| 1. |
- Abid, Rabia, et al.
(författare)
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An optimised homomorphic CRT-RSA algorithm for secure and efficient communication
- 2023
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Ingår i: Personal and Ubiquitous Computing. - : Springer. - 1617-4909 .- 1617-4917. ; 27, s. 1405-1418
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Tidskriftsartikel (refereegranskat)abstract
- Secure and reliable exchange of information between devices is crucial for any network in the current digital world. This information is maintained on storage devices, routing devices, and communication over the cloud. Cryptographic techniques are used to ensure the secure transmission of data, ensuring the user’s privacy by storing and transmitting data in a particular format. Using encryption, only the intended user possessing the key can access the information. During data or essential transmission, the channel should be secured by using robust encryption techniques. Homomorphic Encryption (HE) techniques have been used in the past for this purpose. However, one of the flaws of the conventional HE is seen either in its slow transmission or fast key decryption. Thus, this paper proposes an optimized Homomorphic Encryption Chinese Remainder Theorem with a Rivest-Shamir-Adleman (HE-CRT-RSA) algorithm to overcome this challenge. The proposed Technique, HE-CRT-RSA, utilizes multiple keys for efficient communication and security. In addition, the performance of the HE-CRT-RSA algorithm was evaluated in comparison with the classical RSA algorithm. The result of the proposed algorithm shows performance improvement with reduced decryption time. It is observed that the proposed HE-CRT-RSA is 3–4% faster than the classical Rivest-Shamir-Adleman (RSA). The result also suggests that HE-CRT-RSA effectively enhances security issues of the cloud and helps to decrease the involvement of intruders or any third party during communication or inside the data/server centers.
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| 2. |
- Biamba, Cresantus, et al.
(författare)
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A policy review of school leadership in Sub-Saharan Africa
- 2016
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Ingår i: Leading better learning: School leadership and quality in the Education 2030 agenda. - : UNESCO Education Sector. ; , s. 111-136
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Konferensbidrag (populärvet., debatt m.m.)abstract
- This report offers an extensive comparative review of school leadership in Sub-Saharan Africa (SSA). It examines and presents evidence from selected educational contexts, to educators, policymakers and other stakeholders interested in successful schools.Effective school leaders are central to school performance, as they provide direction, motivation and support to teachers, administrators and students, in order to improve education service delivery and learning outcomes. However, this review shows that most SSA countries have no adequate policies to ensure that school principals become effective instructional leaders.Key challenges in school leadership include inadequate preparation and limited professional development opportunities; limited ICT skills for transformative teaching and learning; corruption, which denies students learning resources; and gender inequality. In many SSA countries, teaching experience remains the main path to principalship; this means that many school heads are ill-prepared to meet the challenges posed by the changing nature of their job.Besides, the recruitment of school leaders is unsystematic and not always based on professional competence. Mechanisms for recruitment include promotion by seniority, rewarding political allegiance, corruption, nepotism and favouritism.The available literature shows that most countries have introduced governance reforms, including decentralized school models, that require principals to have appropriate skills and knowledge in financial management, instructional leadership and people management in order to meet the challenge of demanding school contexts. However, strategies for training, support and professional development of school leaders remain inadequate.Hence, the demand for high-quality learning outcomes, combined with additional responsibilities for human and financial management, put pressure on poorly trained school leaders. To address this challenge, most SSA governments should strengthen their policies on school leadership. Education authorities need to identify the school leadership responsibilities that are most effective in improving student learning. Governments should increase resources for training, so that current and future principals can develop relevant skills and attitudes foreffective instructional leadership. Policymakers should make the principals’ role more attractive by improving status and remuneration to attract high-performing leaders.This regional review should help policymakers across the region make the most of their professional development resources, based on evidence of effectiveness.
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| 3. |
- Biamba, Cresantus, 1964-, et al.
