Job Opportunity: British High Commission Yaounde Announces Vacancy for Cashier/Management Assistant

British High Commission Yaounde

Office Notice No – 01/15/ YAO

GRADE A1(L)

POSITION                                         :CASHIER/MANAGEMENT ASSISTANT

SECTION                                          : CORPORATE SERVICE

GRADE                                             : A1(L)

POSITION TYPE                             : ONE YEAR RENEWABLE CONTRACT

A vacancy has arisen for the position of Cashier/Management Assistant A1(L) at the British High Commission in Yaounde.

Roles and responsibilities/what will the jobholder be expected to achieve?

· Facilitate and report on how the British High Commission spends its annually allocated budget, adhering to strict guidelines and cash handling policies.

· Contribute to the monitoring of how the BHC budget is being spent monthly to ensure that funds are being spent where agreed and spot any potential issues e.g. If we need additional funding. The BHC uses a bespoke monitoring system on which training (both on the job and formal) will be provided.

· Contribute to the forecasting of the BHC’s spending quarters

· Ensure that cash imprests are monitored in line with the British High Commission’s guidelines for handling., receipting and recording cash transactions. Similarly monitor BHC credit card spend and reconciling receipts.

· Monitor and report on BHC local accounts ensuring that all balances and transactions are made within the BHC guidelines.

· Manage the BHC asset register and ensure that BHC assets are properly accounted for and valued as per BHC guidelines

· Draw up and maintain a rolling furniture replacement programme for the BHC and residences

· Draw up and maintain preventive maintenance programme and assist with general maintenance of the BHC premises and residences.

· Be flexible enough to provide cover for absent members of a small administration team. Play a role in the BHC crisis team and be ready to help in the event of an incident which impacts on British Nationals.

Key Competences, skills and experience required;

Essential

· IT competent and fully conversant with outlook and Microsoft office packages

· Have at least three years working experience in a similar capacity

· Must have at least a Bachelors degree in Finance/Accounting ACCA certificates for part one and two also acceptable

· Fluent in both the English and French languages

Key Competencies

· Leading and communicating – leading from enthusiasm, engaging with people with honesty and integrity and upholding the reputation of the BHC.

· Collaborating and partnering – it requires working collaboratively, sharing information and building supportive, responsive relationships with colleagues and stakeholders, whilst having the confidence to challenge assumptions.

· Building capacity for All – having a strong focus on continous learning for oneself, being open to learning and keeping one’s own knowledge and skill set current and evolving.

· Delivering value for money – seeking out and implementing solutions which achieve the best mix of quality and effectiveness for the least outlay basing decisions on evidenced information and following agreed processes and policies, challenging these appropriately where they appear to prevent good value for money.

Desirable

· Previous experience with an international organization will be an added advantage.

Salary & Benefits

· The position is a grade A1(L) with salary subject to insurance and tax as per local labour regulations. We offer a competitive package including medical benefits, performance related bonus, recreational facilities, and opportunities for job related training and development.

NOTE:

· The British High Commission in Yaounde is an equal opportunities employer, dedicated to inclusivity, a diverse workforce and valuing different.

· “Staff recruited locally by The British High Commission in Yaounde is subject to Terms and Conditions of Service according to local Cameroon employment law.”

· All applicants must be legally able to work in Cameroon with the correct visa status work permit.

· The successful candidate will be subject to reference checking and security clearances checks.

· If you have not heard from us 3 weeks after the closing date, please consider your application unsuccessful Note: Any questions you may have about this position will only be answered during interview, should you be invited.

To Apply

Applicants should send;

1.    An up–to–date CV in English;

2.    A short (2 page max) covering Letter in English with two sections. First, explaining in 200 words why you would like to apply for the job and why you think you would be good at it. Second; short paragraphs on each of the competencies 1 to 4 listed above, giving specific examples of when you have demonstrated each competence/skill.

