| 1. |
- Biamba, Cresantus, 1964-
(författare)
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The Role of Principals in Government Secondary Schools in Cameroon: Demands, Constraints and Choices : A Case Study of Eight Secondary Schools
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this research was to explore the present role of the secondary school principals and the challenges they face in carrying out their duties in the Northwest region of Cameroon. The research, which was exploratory and conducted in the interpretive paradigm, is a case study which was carried out at eight secondary schools. Working in an interpretivist research paradigm within a qualitative research design, the study used semi-structured interviews, observation and document analysis methods.The researcher shadowed each principal for a week of intensive observation and interviewing.The findings reveal that tradition, culture and political contexts are crucial factors in understanding what the secondary school principals in Cameroon do and how they conceptualize principalship. The findings show that discussions with parents, staff and desk work were found to be the major job functions taking up most of the principals' time. The findings reveal that principals are agents of accountability and management; they are involved with different regional and local services; are concerned with the safety and security of students; and their day is extended through participation in parent teacher associations and with other local community activities.However, the findings also indicate the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of the job. The dominant model was that of the transactional leader in fixing things, managing and coping in order to maintain the smooth operation of the school.Results indicated that deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow’s principalship ─ one beyond the transactional model of principal as administrator to the transformational model of principal as leading professional.
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| 2. |
- Daun, Holger
(författare)
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A Way Forward
- 2010
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Ingår i: Nordic Voices. - : Sense Publishers. - 9789087909727 ; , s. 281-307
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Daun, Holger
(författare)
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Childhood learning, life skills and well-being in adult life : a Senegalese case
- 2010
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 46:4, s. 409-428
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Tidskriftsartikel (refereegranskat)abstract
- Education is not easily converted into human capital and well-being in low-income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an ongoing longitudinal research project in Senegal. The study compares the relationships between educational/learning background, life skills and well-being in adult life among individuals who attended primary school, Quranic, Arabic or Indigenous learning systems at the beginning of the 1980s. The findings illustrate some of the complexities in the relationships between, on the one hand, education and life skills and, on the other hand, individual well-being in a low-income society. Since this study enters into an area that has not been very much researched, this study is explorative and employs concepts heuristically. Some findings in relation to different theoretical approaches are also discussed here.
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| 4. |
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| 5. |
- Daun, Holger
(författare)
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Globalization, EU-ification and the New Mode of Educational Governance in Europe
- 2011
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Ingår i: European Education. - 1056-4934 .- 1944-7086. ; 43:1, s. 9-32
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Tidskriftsartikel (refereegranskat)abstract
- The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational bodies. The EU has added a social dimension to the predominantly neoliberal world agenda, and the Europeanizing agenda is disseminated through the Open Method of Coordination, among other measures and channels. However, due to cultural, religious, political, and other national and local patterns, there are still a number of differences among the education systems of Europe. This article reviews the changes in the education sector, especially in governing/governance, during the past two decades in some twenty European countries and then focuses on seven country cases: the Czech Republic, France, Greece, Italy, the Netherlands, Spain, and Sweden.
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| 6. |
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| 7. |
- Daun, Holger
(författare)
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Sweden
- 2010
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Ingår i: Getting Into Varsity. - New York : Cambia Press. - 9781604977134
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
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