Welcome and thank you for your interest in the Faculty of Education of the University. The Education program from Diploma in Education to PhD in Education is designed for educators who aspire to be education leaders. We believe that educational teams become stronger when greater understanding exists about the roles of its members. Theory and practice are explored from various perspectives. The program is designed for intending and working educators, with a focus on linking theory and research to practical issues in education. Applicants are admitted from either as already teachers in schools or intending teachers to experience the benefits of a collaborative learning community close to their own schools and interest. Courses are held depending on meeting the needs of the students and the larger society. As students work on assignments for each of the programs, they have the opportunity to explore issues important to them in their own classrooms, schools, and interest. Each student is assigned a faculty advisor who works with them throughout the entire program.

ETHICAL BACKGROUND OF THE FACULTY OF EDUCATION

The swift changes in science and technology, the development of competitive global market, the new moves toward knowledge production, knowledge transfer as well as the desire for economic growth and development have been escalating from time to time. This in turn calls for innovative and dynamic leadership both at national and international levels. Education as part of the entire system of any economy exists at the heart of such vigour and continuous changes which indeed calls for reactive and proactive educational leaders and managers. To this effect, countries (both developed and developing) have started to provide outstanding considerations to the importance of enhanced educational planning, management and leadership. These attempts is the backdrop upon which the faculty is established to promote organizational restructurings and the move towards a well specialized educational systems. We are geared towards an “Education that is godly, democratic, professional, functional, entrepreneuring efficient and effective…”

To this effect, the programs at the Faculty of Education, are believed to contribute a lot in training qualified educational leaders at different echelons of the sector,
particularly at primary schools, secondary schools and tertiary educational institutions of Cameroon. The graduates are expected to contribute a lot in improving the quality of education through effective leadership and management.

GENERAL OBJECTIVES

Essentially, the general objective of the various program through the different Departments is to produce educational leaders and researchers, Professional Teachers and Education Specialist who can address educational demands and challenges through critical analysis of educational institutions’ environment (political, economic, socio-cultural, and technological). Moreover, the programs are aimed to produce godly, democratic, visionary, innovative, change oriented and professionally committed educational personnel, planners and managers that can hold leadership responsibilities under decentralized educational contexts.

MISSION STATEMENT OF THE FACULTY OF EDUCATION

To prepare godly professionals in the field of education, promoting academic excellence, practical discipleship, Moral Education, Life Skilled Learning and entrepreneurial education at all levels of schooling, and programs; encouraging an undertake in Specializations and advanced professional studies in education as well as research and community services, to meet real life issues in the Cameroon Society and globally.

STRUCTURE OF THE DEPARTMENTS 1. DEPARTMENT OF PROFESSIONAL TEACHING (DPT)

In her endeavors to promote quality education in the country, the department has embraced the training of Primary and Secondary school teachers equipping them with knowledge and skills required to boost the status of our education sector. From its inception, the department offers courses ranging from Bachelors in Education to Doctor of Philosophy (PhD) in Education. The departmental courses aim at producing experts in teacher’s education and are aligned in the realization of the Vision of the University. Our teaching and learning processes are practical oriented and engages academic trips to nurture learners acquire practical skills and aptitudes. The department embraces the use of ICT in the Teaching/Learning process to promote integration of ICT in Education.

THE MISSION OF THE DEPARTMENT:

The Department of Professional Teaching is committed to the production of functionally qualified teachers for the transformation of the Cameroon Education system. Its Mission are as follows: i. To prepare teachers who are development oriented, righteousness conscious and very career sensitive for the Nursery, Primary and secondary schools and teacher training institutions. ii. To encourage pedagogic and academic excellence at all levels of the Cameroon educational system. iii. To encourage academic research activities for the reformation and transformation of the teaching profession. iv. To introduce godliness and professionalism within the teaching profession and learning process at all levels of the Cameroon education system. v. To mobilize resources, provide holistic skills in teaching.

