Why you need to be a Volunteer Teacher with SDI Cameroon? print story

April 21, 2012

Social Development International, Cameroon

Most of our children’s care givers are subsistence farmers. Almost all children in targeted communities are from families where education gets very low priority and the struggle for daily livelihood takes away all physical and financial resources the family can afford.

CURRENT BASIC EDUCATION REALITIES
• Government has created schools in villages and left them to be managed by parents with little or no means;
• over crowded classrooms in Government schools;
• Most teachers prefer teaching in urban or town schools leaving village schools with untrained teachers with little or no knowledge in pedagogy and child psychology;

• emphasis on examinations than the integral formation and holistic development of the child;
• rural poor and vulnerable child need of remedial classes to help them improve on their performance at school;
• Most children’s parents/guardians are subsistent farmers;
• Most Guardians/parents gives low priority to children education and focus on daily struggle for their lielihood;
• 70 to 80% inhabitants on the project areas are illiterate;
• Some schools in villages even exist without structures;
• Children go to school without text books, pens, school bags  as a result of the inability of parents to acquire them due to poverty and ;
• The number of orphaned children by AIDS is on the rise.

That is why SDI Cameroon see the need for schools/education centres in Tole and Bonduma Villages through children sponsoredship programme.

WHAT YOUR VOLUNTEERING SERVICE HELP TO ACHIEVE
 Promote and favour social inclusion of children coming from less favoured socio-economic circles of Buea rural areass, developing their social, intellectual, physical capabilities and abilities;
 Achieve the integral formation and holistic development of children between ages 02-12 years old, under healthy and safe conditions in order to strengthen their education as well as their physical and emotional abilities and their values;
 Meet up with accommodation problems of School in public schools;
 Strengthen and develop health and nutrition practices as well as emotional abilities of care givers directly related to beneficiaries thus giving rise to participation and communication opportunities for vulnerable children;
 Ensure effective participation of children in SDI Project;
 Stimulate an interest in lifelong learning and applied technology that will help them grow into a confident, self-reliant, responsible and responsive adults;
 Solve some of the problems children are facing as a result of over crowded classrooms and highly teacher centred system;
 Help rural children and Peri-Urban poor improve on their grades and stay in school;
 Ensure a secured learning place for children in the participating villages;
 Facilitate the enrolment of rural based children and urban poor in schools;
 Guide care givers through groups in villages in educational matters;
 Forge cross- cultural connections through stories, story telling and story in education and ;
 Create opportunities to gain access into existing mainstream schools.

EXPECTED RESULTS
With the construction of 03 classrooms for the Early Childhood Education development centre Project in 02 villages, over 300 children will benefit within the next three years. It is expected that more and more children will benefit since its going to be an on going project.

QUANTITATIVE INDICATORS
 attendance percentage increase;
 number of rural children appearing for national exams increase number of children attending quality and holistic education classes;
 percentage of rural children enrolled and ;
 number of children getting into secondary schools after primary education as a result of the introduction of these centres.

QUALITATIVE INDICATORS
 The student portfolio which keeps records of their performance through the year;
 Feedback from the community through regular meetings with the Parents Teachers Associations;
 Participation and performance in inter-school activities;
 Presentations and performances by the students which demonstrates how well they have internalized the concepts being taught in school and ;
 Quarterly evaluation of scholastic and academic achievements of students through group discussions, presentations and debates with education officials.
 

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