Education Subsystem Research Articles

Education, Science and Technology, and Talent Integrated Development: Evidence from China

Education, science and technology, and talent are significant factors driving economic growth. Coordinating the integrated development of education, science and technology, and talent is not only an important way to achieve the development of education, technology, and talent themselves, but it is also a crucial path to sustainable development. The research objectives of this paper are to explore the coupling coordination relationship among the three subsystems of education, science and technology, and talent and to investigate their spatiotemporal pattern evolution characteristics. This paper, based on panel data from 30 provinces in China from 2001 to 2022, constructs an evaluation index system for “education–science and technology–talent” (EST) development from three dimensions: education, science and technology, and talent. It comprehensively employs methods such as spatiotemporal pattern evolution, LISA time path, and spatial transitions to evaluate the level of China’s EST. The results indicate the following: (1) During the research period, the level of China’s EST shows a significant upward trend, with the educational subsystem being the most prominent. (2) The level of China’s EST development has a significant spatial differentiation characteristic, generally showing a decreasing trend from the eastern to the central and western regions. (3) In terms of the stability of the spatiotemporal pattern, the spatial pattern of China’s EST development is relatively stable, and there is no significant spatial shift during the research period. This study provides a new method for the evaluation of complex systems and also offers a reference for the economic growth of many developing countries.

Performance evaluation of industry-education integration in higher education from the perspective of coupling coordination-an empirical study based on Chongqing.

The coupling coordination between higher education and regional industries is an effective way to enhance the performance of industry-education integration and an important driving force for promoting sustainable economic and social development. This article aims to evaluate the performance level of industry-education integration in higher education from the perspective of coupling coordination between industry and education, and to analyze its sustainable development trends. To achieve this, a framework for the industry-education complex system is constructed based on the theory of coupling coordination, and a performance evaluation model for industry-education integration is established. The "structure-conduct-performance" (S-C-P) analysis paradigm of industrial organization theory is used to design a performance evaluation indicator system, and the entropy weight method is applied to assign weights to the indicator system. Empirical research is conducted on Chongqing based on statistical data from 2000 to 2022. The results show that: (1) During the sample period, the construction effectiveness of industry-education integration in higher education in Chongqing is relatively significant, and the coordination level between regional industries and higher education continues to rise. (2) The orderly development level of the two subsystems of regional industries and higher education alternately rises, jointly promoting the continuous improvement of the performance level of industry-education integration, which is the main driving factor for performance improvement. (3) The stagnation of the coupling strength between regional industries and higher education is a key obstacle to further improving the performance of industry-education integration. Industry-education integration is a systematic project that should be promoted collaboratively from the perspectives of the regional industrial subsystem, higher education subsystem, industry-education complex system, and external environment to continuously enhance the performance level.

The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924

The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?

The Challenge of Integrating Science and Religion in Indonesia and Malaysia

This article discusses the implementation and problems of integration of science and religion in Madurese Islamic boarding schools and Islamic education institutions in Selangor, Malaysia. The development of a modern Muslim society requires Islamic education institutions to reform and actualize their syllabus. Using a phenomenological approach, the study data were collected through interviews, observations, and online materials. The main research samples are IISM School Gombak, Al Hamra Integrated School, Akademi Tahfiz Al-Hidayah in Kuala Lumpur, Malaysia and Pondok Pesantren Al Amien Prenduan in Sumenep, Pondok Pesantren Annuqayah Sumenep, and Pondok Pesantren Darul Ulum Banyuanyar Pamekasan in Madura, Indonesia. It was found that the Islamic boarding schools in Madura implement adoptive-adaptive formal integration where some parts of the education subsystem are carried out separately, while the Islamic schools in Selangor follow a holistic approach. Both systems attempt to offer an inclusive syllabus; however, the integration of science in Madurese pesantren leans more towards constructive integration with concurrent traditionalist elements, while Islamic schools in Selangor have adopted a more modern and progressive syllabus.

ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS BETWEEN SPECIALIST AND GENERALIST TEACHING OF SCIENCE / TECHNOLOGY IN THE ANGLOPHONE SUB-SYSTEM OF EDUCATION IN CAMEROON

The study was designed to investigate the academic achievement of primary school pupils between specialist and generalist teaching of science / technology in the anglophone sub-system of education in Cameroon. The study employed a concurrent triangulation mixed – method combining both a quasi - experimental design and a survey design. Two generalist classrooms and two specialist classrooms with 60 students each were equally shared between the North West and South West Regions. The head teachers of the four schools were interviewed. The instruments for data collection was the Achievement Test for Level three Primary School pupils (ATLPS) and an interview guide for school heads. Quantitative Data was analysed with the support of SPSS 21.0 while qualitative data went through thematic analysis. Findings showed that the specialist class had a performance of 75.2 over 100, very significantly higher than the 47.1 over 100 recorded in the generalist class (P=0.000). The hypothesis here stated is then rejected, thus implying that specialist approach of teaching is much more appropriate in enhancing pupils’ academic performance than the currently and unfortunately sustained generalist approach. It was generally perceived that teaching method, assessment and pupils’ academic achievement were more effective in the specialist classrooms. Supervision was perceived more challenging in generalist classrooms. It was recommended that there should be a gradual integration of specialist teaching in the educational system, generalist teachers should be upgraded in subject where they are more comfortable in prospect of specialist teaching, and an improvement on administrative supervision and decision making, Training of specialist teachers to be included in the curriculum of Teacher Training Colleges.

Technical Training of Evaluators in The Context of Self-Assessment of Courses at the University of Belas

The study addressing the self-evaluation of courses and programs in HEIs, currently considered one of the main challenges of the higher education subsystem and the executive. It is believed that the creation of a culture of evaluation in the sector could have a positive impact on the quality of teaching, increasing scientific research and extension practices. The objective of the study is to verify the technical qualifications of the members of the self-evaluation committee (CAA) and assess the extent to which they can be reflected in the results of the self-evaluation process of courses and programs; It was theoretically supported by legislation that regulates higher education. This is a qualitative approach, using semi-structured interviews. Among the results, we highlight the non-adaptation of the IES's internal regulations and processes to Presidential Decree 310/20 and the legislation that regulates assessment in higher education; the longer you remain on the commission, the better the evaluator's performance and contribution to the process; in general, evaluators are not trained in areas related to evaluation and have not even had related training; evaluators have little knowledge of the legislation that regulates the evaluation process. On the other hand, there is a need to carry out a training plan that includes the dimensions of research that involve CAA members, Managers and Administrative Technical Personnel (PTA) in the UNIBELAS self-evaluation process, as well as the need to allocate budget funds to support the process.

Entrepreneurship Education in Interactions in English Terminale and Mastering English (High School), Cameroon EFL/ESL Textbooks: A Critical Discourse Analysis

Entrepreneurship education in the 21st century has increasingly become an important topic in the field of language teaching. EFL/ESL textbooks, in the process of teaching English, have incorporated, among themes of interest, entrepreneurship, which is helpful to transform students’ environments, improve their socio-economic status, and keep them away from poverty. However, the teaching methodology and the quality of materials selected bear questionable social practices likely to denature textbook designers’ laudable intentions. This paper is a critical discourse analysis of the teaching of entrepreneurship in two selected Cameroon English language textbooks used in the French and English subsystems of education, namely Interactions in English Terminale and Mastering English (High School). It is a sociolinguistic qualitative study which hinges on Fairclough’s (2001) three-dimensional theoretical paradigm, which holds that discourses are not language-bound but encompass internal features that (re)produce social structures, social practices, and power relations, reinforcing social inequalities and hegemonic ideologies. The findings yielded significant findings, showing that both Interactions in English Terminale and Mastering English textbooks are replications of the political, economic, and social institutions of Cameroon society and inadvertently promote gender discrimination in terms of entrepreneurship representation. The textbooks examined are too idealistic in their entrepreneurial discourses and outcomes. They fail to expose students to the realities of entrepreneurial ventures, thereby depriving them of the risks and challenges faced by the prominent entrepreneurs celebrated in their course books. This study is relevant as it contributes to the improvement of entrepreneurship pedagogy in EFL/ESL textbooks used in Cameroon classrooms while adopting realistic overtones.

Key Indicators for Monitoring the Efficiency of Iranian Health System: A Synthesized Design Study.

