efforts put in to put an end to this phenomenon. You are at the Delegation and it is your job to observe activities in the field. What is your take on the present situation as school reopening draws near?

This is a very critical area because parents go out there to schools without knowing if these schools are authorized by the Minister. In Basic Education for example, we usually come out with a list of authorized schools and that list is published and announced through radio stations. Immediately schools reopen, we go out for the monitoring of school re-opening in all the Divisions in the Northwest Region. After the monitoring, we come out with the list of those schools which have not been authorized to function. We then form a team involving the Police, the Divisional Officers and we go out and close the unauthorized schools. It is therefore not correct to run a school that is not authorized by the government. These clandestine schools are harboring children who are all Cameroonians. We need to know what they are doing and if they are respecting the programme from the ministry. We need to know if they are secured and if the people running the school are qualified.  We have been following up this issue of clandestine schools and this year will not be different.

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Design of the Model Inclusive Complex Building being constructed

You are in education and at the same time you are in a position of control at the Delegation of Basic Education. How are the establishments that you run shining examples of legalized schools?

As part of the team implementing policy in the region, I cannot run an unauthorized school. My Schools are authorized. The Model Inclusive Bilingual Nursery and Primary School was authorized on the 4th of September 2012 and the school is receiving subventions from the Government. A school which is not authorized cannot receive subvention from the government. Secondly, the teacher training institute which came to supplement this primary school is also authorized. It was authorized on the 8th of September 2015 by the Minister of Secondary Education, Louis Bapez Bapez at the time. That authorization was for the creation and now we’ve had an authorization given by the present Minister of Secondary Education which was signed on the 14th of January 2016. This year, the Ministry of Secondary Education has sent the names of authorized schools in the North West Region and the maximum number of children to train. The name of Model Inclusive School came from the Ministry to the Delegation of Secondary Education. So we have been authorized by the Ministry of Secondary Education to train Inclusive Teachers. As indicated in the name of my school, when I was making papers for that school I indicated that we would be running two programmes. We had a special education need programme and the Teachers Grade one Certificate CAPIEM. So the Ministry authorized an Inclusive School. To get these authorizations, I presented my Master Degree in Special Need Education from a renowned European University. I studied in three universities in London, Czech Republic and Fontis University in Holland. From Fontis University I had a Master Degree in Inclusive Education.  I was equally trained by the Cameroonian Government as an Inspector from Higher Teacher Training College ENS Yaounde where I did English Modern Letters and Sciences of Education. We were trained as Administrators. I first of all worked in the Teacher Training College for eight years before being appointed as Divisional Pedagogic Adviser where I worked for three years. Presently I am the Regional Pedagogic Adviser for Primary Education.

 

Model inclusive building 2

What is that expert advice that you can give to students and parents at this very sensitive time when they can easily be dissuaded?

Parents should know that if they are interested in sending their children to a school, the best place to get information from is at the Delegations. Simply go to the Delegation of Secondary Education and ask for the list of authorized schools. Don’t listen to individuals because there is a lot of sabotage going on and propaganda that people make about their schools. This is because there is competition in business and some people have a coward’s attitude in the way they face this competition. Parents should not listen to individuals but should rather go to the various delegations linked to education and ask for the list of authorized schools. If you are interested in a field of studies, you need to prepare yourself before you launch into that field. The opening of an inclusive teacher training college doesn’t need that you just get up as a business person looking for a new area of investment and just get involved that you are running an inclusive school. You need to be prepared. Have you been trained to be an inclusive teacher? You can’t give what you don’t have. When you go out there to look for schools, look for educationists who have opened schools. Model Inclusive is a school for teachers by teachers.See more about model inclusive Complex at (modelinclusive.wordpress.com)

 

Interviewed by  Ekongang Nzante Lenjo

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Trinity Comprehensive High School Bamenda

“We have taken an oath with parents to put in our best”

–NTALLA Abdoullayi MFOUAPON; Principal

Talla Abdulai, the principal of Trinity Comprehensive High School Ndamukong Street Bamenda is trained in the University of Besançon in France and also in Germany. In France he got an MA degree in Pedagogy and Didactics among other certifications that he obtained in Europe. Among other things he has disclosed that they have taken an oath with parents to give in their best He was interviewed by Cameroon School News’ Francis Ekongang Nzante Lenjo at his Ndamukong Street Office in Bamenda.