THE VISION AND OBJECTIVES OF THE DEPARTMENT.

i. To be an international centre of excellence, promoting best practices in content delivery, pedagogical skills, leadership skills, Discipleship, entrepreneurship professionalism and technological knowledge.

ii. Prepare pre-service and in-service teachers in all aspects of life

iii. Train teachers on the best practices of teaching/learning across the school curriculum.

iv. Conduct professional teacher development workshops for practicing teachers.

v. Train pre-service teachers to be of service to the society where they work.

vi. Conduct research in all areas of education.

vii. Collaborate with interested partners in educational research.

viii. Help teachers to develop the prerequisite skills and competences. ix. Establish linkages with other education institutions globally

THE CORE AREA OF STUDIES OR INTEREST INCLUDE:

a. Nursery Education

b. Primary Education

c. Secondary Education.

d. Arts Education

e. Science Education

f. Moral Education

  1. DEPARTMENT OF EDUCATIONAL MANAGEMENT AND ADMINISTRATION (DEMA)

MISSION OF THE DEPARTMENT:

The intent of the Educational Management and Administration Program is to prepare students to assume entry level administrative leadership positions in elementary and secondary education, and to successfully carry out the range of tasks and activities typically encountered within the performance contexts of school administration.

The Department of Educational Management and Administration is to become a centre of excellence in the field of educational management, planning and policy. Increasing practical knowledge and skills in school management, leadership, social, creativity, problem solving and decision making skills that are pivotal aspects in all offered programs. Managers and administrators will also be able to enhance their knowledge, skills and experiences through the use of information technology and by conducting research.

THE PHILOSOPHY OF THE DEPARTMENT

The Philosophy of Department of Educational Management and Administration is the acquisition of appropriate managerial skills, abilities and competences that would enable the prospective educational managers and administrators to cope with the demanding leadership challenges facing the current and future Cameroonian education at all levels. Above all, the department aims at enabling its students imbibe the spirit and culture of both Discipleship and entrepreneurship.

THE GOALS OF THE DEPARTMENT

The five goals that form the heart of the department’s program which constitutes the exit outcomes that embody the complex role performances that will be required of them in those future contexts, and are expressed in the form of skills. Each skill area is considered to be comprised of both the knowledge necessary to function effectively in that area, and the competencies to apply that knowledge in a particular context with its attendant challenges and opportunities. The Department of Educational Management and Administration is therefore expected specifically to:

a. Provide highly motivated, conscientious and efficient educational managers at all levels of education.
b. Encourage the spirit of enquiry and creativity in the students;

c. Help educational managers to fit into the community and society at large and enhance commitment to national objectives;

d. Provide educational managers with the moral, spiritual, intellectual and professional background adequate for their assignment and to make them adaptable to any changing situation, not only in the life of their country but also in the wider world; and

e. Enhance teachers’ commitment to the teaching profession to make them adequate for their assignments and to make them adaptable to any changing situation.

THE OBJECTIVES OF THE DEPARTMENT

a. Produce educational planners, managers and supervisors who are well informed of the national and regional constitutions, thereby assume leadership positions and responsibilities

b. Produce educational planners and managers that can generate, manage and utilize educational resources effectively and efficiently

c. Produce educational planners and managers who can initiate educational changes, innovations and developments by addressing local and national needs and realities.

d. Produce educational planners and mangers that can mobilize and involve the local communities and thereby strengthen the school and community relationship.

e. Produce educational planners and managers who are capable of solving educational problems by applying skills of educational research

f. Produce educational Leaders who lead all activities in educational organizations towards the realization of organizational vision and mission.