A significant share of medical care, primary health care, and health-related education and research in Iran is provided by the Ministry of Health and its affiliated universities of medical sciences. We aimed to identify a set of key metrics for monitoring their efficiency in the four areas of medical care, primary health care, education and research. A combination of scoping review, expert panel and Delphi method was used. First, the relevant keywords were searched in the appropriate databases between 2000 and 2020. The final extracted indicators then reviewed, reduced and refined through the expert panel meetings. The last metrics were established following a three-stage Delphi study. Out of 2327 studies, 155 were selected following the different screening stages of scoping review. After summarizing and refining the indicators via several expert panel meetings and the Delphi method, a total of 36 key indicators were considered appropriate for measuring efficiency of the health system, 23 of which were for the sub-systems of public health (4 indicators), medical services (10 indicators), education (4 indicators) and research (5 indicators) and 13 indicators for the whole system efficiency. The set of indicators presented representing both the technical and allocative efficiency, might be a reliable basis for designing information systems and management dashboards for periodic monitoring of health system efficiency at national, regional and local levels.

Redressing the Declining Fortune of the English- Speaking Subsystem of Education in Cameroon

The article, “Redressing the Declining Fortunes of the English- Speaking Subsystem of Education in Cameroon”, written by Dr. Kenneth Ngu Foncha is a concise, scientific and in-depth review of the current state of Anglophone education in Cameroon which, as he states, is at the root of an ongoing armed conflict.

Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration

Exclusion from early care and education (ECE) programs creates employment challenges for families and disrupts learning for children, often differentially impacting children placed at-risk due to income, race, and disability. Federal policy guidance and changes in the Child Care and Development Fund (CCDF) Block Grant requirements are meant to influence states to create policies that will both regulate and prevent disciplinary exclusions, especially suspension and expulsion. We present a national census of states’ CCDF plans, center-based child care licensing regulations, and state pre-K policies addressing suspension and expulsion. Using content analysis methodology, we evaluate the presence of key policy components of suspension and expulsion prevention including data collection, parent/family involvement in the process of exclusions, accessing community resources, and the use of developmental information to inform the use of exclusionary discipline. Our results indicate that expulsion and suspension policies vary widely both across states, and within the same state's subsystems. The component found most frequently across all subsystems is an expulsion policy, with noticeable variation in specifying and defining suspension. Our findings also point to a great deal of variance in policy alignment, with pre-K including the most information on expulsion and suspension policies and prevention. As state-level policymakers seek to adopt policies that reduce exclusion in ECE, our findings point to a need to consider the importance of creating policies that protect children, especially those over exposed to exclusionary discipline, and then aligning those components within and across ECE subsystems to promote equitable access to ECE. This is particularly important for low-income families, Black children, children with disabilities, and boys.

Enhancement Strategies of Traditional Cultural Inheritance on Moral Education in the Internet Era

Abstract Combining traditional culture and moral education is particularly important in the Internet era. This study explores the application of conventional culture in moral education and proposes practical strategies for integrating traditional culture into moral education. The study first analyzes the symbiotic pathway between traditional culture and moral education, emphasizing the importance of conventional culture in ecological moral education. Then, by constructing a coupled evaluation index system of conventional culture and moral education and applying the entropy value method and the coupled coordination degree model, it comprehensively evaluated the moral education subsystem in a province from 2008 to 2022. The results show that the province’s honest education subsystem scores improve from 0.1146 to 0.8133, and the coupling coordination degree shows an upward trend. Based on these findings, this study proposes strategies for integrating excellent traditional culture into moral education, including establishing a scientific concept of integration, enhancing teachers, and enriching extracurricular activities, aiming to improve the effectiveness and usefulness of moral education.

