EMA 211

INTRODUCTION TO FOUNDATION OF EDUCATION

a) What was the main vision of colonial education?
At the onset of Colonization, the object of education in Africa was for the spread of Western
Civilization. As such, every aspect of life in Africa was equated with European standards and
consequently all tribal institutions, which appears contrary to this, were either discouraged or
suppressed. But this idea failed because Africans were so attached to their traditional life.
The main vision of colonial education now was that, the colonial administrators wished to
provide the kind of education that will make the Africans to be useful in territorial
administration and community development that is, as auxiliaries of colonial exploitation,
administrative, commercial and plantation clerks as well as forces of law and order.
b) Joseph Merrick was born in August 1808, he was a Baptist missionary who was s
Jamaican – born from West India of African descent. He landed in Bimbia (Limbe) in
1884. He felt that there projects at Bimbia were encouraging. He received permission
from King William I of Bimbia to establish the Jubilee Mission. He bought a piece of
land and opened the first two missions stations and a primary school in the coastal
district in Bimbia and Douala.
Joseph Merrick undertook a tour of the interior and began a strictly if Isubu (Bimbia) and
Douala in the coastal district and by 1845, he was able to preach in the both languages. He
also printed some scripture class books in the Isubu language, which was proved very
acceptable to the people. He also printed similar books in Douala.
His quick mastery of the language enable him to prepare and print scripture text books (class
book) in that language, which was acceptable to the people.
During his time in Dou EMA ala, he taught some children and adult to read.
Apart from being the pioneer missionary in Cameroon and the first person to reduce two
Cameroonian languages to written forms, Mr. Merrick was also the first person to introduce a
printing press in Cameroon – showing an interest in the promotion of a literary culture in
Cameroon. In just six years in Cameroon, Joseph Merrick laid a lasting foundation for
missionary and educational activities in Cameroon. Also, as a genius in African philology, he
laid us under a lasting debt by his dictionary and a translation of parts of the nee testament of
the Bible into the Isubu language. A work quoted over and over again by students of Africa,
and some German philologist.
In 1849, Merrick was ill health, he set off back to Jamaica and died in his way(at sea) on 22nd
October 1849.

2) EMA 212
Demographic Data and Statistics in Education
Migration can have significant effects on school environment, both positive and negative.
Here are some of the key impacts:
I. Increased enrollment:
 When people migrate to a new area, it can lead to a surge in the students
population, as families with children move into the region.
> This can result in higher enrollment numbers in local schools, which can be
both a challenge and an opportunity for the education system.
2. Diverse Student Population:
> Migration often brings together students from different cultural, linguistic and
socioeconomic backgrounds.
>. This diversity can enrich the learning environment, fostering cross-cultural
understanding and exposure to differe perspectives.
3. Language Barriers:
> Migrant students may face language barriers, as they may not be proficient in
the primary language of instruction in their new school.
>.This can pose challenges for their academic performance and integration inti the
school community, requiring additional language support and resources.
4. Disruption in Education:
>.Frequent moves associated with migration can lead to disruptions in a student’s
education, as they may have to adjust to new curricula, teaching methods, and school
environments.
> This can result in gaps in their learning and difficulties in keeping up with their
peers.
5. Socioeconomic Challenges:
> Migrant families may face economic hardships, which can affect their ability to
afford school supplies, transportation, and other educational resources.
>.This can create barriers to school enrollment and participation, leading to lower
attendance rate academic achievement.
6. Specialized Support Services:
>.Schools may need to provide specialized support services, such as English
language instruction, cultural integration programs and counseling, to address the unique
needs of migrants students.
> Adequate funding and resources are crucial fir schools to effectively support the
educational needs of migrant students.
 7. Community Integration:
> Successful migration of migrant students into the school community can foster a
sense of belonging and promote social cohesion.
> This can be facilitated through inclusive policies, community outreach and
initiatives that celebrate diversity and encourage inter- cultural exchange.

Overall, the effects of migration in school environment can be complex and multifaceted,
requiring a comprehensive approach from policy makers, educators and the broader
community to ensure equitable access to quality education for all students, regardless if their
migration background.