CORE ACADEMIC AREAS ARE:

a. Management of Schools

b. Curriculum Development

c. Educational Leadership

d. Educational Psychology

e. Educational Planning and Policy

PROGRAM PROFILE:

Specifically, graduates of Educational Management and Administration will have the following competencies:
a. Understand and apply constitutional provisions, educational policies and strategies and related legislations in the management of education.

b. Effectively implement educational programs (e.g., SIP, CPD, ICT, etc.) and policies introduced by the Ministries of Education.

c. Apply different management tools and skills pertinent to the organizational and environmental context and ensure organizational success.

d. Providing educational leadership that fits to situational and organizational realities or that enables organizations be transformed.

e. Mobilize and promote higher level community participation in the management of education.

f. Integrate and effectively manage technology use in education and in the management of education.

g. Exercise effective instructional leadership and enhance the achievement of students.

h. Provide professional support (serve as supervisors) to teachers in the areas of instruction, curriculum development and professional development in order to improve the success of students.

i. Effectively and efficiently manage the physical, material, financial, information resources for successful accomplishment of organizational goals.

  1. DEPARTMENT OF EDUCATIONAL STUDIES (DES) There is an urgent need for increasing academic socialization and specialization for teachers in the 21st century. With education being the bedrock to the solution of so many other life issues, there is therefore the need to bring about areas of specific specialization that will help the Cameroonian Society. The Department of Educational Studies exist to create specializations amongst the educational personnel. It is targeted towards producing Educational Specialist. The purpose of the Educational Specialist is to prepare instructional leaders who are dynamic and visionary and who generate improvement in student achievement and in meeting the needs in challenging areas of life. These individuals will be ready to serve students, parents and the society within the greater school community. Our goal is that educational leaders be responsible, resourceful, reflective, and innovation practitioners.

MISSION OF THE DEPARTMENT

The mission of the department is to engender specialized training in the teaching of certain core subject areas from Nursery School level as to build up a generation of citizens who are value motivated.

OBJECTIVES OF THE DEPARTMENT

a. To equip would-be teachers and educational personnel and already practicing educators with competencies required for effective/efficient education of Cameroonians that are very holistic.

b. To provide continuing and consistent professional development, specialization drive for teachers and educational administrators at all levels of schooling within the public and private sector.

c. To encourage and as well expose teachers and other educational professionals to critical areas of specialization to meet the rising challenges in the Cameroonian society.

d. To provide an academically attuned approach towards meeting definite need areas such as Anti-corruption, Peace Advocacy, De-radicalization of the Youths, Crisis Management and disarmament of armed Youths, Migrant education for Internally Displaced People and refugees, etc.

The Faculty of Education believes that if education plays a pivot role in national development, therefore its personnel and administrators must be exposed to the level whereby certain core areas of need in the society must be given an academically designed approach in order to help solve them from a foundational and fundamental angle. HIV/AIDS, terrorism, separatist movement and arm fighting etc have become an eradicating force which must not be handled any longer with the kind of soft touch.

An educational approach which ends up in creating in the school children the awareness of all these is very necessary, such that will lead to an internalized awareness that will enhance the social and moral cognition of the child; and more still the knowledge and cognition must lead to definite behavioural change. Like HIV/AIDS that has been approached through education globally until a more permanent medical solution is provided, every other vices like terrorism, corruption, unemployment, Conflict Resolution, Arms Struggle etc must be followed radically and be educationally tackled in the context that it should be taken as a course of study. Each pupil at the basic education level should be made to know these with total awareness, mastery of the vices before the age of 14 and be helped to build the right moral attitude and personal behavioural change that will ensure safe lifestyle geared primarily towards de-radicalization, Disarmaments, Anti – Corruption, Peace Advocacy and Wealth Creation,

The whole idea about our concept of educational Studies in certain cores areas of need of the society is to ensure a more aggressive approach to the teaching and training of the students and pupils towards a more proactive lifestyle and to contribute towards solving the needs. This is achieved through the training of the teachers in those specific areas as specialist. These teachers as educators engages in teaching in the Primary and Secondary School levels to model the students and pupils. Our advocacy in such areas of need is that education should be thorough and be taught as all other subjects are taught and should run through the whole schooling periods or stage of the child to provide sustainability and progressive development in the knowledge and skills acquired. For instance, to avoid the radicalization of our youths into terrorisms and separatist movements, AntiTerrorism, Peace Advocacy, Conflict Resolution, Youth Studies etc should be taught as subjects in schools over the school age of the pupils and students to help them form and internalize the right lifestyles and attitude that will help them to de-radicalized. The same is applicable to Corruption and Unemployment. An educationally attuned knowledge-based approach within a globalizing economy is prompting a fresh consideration of the role of education in development and growth. Previously it was not often viewed as such but now it is understood to make a necessary contribution. Viewed from this perspective, education should cease to contend with other sectors of the economy for policy attention. Instead, let it become an essential complement to developmental efforts at other levels as well as to national initiatives to boost innovation and performance across economic sectors, national security and general health of the people.