Research on Civic and Political Education and Economic Development in the Age of Digital Economy

Abstract This paper constructs the evaluation index system of Civic and Political Education and Digital Economy Development and uses the entropy value method to calculate the weight value of each index in the evaluation system. A gray correlation analysis model is established to explore the degree of correlation and relevance of indicators in the evaluation system of ideological and political education and economic development. Analyze the synergistic development between the two subsystems of ideological and political education and digital economic development by using the coupling degree and the coupling coordination degree analysis method, and explore the degree of coordination of the coupling development between the two. The analysis of the relationship between civic and political education and economic development in the sample sites found that the integrated gray correlation between the two is 0.610, which is a moderate level of correlation. The coupling degree of the two is increasing year by year, and it will reach 0.525 in 2023. On average, the coupling coordination degree reaches 0.610, which belongs to primary coordination. This paper provides data support for the improvement of the coupling coordination between ideological education and economic development in the era of the digital economy. It lays the foundation for the common development of ideological education and economy.

Pathology of teacher recruitment and selection processes and providing policy recommendations for its improvement

The comprehensive teacher system as one of the subsystems of education, like any other system consists of three main components of input, process, and output, each of which, for its part, has an effective and constructive role in the survival and development of this system. The purpose of this study was to analyze the challenges and problems of teacher recruitment process and to provide policy recommendations for its optimization. To do so, adopting a Grounded Theory method, Semi-structured interviews were used as the main instrument for data collection. Using purposive sampling, 15 academic experts, specialists and managers in the field of human resource management and teacher education and 4 student-teachers were selected and participated in this study. Based on the research background and lived experiences of participants, the basic questions of the interview protocol were prepared and finally, with the opinion of experts, its validity was confirmed. After preparing and sending the interview protocol to the participants, the interviews were conducted. Analysis of the results and findings revealed that there are six shortcomings of: 1-policy making-institutional; 2-cognitive-attitudinal; 3-futuristic; 4-executive; 5-legal; and 6-methodological in teacher recruitment and selection. After the formation of the focus group, policy recommendations were provided in accordance with these shortcomings, which were presented in four categories of recommendations focusing on the areas of theory, policy-making and intermediate management, middle management and planning, and executive management. This study rich theoretical, methodological, and practical implications for researchers and policy makers involved in teacher education.

Study on the Development Path of Cultural, Sports, Tourism and Education Integration in West Sichuan in the Context of High Quality Development of Regional Economy Supported by Big Data

Abstract West Sichuan has long been affected by factors such as geographic location, transportation conditions, economic base and political and economic marginalization, resulting in a general lag in economic development. Based on the mechanism of coordinated development of culture-sports-tourism-education, this paper constructs the evaluation index system of coordinated development of the four systems. Using the TOPSIS entropy weight comprehensive evaluation method can measure the development index of each system of culture, sports, tourism and education in western Sichuan, and using the coupled coordination degree model GWR spatial analysis method, the spatial and temporal differentiation characteristics of the integrated and coordinated development of culture-sports-tourism-education in the four regions of western Sichuan, namely, Ya’an City, Aba Prefecture, Ganzi Prefecture, and Liangshan Prefecture, are studied. The results show that the education subsystem in western Sichuan has the largest increase from 0.258 in 2008 to 0.573 in 2022, indicating that western Sichuan has continued to strongly support education in recent years. However, it is also found that the region with the largest change is Aba Prefecture, with an increase of 0.287, and the smallest is only 0.112, which shows that there is a certain degree of variability in the development of the regions in western Sichuan. This study analyzes the development status and characteristics of the regions in western Sichuan, which is of guiding significance for the construction and development of these regions.

Sistema gosudarstvennogo upravleniya doshkol'nym, shkol'nym i vneshkol'nym vospitaniem i prosveshcheniem v SSSR v 1970-e gg.: istoriko-pravovoj aspekt

The article analyzes the legal basis for the organization and activities of the public administration system of preschool, school and extracurricular education and education in the USSR in the 1970s on the basis of regulatory acts and official documents of that time. Conclusions are drawn about the strengths and weaknesses of the structural and functional construction of this subsystem of public education. The possibilities of using managerial experience in the activities of public administration bodies are considered.

