Mark Tata Kelese
Biographic Data
| ID | 10003312 |
|---|---|
| NAME | Mark Tata Kelese |
| GIVEN NAMES | Mark Tata |
| FAMILY NAME | Kelese |
| SIGNATURE | KELESE M T |
| AFFILIATIONS | University of Bamenda |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The contested landscape of foundational learning data in Cameroon
Background Access to reliable foundational learning data is crucial for enhancing educational outcomes, especially in light of the global learning crisis, where, despite a substantial increase in school enrolment, many children are not acquiring basic skills such as literacy and numeracy. In Cameroon, access to foundational learning data is deeply contested, with stakeholders facing significant barriers that limit data access, sharing, and use. M…
Preconditions for learning in the Lake Chad Basin
Introduction This study critically examines the preconditions for effective learning in the Lake Chad Basin, a region grappling with prolonged armed conflict and a deepening crisis of Learning Poverty. Education, a fundamental human right, is severely compromised with over 1,500 learning institutions closed and at least 400 teachers killed. Methods Using Bronfenbrenner's Ecological Systems Theory, this qualitative study employed 39 Key Informant …
Addressing infodemic for pandemic preparedness in the digital age
Background: The 21st century has brought about a damaging information crisis, significantly challenging and undermining efforts to increase the uptake of scientific research evidence in both policy and practice. The World Health Organization (WHO) recognizes misinformation and disinformation as major drivers of pandemic spread and impact, dedicating a policy brief to pandemic preparedness on this issue. In this study, we examine the impact of mis…
No prominent works on this page.
Addressing infodemic for pandemic preparedness in the digital age
Background: The 21st century has brought about a damaging information crisis, significantly challenging and undermining efforts to increase the uptake of scientific research evidence in both policy and practice. The World Health Organization (WHO) recognizes misinformation and disinformation as major drivers of pandemic spread and impact, dedicating a policy brief to pandemic preparedness on this issue. In this study, we examine the impact of mis…
The contested landscape of foundational learning data in Cameroon
Background Access to reliable foundational learning data is crucial for enhancing educational outcomes, especially in light of the global learning crisis, where, despite a substantial increase in school enrolment, many children are not acquiring basic skills such as literacy and numeracy. In Cameroon, access to foundational learning data is deeply contested, with stakeholders facing significant barriers that limit data access, sharing, and use. M…
Preconditions for learning in the Lake Chad Basin
Introduction This study critically examines the preconditions for effective learning in the Lake Chad Basin, a region grappling with prolonged armed conflict and a deepening crisis of Learning Poverty. Education, a fundamental human right, is severely compromised with over 1,500 learning institutions closed and at least 400 teachers killed. Methods Using Bronfenbrenner's Ecological Systems Theory, this qualitative study employed 39 Key Informant …
Focus group (2 works) · Politics (2 works) · African cultural and philosophical studies (1 work) · Alternative medicine (1 work) · Civil society (1 work) · Computer Science (1 work) · COVID-19 Digital Contact Tracing (1 work) · Data collection (1 work) · Delphi method (1 work) · Disease (1 work)