Trinity Principal.jpg

Yours is one of those revolutionary schools that have studied Cameroon’s educational landscape taken into consideration its weaknesses before stepping in to provide solutions. How far do you think you have been addressing these problems?

Our aim is first of all to build a community school taking care of those children without access to expensive schools. We have gone far in this direction as we have continuously reduced our fees. We are actually that community school since we take in children from any facet of society. We even give scholarships to some abandoned ones. All of these things make us a revolutionary school. A school that goes beyond the ordinary or above what stakeholders expects.

Trinity.jpg

What kind of college is Trinity?

Here we have two schools in one. We have the Grammar section and we also have a commercial school. Both sections run from Forms One to Upper Sixth. We are making a difference because we have a school in which there is discipline and where a human being is taken care of completely. It is not just a question of preparing children for the General Certificate of Education GCE but rather a question of forming complete people to fit in society after the GCE.

With the inclusive background that you have one is tempted to believe that the quasi absence of inclusive education in Cameroon is one of those problems you plan to solve.

To push it into the educational system is a slow process but it is slowly being introduced. We have covered reasonable ground and we believe the population is beginning to understand us. Because when we started this school it took us two years to get the first physically impaired student. We had to adapt our environment like the steps. We were forced to introduce some slanting steps for children with tri-cycles. We have two children that are orthopedic. They cannot move like the other children but they can however move around with their friends using certain structures that we have designed for them. It is an inclusive environment not only socially but physically as well.

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What were some of the highlights of the academic year that just ended and what new thing is the school bringing in this year?

We improved a lot during the past academic year in the sense that only two students repeated with an average of 8/20. It was wonderful and we have not had that for a good number of years. In the past we’ve always had a good number of students repeating but this time around with only two students repeating I think it’s a reasonable achievement. We have also achieved something academically in terms of GCE results. We had a percentage pass of 80.65% at the GCE O Levels. This is good considering the fact that we sent in a huge number of candidates. Qualitatively the results are also good since we had students scoring 22 and 23 points. We look forward to introducing general counseling sessions thrice a week. I am aware of the fact that we still need to improve upon the quality of our ordinary level results. This year we are going in for the first time at the GCE A levels. We plan to throw in all our weight to have good results quantitatively and qualitatively.

You certainly have a special message for educational stakeholders.

I call on all interested parties to put hands on deck to make sure that we succeed in attaining our objectives in this school. That objective is to make the school a real community school. We have also taken an oath with parents to give in our best in academics, discipline and socials

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Saint Patrick Catholic Technical and Comprehensive College, Babangki Tungoh-SAPACTCCO

 

 

“With the imminent emergence of Cameroon the need for technicians is high.”-Sisters Solange Tselikeme, Principal

 Saint Patrick Sister 0

What inspired you to create this institution here in Babangki Tungoh?

We started the school in September 2014 so the school has been in existence now for two years. I am a religious person and I came here because my congregation sent me to put in my own contribution to the realization of this project hatched by the Christians of the Parish of Babangki Tungoh. When I arrived here I asked the same question because I wanted to find out what prompted the creation of this institution here. First they told me that the Arch Diocese of Bamenda had no technical school it could call its own. The second reason is that though Babangki Tungoh and its surroundings have many secondary schools, there is no technical college in Babangki Tungo. The last reason for which they opted to create a technical school is mainly that the present trend of things demands that we have one. With the imminent emergence, of Cameroon, the need for technicians is higher. This is why they chose to create a technical school here in Babangki Tungoh.

Saint Patrick Group Pic

A cross Section  of students pose here with Bishop Nfon Agapitus during the inauguration of the school.

 

What are the specific courses offered here?

 

Technical schools are usually made up of two sections; the Commercial and Technical sections. We have both sections here at Saint Patrick. The Commercial Section has Accounting and Secretarial Studies. We however plan to place more emphasis on the technical section because it is involved in the training of field technicians. The technical section offers Electricity and Building Construction. We also have Home and Economic Sciences. Last year we created a Designing and Tailoring section and we plan to launch the Welding Section next academic year. We plan to give more emphasis to the industrial section.

