Aller au menu Aller au contenu Aller à la recherche
  • Français
  • English

Fiche de NGO MELHA Ernestine

Fonction : Young Doctor, Associate Researcher
CV : télécharger le CV

Presentation

Doctor of education sciences

 

Research themes and areas of Expertise

  • Inclusive education; disability and inclusive education
  • Evaluation of the quality of school systems
  • Teacher perceptions and school inclusion
  • Analysis of education systems
  • Analysis of educational policies
  • International comparisons in education (comparative education)
  • International cooperation.

 

Thesis

Title : Inclusive education for pupils with disabilities in France and Cameroon : an analysis of national policy and teachers viewpoint

Thesis defended on October 13, 2017

Abstract : The discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000; UN, 2006)). Educational policies integrate, more or less clearly, the educational needs of children with disabilities. Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. It is therefore important to take an interest in teachers’ perceptions of the national policy favoring the inclusion of disabled pupils in mainstream schools in France and Cameroon and to consider the factors likely to influence or determine effectiveness and sustainability of this policy which can be considered as being imposed on them.Themodel of multidimensional evaluation of the quality of the educational devices borrowed from Tremblay (2012) and the model of planned behavior of Ajzen (1991)are used in this research to meet the two main objectives. A two-part questionnaire with proposals for answers was sent to primary school teachers. Our research concerns a population of 133 teachers including 65 Cameroonians and 68 French.The dimensions studied for the first part of the questionnaire are as follows: The relevance of the objectives, the characteristics of the population of the scheme, the adequacy of resources, the reliability of actions, the effectiveness and the flexibility of the system. Normative beliefs, perceptions of difficulties and behavioral beliefs are studied through the second component. Analysis of the simple variance (ANOVA) is used to compare the averages between countries and the correlations studied to evaluate the main components of the Ajzen model.Our results show that despite a strong adherence to thepolicy for the inclusion of students with disabilities by teachers interviewed in both countries, it would not seem to be effective. Thiswould be explained in the case of France by the objectives which would not be achieved and in Cameroon by the resources which would be insufficient. Points of divergence are observed on certain aspects of the dimensions studied, such as the size of the class, the pedagogical approach, the resources and the individual characteristics of the students.As for our model derived from the Ajzen theory, correlation analysis shows linear links between three components: the perceived difficulties of teachers, their normative beliefs and behavioral beliefs. The perceived difficulties are negatively correlated with both normative beliefs (-.33) and behavioral beliefs (-.65). Thus, according to the theoretical model developed, the intensity of the difficulties experienced creates negative beliefs among teachers. Normative beliefs (in the main references of the National Education) are positively related to behavioral beliefs (.50), which they seem to favor. It is important to note that the three components do not determine teachers’ attitude towards inclusion, since the correlations are not significant.Our analysis suggests, consideringthe weak correlations between the attitude of the teachers and the other components of the model, to look for other factors exogenous to the model we studied, which would explain the attitude of teachers towards the policy of inclusion.

Key words: disability – educational policy – inclusion – teachers – educational system – international comparison – Cameroon – France

 

Publications



21 documents

Article dans une revue

  • Ernestine Ngo Melha. L'éducation inclusive en Afrique subsaharienne: de la préconisation internationale à la mise en oeuvre. Education comparée. Revue de recherche internationale et comparative en éducation, Association francophone d'éducation comparée, 2020, pp.35-51. ⟨halshs-02478123⟩
  • Ernestine Ngo Melha. Garantir aux enfants en situation de handicap l'accès à l'éducation. La tribune Fonda, 2019. ⟨halshs-02302492⟩