Knowledge has become a key driver of growth and development. Countries with higher skill levels are better equipped to face new challenges and master technological discoveries. Qualified human capital remains scarce compared to the national development needs. This situation hinders growth and undermines the foundation for sustainable development; because skills for the required approach are scares. On this note, the knowledge and skill must be built into the teachers who will then educate the citizenry. The approach constitutes the Educate the Educators Concept of the Department.

Knowing the contribution of education, teachers and policy makers as the workforce needs to acquire the skills to compete, innovate, and respond to complex social, environmental, and economical situations. These workforce upon finishing their training as education specialist can also engage in teaching in other tertiary institutions broadly refers to all post-secondary education, including but not limited to universities. Universities are clearly a key part of all tertiary systems, but the diverse and growing set of public and private tertiary institutions in every country—colleges, technical training institutes, community colleges, nursing schools, research laboratories, centers of excellence, distance learning centers, and many more—forms a network of institutions that support the production of the higher-order capacity necessary for development.

A new range of competences, such as specialization, adaptability, team work, communication skills, and the motivation for continual learning, have become critical. Thus, tertiary institutions are challenged to adjust their program structures, curricula, teaching and learning methods to adapt to these new demands. In recognition of this challenge, greater attention is being focused on quality assurance as a critical factor to ensuring educational relevance. The World Bank’s Constructing Knowledge Societies: New Challenges for Tertiary Education underscores the importance of establishing robust quality assurance systems as necessary instruments for addressing today’s challenges (World Bank 2002). Aware of education as being central to economic and political development, and vital to competitiveness in an increasingly globalizing knowledge society. There is therefore the need for critical capacity building and professional training role to support the efforts of the government in solving the challenging situation it is facing as to contribute and promote faster technological catchup and improve a country’s ability to maximize its economic output.

CORE AREAS OF SPECIALIZATION:

In this regard, the Department of Educational Studies will open its door for Specialization in the following core areas:

a. Entrepreneurship Education

b. Anti-Corruption Studies

c. Health and Physical Education

d. Life Skill Learning

e. Moral Education

f. Christian Discipleship

g. Gender Studies

h. HIV/AIDS Education

i. Peace Advocacy Studies

j. Youth Studies and de-radicalization.

k. Crisis Management and Disarmament Studies.

CATEGORIES OF BACHELORS DEGREE CERTIFICATES AWARDED

Bachelors of Education (Secondary)

Bachelors of Education (Elementary (Nursery)

Bachelors of Education (Primary)

Bachelors of Education (Management and Administration)

Bachelors of Education (Curriculum Development)

Bachelors of Education (Educational Leadership)

Bachelors of Education in Educational Studies (Entrepreneurship Education)

Bachelors of Education in Educational Studies (Anti-Corruption Studies)

Bachelors of Education in Educational Studies (Health and Physical Education) Bachelors of Education in Educational Studies (Practical Discipleship & Mentoring)

Bachelors of Education in Educational Studies (Gender Studies)

Bachelors of Education in Educational Studies (HIV/AIDS Education)

Bachelors of Education in Educational Studies (Peace Advocacy Studies)

Bachelors of Education in Educational Studies (Youth Studies and Deradicalization))

Bachelors of Education in Educational Studies (Crisis Mgt. and Disarmament Studies)

Bachelors of Education in Educational Studies (Life Skill Learning)

CONTACT US

Faculty of Education Charismatic International University Cameroon.

Limbe South West Region

Cameroon

Tel: +237 671 60 44 85

+237 680 70 15 04