Saint Patrick Campus

How are your admissions or enrollments programmed?

We have already carried out two interview sessions. One took place here at the school and the other took place at St. Joseph’s at the Cathedral in Mankon in the early part of June. We have however given parents the opportunity to register anytime that they get informed about us considering the fact that it is a young school. As a result, our offices are open for parents who want to inquire and register their children. Each day we continue with the interviews since we find it necessary to give this liberty to parents arriving. We still have places because we want many students and we have the infrastructural capacity to support it

Saint Patrick Campus 2

For interested people who are not familiar with the area how do they get to the school?

The reference point is Bamenda the capital of the North West Region. Bamenda is just thirty kilometers away from the school. It is very easy to have vehicles leaving Bamenda for Ndop and Kumbo. On the way you will drop at Bamessing just after the descent of the Sabga hill. From here you take the road on the right that leads you to the school which is just five kilometers to the Saint Patrick Parish of Babangki Tungo which houses the college.

Saint Patrick Inauguration 0

You certainly have a message for stakeholders of our educational system.

Saint Patrick it should be noted is simply a Cameroonian secondary school. This school does not belong to a particular region nor does it belong to Anglophone Cameroon. Saint Patrick is putting in place an approach that will showcase our two official languages. The school is open to all regions of Cameroon and beyond. Language is not a barrier to have admission into Saint Patrick. We already have experiences that show that a child with a French speaking background can study here very well and succeed perfectly. The experience of last year has encouraged us a lot.

 

Saint Patrick inauguration 3.jpg The French speaking student who studied here last year was among the best. We have a program that we have just put in place and it is a three month language programme which permits French speaking students to catch up in English. Our schools should encourage national integration. At the school level, if we work to make our schools bilingual I think we will contribute greatly to national integration and make our country more viable.

Interviewed by Francis Ekongang Nzante

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Saint Patrick Catholic Technical and Comprehensive College, Babangki Tungoh-SAPACTCCO

 

La langue n’est pas une barrière pour accéder à Saint Patrick.

Sœurs Solange Tselikeme, Proviseur

Saint Patrick Sister 0

Sœurs Solange Tselikeme, Proviseur

Quelle a été votre inspiration de créer cet établissement surtout ici à Babangki Tungoh?

Nous avons commencé l’école depuis Septembre 2014 donc depuis deux ans. Moi je suis une religieuse et je suis venu ici envoyez par ma congrégation donner ma contribution a la réalisation de ce projet  pense par les chrétiens de la Paroisse de Babangki Tungoh. Quand je suis arrive ici j’ai pose la même question pour savoir ce qui les ont poussé de créer cet établissement ici. Ils m’ont dit d’abord au niveau de l’Arche Diocèse de Bamenda il n’y a pas une école technique donc l’arche diocèse ne détient pas quelque chose qui les appâtaient comme école technique. La deuxième chose est que au niveau de Babangki  et ses environs il y a beaucoup de collèges d’enseignement secondaires donc il n’y a pas d’enseignement techniques. La dernier raison pour la quelle ils ont optes pour créer une école techniques c’est surtout que c’est vraiment besoin de l’heure. Avec l’émergence, le besoin de techniciens est  plus élevé. Donc, il faut privilégier cette forme d’éducation. C’est comme ca qu’ils ont choisit de créer une école technique ici.

Saint Patrick Group Pic

Quelles sont les filières spécifiques offertes ici?

Dans une école technique il a d’abord deux sections. La section commerciale et la section industrielle. Nous avons les deux sections ici. La Section Commerciale a la comptabilité et le secrétariat bureautique. Nous avons de l’autre cote la deuxième section qui est la section que nous voulons privilégier d’avantage parce qu’il forme plus de techniciens du terrain. C’est l’électricité, la maçonnerie comme matière fondamentale et nous avons l’économie sociale et familiale et puis nous avons créé depuis l’année passe l’industrie d’habillements et pour l’année académique qui vient, nous allons introduire une autre section de la soudure. Nous comptons vraiment développer d’avantage cette section industrielle plus que la section commerciale.

