Ntam Olivia Ndum
Second cohort of the African Fellowships for Research in Indigenous and Alternative Knowledges / Deuxième cohorte du programme de Bourses africaines pour la recherche sur les savoirs autochtones et alternatifs (AFRIAK) .
Affliation: Presentation Bilingual Nursery and Primary School in Yaoundé
Discipline: Science of Education
Country / Pays: Cameroon
Project Title / Titre du projet: My proposed research examines indigenous games as pedagogical technologies and explores how they can be systematically integrated into formal curriculum frameworks to strengthen foundational literacy, numeracy, and socio-emotional learning in Cameroonian primary schools, particularly in conflict-affected contexts where culturally grounded, community-based learning approaches are critically needed.
Biographie / Biography: I hold a Bachelor’s Degree in the Science of Education , where I received specialized training in curriculum development, pedagogy, child psychology, and classroom management. I also earned the CAPIEMP Certificate (Certificate of Aptitude for the Professional Integration of Primary School Teachers), which equipped me with the professional competencies required for nursery and primary education practice in Cameroon. In addition, I obtained a Certificate in Child Development, strengthening my understanding of early learning milestones and age-appropriate instructional strategies.
My academic preparation is grounded in child-centered and inclusive education approaches, with formal training in lesson planning, differentiated instruction, and ICT integration in teaching. This foundation enables me to critically examine indigenous games as pedagogical technologies and align them meaningfully with curriculum competencies in formal classroom settings.
I am currently affiliated with Presentation Bilingual Nursery and Primary School in Yaoundé, where I serve as a classroom teacher responsible for delivering literacy, numeracy, science, and social studies across the primary level. My institutional role places me at the center of curriculum implementation and learner engagement within a structured school environment. I work closely with school leadership, parents, and fellow educators to strengthen inclusive and child-centered teaching practices. This affiliation provides a practical platform to pilot and refine culturally grounded pedagogical innovations, ensuring that indigenous knowledge research can be translated into actionable and scalable classroom practice.