3. EMA 213
Development Projects In Education
Introduction
Here is à draft evaluation report for the construction of a school library funded by a non-
governmental organization (NGO).
Evaluation Report: construction of GHS Mboka school library.
1) Project Overview: The G.S.S Mboka Library construction proje was funded by the
Litracy for All NGO, with the goal of providing a modern well- equipped library
facility to support the educational needs of the GHS Mboka school’s 1000 students.
The project was implemented over a 12 month period, from January 2023 to
December 2023.
2) Project Objectives: The key objectives of the project were to:
>Construct a 3,000sq ft library building with dedicated space for books collections,
reading areas, and a computer laboratory.
>Stock the library with at least 5000 age appropriate books covering a range of subjects.
>Provide 20 computers work stations and a high- speed internet access to enable digital
learning.
>Train 2 full – time librarians to manage the facility and support students learning.
3) Evaluation Methodology: The evaluation was conducted through a combination of
site visits, stake holder interviews and review of project documentation, including budget
reports and progress updates. Feedback was gathered by me and the school
administration, teachers, students, and the NGO project tea.
4) Evaluation Findings:
a) Construction and Facilities
> The library building was completed in time and within the approved budget.
>The facility design and layout effectively accommodated the major functional areas,
including books stacks reaching spaces and computer lab.
>The building’s infrastructure, such as lightings, air conditioning and electrical systems
meet the required standards.
b) Library Resources:
>The library book collection currently stands at 6,200 volumes, exceeding the initial
target.
>The book collection covers a diverse range of students and reading levels, catering to the
needs of different grade levels.
>The 20 computer work stations were functional and the high- speed internet connection
enables effective digital learning.
c) Library Management and Usage:
>The two full time librarians have been trained and effectively managing the library
operations.
>Students and teachers feedback indicates a high level of satisfaction with the library’s
services and resources.
>Library usage data shows a significant increase in student visits and school borrowing
compared to the previous years.
d) Stake holders Engagement and Sustainability:
>The school administration had demonstrated strong ownership and commitment to the
library’s long- term sustainability.
>The NGO’s instrumental in ensuring the project’s successful implementation.
>However concerns remains about the school’s ability to independently fund the library’s
ongoing operational cost, such as staffing maintenance and resources replenishment,
5) Recommendations:
a) Develop a comprehensive library management and Sustainability plan, including
strategies for securing additional funding sources and community partnerships.
b) Expand the library’s digital resources such as E-books and online learning experience.
c) Implement a structured program for library based activities and events to promote
reading and information literacy among students.
d) Strengthened the collaboration between the library staff and teachers to better integrate
the library resources into the school’s curriculum.
6) Conclusion Overall:
 The construction of G.H.S Mboka school library has been a successful project, providing
a modern and well- equipped facilities that supports the educational needs of the students.
The NGO’S funding and support, combined with the school commitment, have been
instrumental in achieving the project’s objectives. However, ongoing efforts are required
to ensure the library’s long-term sustainability and maximize it’s impact on students
learning outcome.

4. EMA 214
Documentation and Record Keeping in Education
1.) Define the following terms:
a) Documentation: Documentation refers to the various records, files and
information maintained by educational institutions to document and manage
the academic and administrative activities related to students, faculty and the
overall school operations.
Example of school documents includes;
Student records, faculty and staff records, curriculum and instruction documentation,
administrative records and communication and reporting documents.
b) Records: These are official documents and files maintained by educational
institutions to document and track the academic administrative and personal
information related to students, faculty and staff.
c) Types of school Records
Here are types of school records that are typically maintained
1,1)Student Records:
>Enrollment and registration forms
>Transcript and academic records
>Attendance records
>Disciplinary records
>Health and medical records
>Standardized education plan (I E Ps) for students with special needs
>Counseling and guidance records
>Extra curricular activity records

1.2) Personal Records:

>Employee appreciation and resumes
>Employee contracts and agreements
>Payroll and tax records
>Performance evaluations
>Professional training and development records
>Disciplinary actions
>Resignation or termination documents

1.3) Financial Records:

>Budget and financial statements
>Accounts payable and receivable
>Purchasing and procurement records
>Inventory and asset management
>Grand and funding records
>Audits and financial reports

1.4) Administrative Records:

>School policies and procedures
>Board of education meeting minutes
>Facility management and maintenance records
≥Transportation and schedules
>Calendars and schedules
>Correspondence and communication

1.5) Compliance Records:

>Accreditation and licensing documents
>States reporting requirements
>Safety and emergency preparedness plans
>Civil rights and non- discrimination records
>