Saint Patrick Campus

Campus de Saint Patrick, Babangki Tungo

Comment est votre programme d’admissions ou d’inscriptions?  .

Nous avons déjà lancé deux interview une qui s’est dérouler ici a l’école. Et l’autre qui s’est déroulé au niveau de Saint Joseph à Mankon Cathédrale a Bamenda déjà début Juin. Mais nous avons laisse les possibilités aux parents comme c’est une jeune école les parents ne sont pas toujours vite informer donc nous avons laissé cette ouverture aux parents qui peut être vont nous entendre aujourd’hui que nos bureaux sont ouvertes pour les parents qui veulent encore se renseigner qui veulent inscris leurs enfants nous continuons chaque jours avec les interviews a la liberté des parents qui arrivent. Nous avons encore des places parce que nous voulons qu’il y soit beaucoup d’élèves et nous avons beaucoup des possibilités.

 

Saint Patrick Campus 4

Pour quelqu’un qui ne pas dans le Nord Ouest, comment faire pour arriver dans les lieux de cet établissement?

Le point de référence c’est Bamenda la Capital de la région. Arrivé à Bamenda vous êtes a trente Kilomètre de l’établissement. Il y a la facilite d’avoir les véhicules qui quittes Bamenda et prendre la route de Ndop et Kumbo. En route vous allez arriver à Bamessing après Sabga juste à l’apres la descente de la Montaigne de Sabga Vous vous arrête la et vous prenez une route a droite qui vous mène a l’école qui se trouve  à Cinque kilomètre de là à la Paroisse Saint Patrick de Babangki Tungo.

Saint Patrick Campus 2

Saint Patrick Campus, nestled in the quiet Babangki valley surrounded by beautiful green hills

Vous avez un message aux partir prenantes de notre système éducatif.

Saint Patrick c’est une école qui appartient à notre pays. Cette école n’appartient pas à une région. Pas à la région du nord ouest ou bien à la zone anglophone. Saint Patrick est en train de mettre une politique de valorisation de nos deux langues officiel. C’est une école ouverte à toutes les régions du Cameroun et même en dehors du Cameroun. La langue n’est pas une barrière pour accéder à Saint Patrick.

 

Saint Patrick Campus 1

Breath taking view of some of the dormitories nestled in the Babangki hills

Nous avons déjà des expériences qui nous ont prouve que un enfant francophone peut très bien étudier ici et réussi parfaitement. L’expérience de l’année dernière nous a beaucoup encouragés. Un élève francophone à étudier ici et il était parmi les meilleurs. Nous avons un programme que nous avons juste applique et après trois mois il était très bien en anglais. Les établissements doivent être le lieu d’encouragement de l’intégration nationale. Au niveau des écoles, si nous travaillons à rendre nos écoles bilingues je pense que nous allons contribuer énormément a l’intégration nationale et rendre notre pays plus viable

Propos recueillis par Francis Ekongang Nzante

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225 students at SJCCC Mbengwi now set for the GCE 2016 Session

By Francis Ekongang Nzante Lenjo

According to Reverend Brother Linus Ngam, Principal of Saint Joseph’s Catholic Comprehensive College Mbengwi in Momo Division in the Northwest Region, the 225 students that make up the examination classes (forms 5 and upper sixth) are already set for the General Certificate Examination. He was speaking on Saturday May 14 (two weeks to the beginning of the written part of the GCE) during the Graduation and Prize Award ceremony that took place on the school campus.

The principal said the teachers had worked hard and put in their best to make sure that the 225 GCE candidates were set for the examinations 15 days to kick off time. He however conceded that there were still some few recalcitrant cases that were still indifferent to the fact that the GCE was fast approaching.

SJCCC procesion

 

He said no holiday classes took place due to the fact that out of the 225 students concerned, only 40 parents paid for the holiday classes. Some parents further made things difficult by using every possible trick to take their children home. These problems notwithstanding, he said the students had generally been very hard working. He as such went ahead to thank the graduating students for their contribution in the building of the school.

