Magister Legum - LLM / This study examined economic and government policies of South Africa on the one hand and that of Cameroon on the other hand. The focus was on specific periods after democratisation of both countries. For South Africa from 1994-2004 and for Cameroon from 1992-2004. Their comparatives economic strength in the face of foreign direct investment flow and the impact of government in attracting foreign direct investment was measured. / South Africa

The tropical afro-montane forest of the Northwest region is unique and under direct threat from the high population density of the region. Community-based forestry management is an opportunity to sustainably manage the remaining forest fragments. Community forestry was introduced to Cameroon with the legislation of the 1994 Forestry Law. Over two decades later little research has been conducted in the Northwest region of Cameroon. Twenty-four semi-structured interviews were conducted, and samples of forestry records were analyzed as exploratory research that would act as a base for further research. This research found that the tenure of the community over the community forest needed to be strengthened, marginalized populations needed to be empowered to participate, and governance needed to be improved both nationally, and locally. Further research will strengthen these conclusions and help Cameroon, and community forests around the world, be effectively established and managed.

ICT integration in secondary schools in Sub-Saharan Africa is still at an early stage and already faces several setbacks that may undermine the various initiatives undertaken by governments and the private sector to promote the use of computers in schools. Based on literature and other research, this may be attributed to the fact that no guidelines for proper ICT adoption in secondary schools exist; and furthermore, most integration cases were done haphazardly with no systematic approach based on the existing frameworks or tailored towards the real context in the schools concerned. The present study aimed to provide guidelines for the successful integration of ICT into schools in Cameroon. A review of some existing frameworks for ICT integrations in schools, as well as the innovative pathways that some developing countries have taken to ensure the successful integration of ICT into schools were explored through a literature review, revealing the trends and challenges of ICT integration in schools in Sub-Saharan Africa. The current status of ICT in schools in Cameroon being at an introductory stage was established from the available literature. This led to the use of a single case study from the Western Region of Cameroon, where four secondary schools were selected from the most advanced schools in terms of ICT integration. Participants consisting of principals, ICT co-ordinators, teachers, and students were interviewed, in order to establish the current status of ICT in each school, as well as those factors affecting or promoting the adoption of ICT. Teachers’ and students’ surveys, as well as existing documentation were used to triangulate the data gathered from interviews with school principals and ICT co-ordinators. Data were descriptively analysed – and the findings revealed that ICT is at the introductory stage of integration in the Fluck’s Model of ICT development in schools. At school level, the lack of infrastructure and an ICT adoption plan were found to be the key opposing factors to ICT integration, whereas several enablers were identified, such as the positive attitude of teachers towards ICT, the existence of a minimum recurring budget for ICT adoption through parents’ funding, as well as the continually decreasing cost of ICT infrastructure in the market. Based on the findings and experiences from successfully proven projects, a set of guidelines were derived for schools’ decision-makers. It is critical to put in place a well-structured policy for ICT in the school and to recognise all the ICT-related costs.

Almost every day, we see and hear about disasters impacting individuals and households in communities worldwide. Impacts experienced include loss of life and injury, loss of property, and more. Disasters are often devastating for those who experience them. It is for this reason that preparedness is advocated by national and international organizations such as the Federal Emergency Management Agency and the United Nations. And, it is for this reason that researchers have often attempted to assess how prepared people are. Yet, what is this thing they call preparedness? What does it look like? What is involved in becoming a wholly prepared person? One might have assumed that organizations like FEMA and researchers would have addressed these fundamental questions prior to recommending that people become prepared or measuring how prepared people are, but that is not the case. The absence of an understanding of what preparedness is and entails is a critical theoretical gap with significant practical implications. This research explored the basic issue of what preparedness means and entails to people in Fako Division, Cameroon—a place threated by many hazards and which has experienced many disasters. From the analysis of the 33 interviews conducted in this study, the researcher found that preparedness is a dynamic state of readiness that is dependent on context, a social process, and a process of completing activities to save lives and minimize the effects of disasters. In addition, the researcher found that Cameroonians view a wholly prepared person as a) one who would have knowledge about hazards and what to do about them, b) one who would engage others, including their families and neighbors, in discussions about activities related to hazards and what to do about them, and c) one who would engage in activities to minimize loss from hazards, sustain themselves in the face of hazards, and flee from hazards. The findings from the interview data synch to a large extent with what is implied, but not clearly stated, in the existing research literature. The researcher address this synchrony and posit a definition of preparedness and identify the theoretical components of preparedness.