Analysis of Lecturer Performance In Increasing Productivity of Indonesian Polytechnic Venezuela In Aceh Besar

Higher education is one of the subsystems of national education. The presence of higher education plays a crucial role in the life of the nation and the state. The quality of higher education depends on the quality of lecturers, especially in terms of their professional competence, which will contribute to the improvement of the quality of higher education and ultimately have an impact on the progress of national education. Lecturers have primary duties and obligations outlined in the "tridharma" of higher education, and these duties must be reported to the institution and higher education service institutions each semester, resulting in periodic work performance outcomes often referred to as the lecturer's workload. Lecturer's Workload is a performance report that includes components related to educational delivery, research, community service, and supporting activities within a specified time frame. This research aims to analyze the performance of lecturers in improving the productivity of the Polytechnic of Indonesia Venezuela. This study uses a qualitative approach with a descriptive research type. Data collection techniques involve observation, interviews, and documentation. The data analysis technique used is qualitative descriptive analysis with data reduction, data presentation, and drawing conclusions. The research results indicate that the performance achievements of Poliven lecturers in terms of career development or promotions have not improved the productivity of Poliven. This is because, on average, Poliven lecturers are not consistent in proposing functional positions or promotions in accordance with the established schedule. The performance achievements of Poliven lecturers in the field of the three pillars of higher education, particularly in education and teaching, meet the workload targets well, thus enhancing Poliven's productivity. However, the performance achievements of Poliven lecturers in the field of research and community service have seen only a slight improvement and meet the workload targets. This is because there have been no research or community service results that have obtained intellectual property rights (HAKI) or patents.

Educational Practice in the Sierra Tarahumara: Challenges and Expectations before the New Mexican School

Indigenous education in Mexico has been a great challenge within political agendas, due to the difficulty in closing the abyss between the goals pursued and the achievements achieved. The purpose of this contribution is to present a diagnosis made on the teaching practice in primary education of the Indigenous Education subsystem in the Sierra Tarahumara of Chihuahua, Mexico, based on visions and meanings constructed by participating actors: – parents – as well as teachers and directors responsible for this task; In a second moment, they were analyzed within educational policies generated to address this educational modality: proposals, achievements and challenges still in force at the beginning of the third millennium. At the state level, between 2013 and 2015, 294 questionnaires were applied to teachers or directors of indigenous education and during 2016-2017, 16 in-depth interviews were conducted with: directors or teachers and parents of rarámuri children.

BARRIERS TO HARMONIZATION OF THE SUB-SYSTEMS OF PRIMARY EDUCATION IN THE LITTORAL AND SOUTH WEST REGIONS OF CAMEROON

This study was designed to examine barriers to harmonization of the sub-systems of primary education in the Littoral and South West Regions of Cameroon. The study was guided by two objectives which where to inquire whether bicultural traditions of the country is a hindrance to the harmonization process of the curriculum of primary education and to find out if the fear of assimilation is a barrier to harmonization of the curriculum of primary education. The concurrent mixed-methods research approach specifically the descriptive survey design was adopted for the study. The sample population for the study was made up of 20 pedagogic staff from the Regional Delegation, 20 from the Divisional Delegation, 20 from the Inspectorates, 200 head teachers and 300 teachers from both regions. The purposive and simple random sampling techniques was adopted for the study. The instruments use for data collection were a questionnaire (closed ended questions) for Teachers and Head teachers and an interview guide for regional delegation staff, divisional delegation staff and inspectorate staff. Data from the close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions were analysed thematically. The hypotheses of the study were tested using Chi-square test. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the bi-cultural tradition of the country acting as a barrier to the harmonization of the curriculum for primary education (P=0.270, >0.05) whereby majority of the head teachers 154 (76.9%) and teachers 214 (71.4%) strongly agree and agree that the bi-cultural tradition of the country is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 46 (23.1%) and teachers 86 (28.6%) disagree and strongly disagree. Statistically, findings showed that head teachers and teachers did not significantly differ in their perception on the fear of assimilation acting as a barrier to the harmonization of the curriculum for primary education. (P=0.555, >0.05) whereby, majority of the head teachers 144 (71.8%) and teachers 222 (74.1%) of almost the same proportion strongly agree and agree that the fear of assimilation is a barrier to the harmonization of the curriculum for primary education while a minority of the head teachers 56 (28.2%) and teachers 78 (25.9%) disagree and strongly disagree. It is generally recommended that, harmonization in its context of preserving cultural patrimony as an objective of multicultural education. Cultural patrimony refers to the sum total of ways of living, including values, beliefs, aesthetic standards, linguistic expression, and patterns of thinking, behavioural norms and styles of communication, which a group of people have developed to assure its survival in a particular physical and human environment.