(författare)
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Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria
- 2021
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Democratic classroom practices are all strategies adopted by classroom teachers to actively engage students in the learning processes. Considerable literature assessing influence of Civic Education on youths’ active participation in a democratic society exists. Not much have reported an empirically conducted study on classroom best practices adopted by Civic Education teachers in the Global South. This paper examines classroom democratization by Civic Education teachersin South East Nigeria, students’ and teachers’ perceptions of democratic classroom,and challenges confronting classroom democratization. Focus Group Discussion and Democratic classroom questionnaire were used to elicit information from 151 civic education teachers and 1400 senior secondary school one (SS1) students. Findings revealed that Civic Education teachers in South East Nigeria adopted democratic classroom practices marginally. Recommendation includes more adoption of democratic classroom best practices for development of students’ critical thinking abilities, preparing them to become participatory in their civic duties and reducing crimes among today’s youths.
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| 4. |
- Biamba, Cresantus
(författare)
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Education for Sustainable Development in higher education : A study examining the challenges and opportunities for a teacher training programme
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Many years have passed since sustainable development (ESD) became world famous in the Brundtland Commission publication, “Our Common Future”; however, still many universities are unaware of it or confuse it with environmental sustainability. The ESD concept contrasts with existing teaching methods, mainly focused into resource depletion. This paper explores the perceptions of teachers and students towards including Education for Sustainable Development (ESD) into the teacher training programme in the Faculty of Education at the University of Buea, Cameroon. The main purpose of the paper is to identify current ESD related teaching and learning in a teacher training programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the inclusion of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers and students concerning how this can best be done. There is a general concern that additional embedding into the teacher training programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers and students as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed.
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| 5. |
- Biamba, Cresantus
(författare)
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Education Millennium Development and EFA Goals in Cameroon and Nigeria
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- At the World Education Forum (Dakar, 2000) the international community reaffirmed its vision of Education for All (EFA) through the Dakar Framework for Action which set six major EFA goals: (i) early childhood care and education, (ii) free and compulsory primary education for all, (iii) appropriate learning and life skills for young people and adults (iv) adult literacy (v) gender parity and equality and (vi) quality of education. Four quantifiable goals were set for 2015: increasing adult literacy by 50%, ensuring universal primary education, gender parity and equality, and quality of education, measured by the survival rate to grade 5.While some tangible progress has been made since 2000 towards the EFA goals, many countries still lag behind. In particular, the majority of the countries which were furthest away from UPE in 2000 have made insufficient progress towards achieving free and compulsory primary education by 2015. The most significant limitations are the lack of sufficient space, resources and teachers to address the learning needs of the most disadvantaged children. The international agenda also tends to overlook the national or local contexts; traditional, indigenous and cultural views of an education of quality, as well as of the role and status of the educator or teacher. This can lead to conceptual and empirical flaws in international research made in a non-participatory manner. The purpose of this paper is to review and analyze existing policies and practices that have been undertaken by the governments of Cameroon and Nigeria to address the teacher gap in basic education, indicating their commitment to the goals of Education for All.
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| 6. |
- Biamba, Cresantus, 1964-
(författare)
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Globalization, Education for Sustainable Development and Pedagogical Challenges in Teacher Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to explore the effects of globalization on education in developing countries and how the teachers at some higher education institutions in the Southwest region of Cameroon understand education for sustainable development and what challenges they face with the implementation of education for sustainable development in the teacher education curriculum.Design/methodology/approach The methods employed included documentary analysis, interviews and observation.Using a multi case study design, data from semi-structure interviews and observations with teachers in the classroom and a sample of school leaders were collected and analyzed. The study adopted a qualitative content analysis to analyze data from interviews and observations.FindingsThe study shows that with the impact of globalization there is no systematic and focused preparation of secondary school teachers for education for sustainable development in the teacher training programmes. The findings also indicate that teachers were positive toward the inclusion of education for sustainable development into the teacher training curriculum. Some challenges for mainstreaming, implementation and broadening of ESD across the curriculum were identified. It also emphasized the need to integrate education for sustainable development across the curriculum and professional development for teachers in the implementation of ESD. Research limitations/implicationsThe research is limited by its focus on the programme-based implementation of education for sustainable development in teacher training institutions, which did not include any course-based implementation by individual teachers.Practical implicationsGiven the effects of globalization, challenges and obstacles for implementing ESD and in order to address the issues, the study argue for joint leadership across the relevant institutional levels (government, university/teacher training colleges and other stake holders), and for the integration of sustainable development throughout the curriculum, rather than being taught as a separate subject.Originality/valueThe study provides empirical evidence for some of the major challenges teacher trainers face for implementing education for sustainable development in teacher training institutions in Cameroon.