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Abstract Introduction: Potable water is vital for human existence, but scarce in certain areas. Purpose: The research focused on exploring Kumbo potable water on the livelihood of the rural inhabitants of the Kumbo community in the Northwest Region of Cameroon. It also examined stakeholders' involvement in the project and the sustainability of the project. Methods: The research was a descriptive qualitative case study that used in-depth individual interviews, focus group discussions and document reviews as sources of data. 21 participants were involved and they included key informants, community leaders, households, focus groups, and staff of the Kumbo water project. Informant feedback or member checking was used to as a strategy to establish validity of data collected. The Nvivo software was used for data storage, management and to facilitate analysis. Results: The findings identified 4 major themes: participants’ perspectives of accessibility of water provided by the project, stakeholders and their roles in the management of the project, social and economic factors influencing the livelihood of the Kumbo population and the sustainability of the project. Majority of the interviewed participants reported that the water project has increased the accessibility of potable water in the Kumbo community. However, stakeholders involved in the management of the project has changed over time since its inception (from the Department of Public Works, Department of Urban Development, National Water Supply Company of Cameroon (commonly known as SNEC- a French acronym), Nso Development Association (NSODA), and currently Kumbo Water Authority (KWA) and Nso Community Water). Besides the KWA and Nso Community Water currently involved in the management of the project, the Governor of the Northwest region, the Senior Divisional Officer of Bui division, the Paramount Chief of Kumbo, and the Mayor of the Kumbo Urban Council are stakeholders involved in this project. Nevertheless, all these stakeholders have undefined roles and they often make conflicting decisions on how the project should be managed. The undefined roles of these stakeholders compounded by climate change and population expulsion threatens the sustainability of this water project. These setbacks have reduced the quantity of water supplied by the project to the community; resulting in the rationing of water. Conclusion: The findings of this study have revealed that the inhabitants of the Kumbo community perceived that the water project provides accessible and clean water needed for their livelihood. Nonetheless, conflicts between stakeholders has led to the poor management of the project, and this can potentially lead to waterborne diseases in the community. To protect the health of the population, stakeholders need to come to a compromise on how to better manage this project. Also, multiple case studies of similar projects in and around the region may further highlight best practices of water governance and its benefit to rural communities in Cameroon.

For the past 10 years, thousands of refugees from Central African Republic (CAR) have crossed into Cameroon and settled in villages along the border.  Refugee influxes can produce ecological and social challenges to host communities.  While conflict is often a result, there is also an opportunity for collaboration and successful integration.  Agroforestry, the intentional incorporation and management of trees in agricultural systems, provides a tool that can respond to both social and ecological challenges by providing conservation farming techniques and increasing diversified home production of many needed products.  This research sought to understand the needs of community members for specific practices as well as preferences for social implementation of practices, using a frame of identity to help inform on integration and collaboration potential in agricultural projects.   The participatory research collected demographic data, employed a 20 point oral questionnaire, and utilized illustrated visual ranking and storytelling tools to gather information on 8 agroforestry practice and implementation preferences, identity, and social arrangement preferences among community members.  Agroforestry practices were divided between product-oriented and service-oriented practices.  We collected data from 122 individual interviews evenly divided between men and women, and CAR refugees and host community Cameroonians.   Results show that there are significant differences in agroforestry practice and implementation preferences across the sample, and between refugees and Cameroonians.  Most people felt that refugees and Cameroonians had similar traditions and needs, and that most areas of life should be integrated, however agriculture was an area that the people were more hesitant about mixing, demonstrating that arrangements and implementation of agricultural projects should be carefully designed and executed.  Those who preferred mixing of refugees and Cameroonians in fieldwork included members of all demographic groups, signifying the potential for integrated collaboration on community agricultural projects.  Results demonstrate that agroforestry projects have the potential to provide important valued resources to communities, create an opportunity for knowledge transfer and improved agricultural systems, and be the scene for positive contact between refugees and Cameroonians, leading to successful integration. / Master of Science

This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This thesis compared the status of women's political participation in Cameroon and South Africa through an assessment conducted against the backdrop key of international, regional and national human rights standards. The aim of this thesis was not only, to be conscious of women's absence in politics, but to also take steps to redefine sound strategies to implement gender equality in terms of the political participation of women on the part of governments.

This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)