Communication dans un congrès

  • Ernestine Ngo Melha. Inclusive education for pupils with disabilities in France : what do teachers say ?. Histories, Practices and Policies of Disability: International, Comparative and Transdisciplinary Perspectives, Sep 2019, cologne, Germany. ⟨halshs-02302489⟩
  • Ernestine Ngo Melha. L'éducation inclusive : entre injonction internationale et mise en œuvre effective. Transformer les pratiques et les connaissances au prisme du handicap : expériences,transmissions, formations, organisations, ALTER (Société Européeenne de Recherche sur le Handicap), Jul 2019, Lille, France. ⟨halshs-02384517⟩
  • Ernestine Ngo Melha. Handicap et inclusion scolaire au Cameroun : ce qu’en disent les enseignants. Handicaps, sociétés et territoires, Apr 2019, Yaoundé, Cameroun. ⟨halshs-02161826⟩
  • Ernestine Ngo Melha. Handicap et inclusion scolaire au Cameroun : ce qu'en disent les enseignants ?. Handicaps, sociétés et territoires, Apr 2019, yaoundé, Cameroun. ⟨halshs-02302497⟩
  • Ernestine Ngo Melha. L'éducation inclusive : entre injonction internationale et mise en oeuvre effective. Transformer les pratiques et les connaissances au prisme du handicap : expériences,transmissions, formations, organisations, ALTER (Société Européeenne de Recherche sur le Handicap), Jul 2018, Lille, France. ⟨halshs-01841742⟩
  • Ernestine Ngo Melha. Différenciation pédagogique et inclusion scolaire : interroger les pratiques d'adaptation des enseignements. Journée départementale des EGPA, Académie de Versailles, Mar 2018, Villabé, France. ⟨halshs-01785359⟩
  • Ernestine Ngo Melha. Politique éducative de l'inclusion des élèves en situation de handicap en France et au Cameroun. 6ème Conférence annuelle d'ALTER, Société européenne de recherche sur le handicap , ALTER (Société européenne de recherche sur le handicap), Jul 2017, Lausanne, Suisse. ⟨halshs-01589963⟩
  • Ernestine Ngo Melha. Schooling pupils with disabilities in Franceand Cameroon: a comparative analysis. Inclusion, Participation and Human Rights in Disability Research - comparisons and exchanges, ALTER European Society Disability Research, Jun 2016, Stockholm, Sweden. ⟨halshs-01344813⟩
  • Ernestine Ngo Melha. Inclusion des élèves en situation de handicap en France et au Cameroun : analyse de la politique éducative selon le point de vue des enseignants. De l'intégration àl'inclusion scolaire : rôles des communautés éducatives, Haute école pédagogique du canton de Vaud, Apr 2015, Lausanne, Switzerland. ⟨halshs-01162301⟩
  • Ernestine Ngo Melha. L'enseignement technique et professionnel au Cameroun : quelle place dans l'organisation du système éducatif ?. Education technologique, formation professionnelle et formation des enseignants, RAIFFET, Oct 2014, Marrakech, Maroc. ⟨halshs-01162297⟩
  • Ernestine Ngo Melha. L'enseignement technique et professionnel au Cameroun : quelle place dans l'organisation du système éducatif ?. Éducation technologique, formation professionnelle et formation des enseignants : actes du 4e colloque international [du RAIFFET] : Marrakech, 28-31 octobre 2014, RAIFFET (Réseau Africain des Institutions de Formation de Formateurs de l'Enseignement Technique), Oct 2014, Marrakech, Maroc. ⟨halshs-01374600⟩
  • Ernestine Ngo Melha. Technical paper on education and disability (inclusive education). Disability data and statistics, monitoring and evaluation: the way forward, a disability inclusive development agenda towards 2015 and beyond, Jul 2014, Paris, France. ⟨halshs-01070753⟩
  • Ernestine Ngo Melha. Comparative study of the determinants of the effectiveness of educational policies of inclusion in France and Cameroon from the point of view of teachers. Exploring Disability: Epistemologies, Policies and Politics, Jul 2014, Lisbonne, Portugal. ⟨halshs-01070750⟩
  • Ernestine Ngo Melha. Comparative study of the effectiveness of educational policies of inclusion in France and sub-Saharan Africa: a literature review. Second Annual Conference of Alter - European Society for Disability Research, Jul 2013, Leuven, Belgium. ⟨halshs-00842232⟩
  • Ernestine Ngo Melha. Égalité des chances à l'école et politiques éducatives d'inclusion en Afrique sub Saharienne : de la rhétorique à la réalité pratique. 3ème Colloque international : Éducation technologique, formation professionnelle et égalité des chances, Oct 2011, Saly Portudal-Mbour, Sénégal. pp.91-96. ⟨halshs-00832428⟩
  • Ernestine Ngo Melha, Halim Bennacer. Étude comparative des politiques éducatives d'inclusion en France et en Afrique subsaharienne. Forum des jeunes chercheurs, Nov 2010, Lyon, France. ⟨halshs-00661505⟩

Ouvrage (y compris édition critique et traduction)

