DEPARTMENT: EDUCATIONAL FOUNDATIONS AND ADMINISTRATION
NAME OF STAFF: DR. NNANE PETER EBONTANE
Secondary E-mail: email@example.com
Tel: 677 590 499
GRADE: Associate Professor
BRIEF EDUCATIONAL BACKGROUND
Ph.D in Educational Administration from SUNY, Albany, N.Y., U.S.A;
M.Ed. in Educational Administration from SUNY College, Brockport, U.S.A;
B.A. (Hons) Geography – Y’de.
RESEARCH INTEREST AREA
MASTER DISSERTATIONS SUPERVISED
More than 25 Master’s students
Ph.D THESES SUPERVISED
(In progress – 3 students)
1- (2009). The Link Between Student Achievement and Staff Qualification – The Case of the University of Buea. The Journal of Early Childhood and Special Education (JECSE). Vol. 1, No. 1, Pp. 116-130.
2- (2010). Handicapism – The case of the hearing impaired in inclusive education in Cameroon: Implications for planning and policy. African International Journal of Educational Administration and policy (AIJEAP). Vol. 2, No. 1, Pp. 41-50.
3- (2014). Public Nursery, Primary and Secondary School enrolment and Teacher Deployment Growth-rates in the South West Region and the problem of Equity. Abia Journal of Educational Studies. Vol. 2, No. 2, Pp. 65-73
Nnane Peter Ebontane is an Associate Professor of Educational Administration, with a leaning on Educational Finance. He has particular interest in tertiary education and to a limited extent, secondary and basic education in Cameroon.
With regard to tertiary education, the researcher’s publications have been based on unit costs, improving on the use of time, the link between student achievement and staff qualification, choosing a career, fulfilling the research mission in state universities in Cameroon, and equity in the allocation of subvention to the state universities. As regards secondary and basic education, the researcher has equally worked on issues of equity in the distribution of human resources.
Furthermore, the researcher, of recent, has developed interest in inclusive education as it relates to policy implications. In this connection, he published on “Handicapism – the case of the hearing impaired in schools in Cameroon: implications for planning and policy”.