SJCCC F 5

 

SJCCC graduants 0

SJCCC mass 0

A cross Section of parents during Holy Mass in the School Multi Purpose Hall

The principal did not fail to thank the Parent Teachers’ Association, for the wonderful contribution they’d been putting in to build the school in one way or the other. The PTA of the establishment it was revealed had carried out many projects such as the present construction of the Staff Quarters, the provision of a school bus among many other projects that were still envisaged by the association.

SJCCC Mbengwi Prize Princi

Principal in the heart of Prize Award Ceremony

The outgoing school Government in their speech thanked all those who had contributed in one way or the other towards contributing to their successful stay at the school. They granted a minute of silence to one of theirs who had died in a motto accident on the way to school. They promised to make everyone proud with their results come August 2016.

The Vice President of the PTA said this was a time to measure achievements and prepare for a brighter future. He said it was a time to recognize efforts put in as well as the quality contribution of all the stakeholders. He appreciated the staff for sacrifices made and went ahead to congratulate parents for a job well done. Congratulating the chaplain for a job well done, he called the students to focus on studies advising that this was the only time in their lives that could be dedicated to studies.

SJCCC crowd 1

Other highlights of the ceremony were the award of Secondary School Leaving Testimonials and a prize award coordinated by the Vice Principal and the Dean of studies.

Also present at the occasion were the Divisional Officer for Mbengwi Central, Magistrate for the Mbengwi Court of First instance, representatives from the Divisional Delegation of Secondary Education for Momo, Reverend Father John Paul Ambe, Parish Priest of the Mbengwi Catholic Parish and a host of others.

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« Sometimes we should put a break to the creation of schools and beef up equipment in existing ones »

-Sunjo George: Regional Delegate of Secondary Education for the North West Region.

 

Sunjo George hails from Nso, precisely from Nkar in the Jakiri Sub Division in Bui Division in the North West Region of Cameroon. He was born some sixty years ago and attended primary school in his village at the Saint Mary’s Catholic School from 1960 to 1967. Thereafter he went to Saint Augustine’s College from 1967 to 1972.

Sunjo George 1 His academic pursuits took him to CCAST Bambili from 1972 to 1974. Still in a bid to go further, he attended the first cycle of the Higher Teacher Training College in Bambili(ENS Bambili) from 1974 to 1976. Upon completion in 1976, he joined the public service and taught respectively in CES Ndikinimiki, College Bilingue D’application, Yaounde. After obtaining a BA (Hons) in English from the University of Yaounde in 1979 he then proceeded to the second Cycle of the Higher Teacher Training College ENS Yaounde.
After graduating from ENS Yaounde, he did active classroom teaching between 1982 and 1988 in GHS Kumbo. In 1988 however there was a little professional twist in that he became the Chief of Cabinet to the President of the National Assembly the Fonka Shang Lawrence of Blessed Memory may his soul rest in perfect peace. He worked with him for four years. When they left in 1992 Sunjo George then began another phase of his career as a school Administrator. He then became Principal of GHS Elak Oku from 1992 to 1994. From 1994 to 1997 he served as Principal he served as principal of G.H.S. Nkambe. From 1997 to about 2003 he served as the Principal of GBHS Government Bilingual High School Kumbo but at the time it was also GHS Kumbo like in Nkambe.
In 2003, he was appointed the Divisional Delegate of Secondary Education for Bui and he served there for a period of six months which was up to 2009. On the 10th of October 2009 he was appointed the Regional Delegate of Secondary Education for the North West Region. His has been a long journey which no doubt gave him a lot of experience in matters concerning Education. Moving from National Education, to Secondary Education and teaching forms quite an enriching experience which enabled him because of other experiences he gathered to be able to cope in the tasks to which he was assigned. To have a better feel of this educationist from the North West Region of Cameroon, Cameroon School News’ Francis Ekongang Nzante Lenjo caught up with him in his Bamenda Office to eke out this interview. Read on…

 

Sir, what can you make of the Cameroon Educational System? True it is evolving but how far do you think it has gone down the road and what are those suggestions that you would chip in to enhance this evolution?