  • Ernestine Ngo Melha. Education inclusive en Afrique subsaharienne. L'harmattan, 96 p., 2013, études africaines, 978-2-343-00664-2. ⟨halshs-00865373⟩
  • Ernestine Ngo Melha. Enseignement technique et professionnel au Cameroun. L'harmattan, 66 p., 2012, études africaines. ⟨halshs-00785169⟩

Autre publication

  • Ernestine Ngo Melha. Contribution in the 5th Annual ECOSOC AMR E-Discussion on Education: Closing the Gap. 2011. ⟨halshs-00785188⟩

 
 

photo_de_profil:
2357
identite:
NGO MELHA Ernestine
fonction:
Young Doctor, Associate Researcher
adresse_postale:
telephone:
bureau:
fax:
courriel:
melhaernestine@yahoo.fr
url_site_perso_ou_professionnel:
cv:
https://iredu.u-bourgogne.fr/wp-content/uploads/2019/10/CV_-Ngo_Melha_oct2019_-Iredu_-Eng.pdf
kc_data:
a:8:{i:0;s:0:"";s:4:"mode";s:0:"";s:3:"css";s:0:"";s:9:"max_width";s:0:"";s:7:"classes";s:0:"";s:9:"thumbnail";s:0:"";s:9:"collapsed";s:0:"";s:9:"optimized";s:0:"";}
kc_raw_content:

{tab=Presentation}


Doctor of education sciences


{tab=Research themes and areas of Expertise}

  • Inclusive education; disability and inclusive education
  • Evaluation of the quality of school systems
  • Teacher perceptions and school inclusion
  • Analysis of education systems
  • Analysis of educational policies
  • International comparisons in education (comparative education)
  • International cooperation.


{tab=Thesis}

Title : Inclusive education for pupils with disabilities in France and Cameroon : an analysis of national policy and teachers viewpoint

Thesis defended on October 13, 2017

Abstract : The discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000; UN, 2006)). Educational policies integrate, more or less clearly, the educational needs of children with disabilities. Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. It is therefore important to take an interest in teachers' perceptions of the national policy favoring the inclusion of disabled pupils in mainstream schools in France and Cameroon and to consider the factors likely to influence or determine effectiveness and sustainability of this policy which can be considered as being imposed on them.Themodel of multidimensional evaluation of the quality of the educational devices borrowed from Tremblay (2012) and the model of planned behavior of Ajzen (1991)are used in this research to meet the two main objectives. A two-part questionnaire with proposals for answers was sent to primary school teachers. Our research concerns a population of 133 teachers including 65 Cameroonians and 68 French.The dimensions studied for the first part of the questionnaire are as follows: The relevance of the objectives, the characteristics of the population of the scheme, the adequacy of resources, the reliability of actions, the effectiveness and the flexibility of the system. Normative beliefs, perceptions of difficulties and behavioral beliefs are studied through the second component. Analysis of the simple variance (ANOVA) is used to compare the averages between countries and the correlations studied to evaluate the main components of the Ajzen model.Our results show that despite a strong adherence to thepolicy for the inclusion of students with disabilities by teachers interviewed in both countries, it would not seem to be effective. Thiswould be explained in the case of France by the objectives which would not be achieved and in Cameroon by the resources which would be insufficient. Points of divergence are observed on certain aspects of the dimensions studied, such as the size of the class, the pedagogical approach, the resources and the individual characteristics of the students.As for our model derived from the Ajzen theory, correlation analysis shows linear links between three components: the perceived difficulties of teachers, their normative beliefs and behavioral beliefs. The perceived difficulties are negatively correlated with both normative beliefs (-.33) and behavioral beliefs (-.65). Thus, according to the theoretical model developed, the intensity of the difficulties experienced creates negative beliefs among teachers. Normative beliefs (in the main references of the National Education) are positively related to behavioral beliefs (.50), which they seem to favor. It is important to note that the three components do not determine teachers' attitude towards inclusion, since the correlations are not significant.Our analysis suggests, consideringthe weak correlations between the attitude of the teachers and the other components of the model, to look for other factors exogenous to the model we studied, which would explain the attitude of teachers towards the policy of inclusion.


Key words: disability – educational policy - inclusion - teachers - educational system - international comparison - Cameroon - France

{tab=Publications}

[cv-hal id=ernestine-ngo-melha type=authIdHal_s]

{/tabs}

Log In

Create an account