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| 7. |
- Biamba, Cresantus, 1964-
(författare)
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Implementing Education for Sustainable Development and Pedagogical Challenges in teacher training programme
- 2018
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Konferensbidrag (refereegranskat)abstract
- ESD has a transformational role since it aims at encouraging the transformation of education and reorientation of societies in order to reach sustainable development (UNESCO, 2014). Teaching and learning for ESD are encouraged to promote critical thinking, to imagine the future and make decisions in order to empower learners to take action towards building a sustainable society. Pedagogy makes the connection between teaching and learning and is therefore crucial for education’s contribution to sustainable development. This paper examines pedagogical approaches that promote sustainability and how teachers might be empowered to improve pedagogic practice for diverse learners and in challenging context. It explores pedagogical contents of ESD, and the pedagogical challenges educators face when the ESD paradigm is put into practice particularly across different disciplines in the context of teacher education in a developing country. The methods employed included documentary analysis, interviews and observation. The findings are based on interviews with student teachers after their teaching practice placement, as well documentary evidence. The paper also suggests ways in which educators can address difficulties when trying to infuse the ESD paradigm into teacher education programmes.
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| 8. |
- Biamba, Cresantus
(författare)
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Implementing the Millennium Development Goals 2000-2015 : Has Education Made a Difference?
- 2013
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- In recent years there has been a growing body of literature on the interconnectedness of the Millennium Development Goals (MDGs) and the need to maximize opportunities for education and their linkages. The existing empirical studies confirm some of the arguments about the benefits of education and the linkages to the MDGs.With the developmental outcomes of basic education in mind, this desk study set out to examine in what ways, and under what conditions investment in education is important in relation to the millennium development goals. It provides a synthesis of research on the potential contribution of basic education to achieving the MDGs, focusing on key texts produced by the international institutions. Within this review a key focal point will be the context in which education appears to impact the various MDGs outcomes, which is referred to as the ―enabling environment‖. The report sought to explore the evidence about the contribution of basic education to poverty reduction and the achievement of the MDGs within certain countries or regions. It considered the critical support systems, policy environments and national capacities upon which good quality basic education depends, and assessed the role of basic education in developing and sustaining these.In response to the global call to achieve the MDGs by 2015, many countries are making remarkable progress demonstrating that setting bold, collective goals in the fight against poverty yields results. Expanding access and improving the quality of education are both imperative for MDG progress. A balance must be struck to move both objectives forward.
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| 9. |
- Biamba, Cresantus, 1964-
(författare)
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Inclusion and Classroom Practices in a Swedish school : A case study of a school in Stockholm
- 2016
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Ingår i: Journal of Education and Practice. - : IISTE. - 2222-1735 .- 2222-288X. ; 7:3, s. 119-124
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Tidskriftsartikel (refereegranskat)abstract
- The inclusion of young children with special needs with their typically developing peers has been the subject of discussion for more than three decades. There are several compelling reasons to create high-quality inclusive programs for young children with special needs in schools. Most countries supports inclusion and research has shown teachers’ ability and success in modifying activities and contexts in such a way that they facilitate the development of young children with special needs. The purpose of this paper is to discuss findings of a small scale study looking at the links between inclusion and classroom practices vis-a-vis the elementary school system in Sweden. The study indicates that local administrators and the school play a pivotal role in making inclusion work. In addition to complying with government requirements, schools and administrators and teachers in early childhood environments set the tone and philosophy of a program. The paper has attempted to look at some questions about effective inclusive education, it is important to gain insight into how inclusive education works.
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| 10. |
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