LEARNING LANDSCAPE AS A STRUCTURAL AND FUNCTIONAL COMPONENT OF FORMATION OF THE ARCHITECTURE OF NONFORMAL EDUCATION INSTITUTIONS

The article analyzes views on the formation of the concepts of "educational environment" and "learning landscape" from the perspective of pedagogical science and from the perspective of architectural theory. The author's considerations regarding the interdisciplinary connection of these concepts are presented. The article presents also individual results of the author's research on the development of the architecture of non-formal education institutions (hereafter NFEI). The learning landscape (external space of the educational institution) was analyzed as a material structural and functional component to which the following processes correspond: a group of processes of communication and education (inner courtyards, atriums, squares in front of the main entrance, training grounds, experimental sites, operated roofs, etc.); recreational processes in this context is an important addition to the full functioning of the institution as an organism; the processes that provide the economic zone, parking and external communication space of the institution are essentially those that serve and are mandatory for the reproduction of other groups of processes. Of course, these processes and the architectural and landscape elements linked to them were analyzed complexly. The analysis of these processes should be carried out in accordance with the specific conditions of the location of the NFEI, taking into account external and internal factors of influence, local traditions, history and opinion of the community, and the main decisions regarding the formation of structural and functional models of such institutions should be taken already at the stage of development concepts formation. As an illustration of an architectural object that is harmoniously combined with its external space, the Community Centre Kastelli (Oulu, Finland) was given. Currently, it is rather difficult to give an unequivocal definition of the concept of "learning landscape", since there is a significant difference in the interpretation of this phenomenon in the pedagogical field and in the concept of landscape that is familiar to architects. Therefore, from the point of view of the architectural theory, namely in matters of formation of the architecture of new-type educational institutions (for example, NFEI), the following interpretation is proposed: "learning landscape" is a logical and consistent structural and functional component of an educational institution, as an object of architecture, which should be designed with the ability to dynamically develop in close connection with the architecture of the educational institution building and takes into account modern and predictive educational scenarios. At the same time, the "educational landscape" in the sense presented above is a necessary link of the subsystem of education, which expresses its educational and material component, is accessible to all segments of the population and must be meaningfully and objectively organized. In the structure of the conceptual apparatus of the socio-pedagogical phenomenon of the "educational environment" ("educational space", learning landscape), the architectural "learning landscape" is hierarchically subordinated to the latest and prognostic educational scenarios (the influence of external factors) and is a regular and dynamic structural and functional component of the conceptual, and further, the material manifestation of the formation of the educational institution's architecture.

O.6.2-8 Enforcing physical education in the official examinations in Anglophone Cameroon

Abstract Purpose Cameroon has two main educational systems: English and French, which have a colonial heritage. The controversy is that each educational sub-system has its own curriculum. In the French-speaking part of the country, sports and physical education are mandatory for obtaining the CEPE, Baccalaureate, and any other public examination. In the English-speaking part, sports and physical education are yet to be included in the curriculum. The goal of this policy paper is to change the narrative of the curriculum of public examinations in Cameroon's anglophone educational sub-system by following the example of the country's French part. This policy paper targets curriculum developers, the General Certificate of Education Board, and the Ministries of Education. What will be innovative is that students from English-speaking Cameroon will also be included in sports activities at an early age. Project or policy description Development: We used the Health-Enhancing Physical Activity Policy Audit Tool (HEPA PAT) to collect data at the ministries of education, the Ministry of Sports and Physical Education, 197 public schools, and 204 health care facilities. Content analysis, ethnographic studies, and Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis are used to assess why average French-speaking Cameroonians have a longer life span, are physically active, and participate in more high-level sports than their English-speaking counterparts. The Cameroon Government Certificate (GCE) of Education Board is in charge of putting this project into action. Sports and physical education should be required courses for both the ordinary and advanced levels of the GCE. We will implement the process and conduct an impact assessment. With the process evaluation, we will monitor if the program is meeting the intended goals. The impact evaluation will give a broader view of the outcome of the program. Conclusions When this policy is put into place, the English-speaking part of Cameroon will have HEPA and be pushed to be as healthy and fit as the French-speaking part.