 

Yes as you rightly said, the educational system in Cameroon is evolving but perhaps it will be necessary for us to remind ourselves that we have two sub-systems of education and that all along the line there have been attempts to harmonize these two systems with one borrowing what is positive from the other and vice versa. It is however an ongoing process but I think that we are making a head way. Concerning Bilingualism, something that was started in Molyko or Man’o War Bay in Limbe in those days, what has been obtaining in the past was that it was two sub-systems that were actually running side by side in the name Bilingual Institutions. Now we are gradually going away from that to have Anglophones that can do disciplines in the French Language and vice versa. This experiment is one of the things that is resulting from this progress. It has no doubt its short comings but I believe that with time those problems will be solved because one of the things that hinders a proper implementation of our educational policies is insufficient staff, infrastructure and all of that particularly for our Technical Schools which need huge investments. There has been this craving for creation of schools which I totally buy because the numbers of schools that have been created have enabled some Cameroonians to be able to go to school. My humble suggestion would be that sometimes we should put a break and be able to equip these schools sufficiently and also be able to train sufficient number of teachers to cope with the high enrollment in the schools that we have in the country.
The Unions have been fighting a war on the implementation of the 1998 Law on Education and I think that they are gradually making a head way. When this educational forum that was foreseen in 1998 would have met and sorted out the number of irregularities within our educational system, we would be moving towards a good harmonized system of education. Nothing is perfect on this God given earth. Perfection is elsewhere not here but I think we are continuously looking for ways and means to perfect our own educational system.
You are at the head of the educational family in a region that is considered to be among the most performing in the country. About fifty percent of those who pass at the GCE come from this region. What has been the approach that produces these results?
Good. You know that one of the missions assigned to us is the supervision, follow up evaluation and the reporting to hierarchy of matters arising in the implementation of educational programmes. Now what we do at the level of the Northwest Region is to ensure proper follow up of the teaching learning processes in our various institutions. And one of the things that we have always done is the organisation of what we call the Mock GCE which incidentally started this morning and we discovered over the years that it is an adequate tool for us to use and sufficiently prepare our students for the GCE.I think it is because some other Regions saw the value in that kind of thing that all the Regions are now organizing the Mock Exams. It is the Northwest Region through the teachers’ resource unit that is organizing the Mock for all the regions of Cameroon. We do not end at just organizing because if that were to be the case then perhaps it will not serve a useful purpose so what we do is that we have a post Mock Evaluation. The teachers look at the areas where the children did not perform well and organise at the level of the Region and carry out a catch up at every Divisional Head Quarters. Resource persons come from the Inspectorate and participate in schools. During this evaluation, they get to discourse why the students performed the way they did. The teachers as such go back to their schools well armed to perfect the lapses. Furthermore, our PTAs in the Northwest are very vibrant and they put a lot of emphases on pedagogy and their contributions towards ensuring success in pedagogy have been enormous. Apart from the motivation that we give the teachers, the evaluations and follow ups, these are some of the things that we do to get the results that we always have.
Could you chip in a word with regards to Technical Education? The Anglophones do not seem to have taken this seriously.

Sunjo George
We know that Technical Education in the Anglophone Sub System was curiously considered as an area that was meant for students that were not considered to be intelligent but time has proved us wrong in that Technical Education is now what can put bread on the table. Students who do Technical Education can be self employed and can create jobs for other people to be employed. This is not to down play Secondary General but I think that to be realistic is to be able to get the kind of education that can get you immediately employed or immediately create a job. I would therefore in this light be calling on parents to give proper orientation to their children. Let their children do Technical Education. I would equally be calling on Government like I said a while ago to ensure that proper Technical Education is given to Children. GTC Ombe in those days was our pride. We don’t know why it went down the way it went but I think the spirit of Ombe is being revived now in other Anglophone Schools. That spirit of doing Technical Education is gradually coming back. I feel very encouraged now when I see children opting to go and do Technical Education.
Do you have a final message?
Well it has been an opportunity for me to talk to you and I think that we as stakeholders in education be they parents or students or you the journalist should engage in a continuous sensitization of our population to be able to see the need for education. We’ve been talking about the proliferation of schools in Cameroon but you will be surprised that there are still children who loiter around and do not go to school. The parents have no excuse. All the stakeholders should give the children an opportunity to go to school.

 

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