Internal applicants must submit this along with a copy of their most recent 24 months of appraisal evidence (i.e. two full appraisals, or however many abridged appraisals, minutes etc to make up two years’ worth evidence) by email to: Recruitment.Africa@fco.gov.uk

The closing date is 8^th February 2015 and no further applications will be accepted after that date. Please quote in the subject line if you are an internal candidate, or spouse of a diplomatic officer, with the Vacancy Notice No. 01/15YAO.

Study a degree course at a top university in Germany and Slovakia

EuroEducation    Study Guide to Masters and Bachelors Degree Courses

A Guide to Degree Programs in Arts, Business, Engineering, Humanities, Management, Science

European Centres of Academic Excellence HTW Berlin, Germany MBA and Engineering The MBA&E is a pioneering postgraduate programme whose curriculum combines traditional MBA content with technology in order to create a programme with a competitive advantage. The practice-oriented programme is backed by projects and excursions. In October 2015, the MBA&E will offer three specialization options: Automotive Management, Lean Management and Interdisciplinary Management. Our offering reflects the typical destinations of our graduates in the automotive and industrial sectors. Currently, we are one of the very few programmes offering English spoken automotive and lean management specialisations in Germany. The next application deadline will be 15 June 2015 with the course starting at the beginning of October 2015 Please see further information at http://mbae.htw-berlin.de or contact us at admission-mbae@htw-berlin.de More information... Comenius University in Bratislava, Slovakia Faculty of Natural Sciences BSc in Environmental Studies Faculty of Natural Sciences, presently one of the largest faculties of Comenius University in Bratislava, the oldest and biggest university in the Slovak Republic is excited to offer new multidisciplinary Bachelor's degree program taught in English The Environmental Studies program was created by the needs of the labor market. Study program consists of integrating interdisciplinary scientific fields characterizing the basic biotic and abiotic components of the landscape, protection of natural resources… Graduates will be prepared for work-oriented rational land use, sustainable development, environmental protection, and geohazards assessment geopotential country as well as the preparation and implementation of projects related to geological, hydrological, biological and geographical environment components. Attention!!! Deadline for Applications - 27 February 2015 Email for contact: fedor@fns.uniba.sk More information... University of Freiburg, Germany Faculty of Engineering MSc in Computer Science The M.Sc. programme in Computer Science is a bilingual two-year programme for highly qualified graduates having a bachelor’s degree in computer science or in a closely related field of study. Education in computer science methods and techniques are the primary goals of the programme. This is achieved through a wide range of courses, seminars and laboratory courses in Computer Science as well as in its application areas. The curriculum comprises an individual choice of advanced graduate courses taking previous experience and intended specialization into account. The Computer Science department is one of the youngest departments of the University of Freiburg. After a development phase of only 15 years, the German Centre for Higher Education has ranked it as one of the top ten computer science research departments in Germany.

Liberateur Libéré (Longué Longué,)

Longué Longué Le Liberateur

Cameroonian music star Longué Longué, has returned to the country after winning an appeal case for allegedly raping a minor in France

Speaking to the media upon his arrival at the Douala International airport, Longué Longué expressed gratitude to Samuel Eto’o Fils and the Cameroon government for their support throughout his trail in France.

Dozens of fans jammed the Douala International Airport to welcome their idol, chanting “Liberateur Libéré” meaning the liberator liberated. He spent three years in prison in France before winning the appeal.

He had, throughout his trial, pleaded not guilty and insisted that he was framed up by Chantal Mbassi, a Franco–Cameroonian lady. His plea was snubbed by the Bordeaux High Court and he was slammed an eight–year jail term on December 2, 2011.

The story of his rape case was a complex one. After rising in the Cameroon music scene in 2001 with ‘Ayo Africa’ and ‘Privatisation’ two years later, the music star in the euphoria of his emergence, decided to move over to France as many renowned Cameroonians musicians do.

In a bid to facilitate his stay, as well as his integration in France, he got into a marriage deal with Chantal Mbassi, who is eight years older than him. Mbassi reportedly footed the bills of Longué Longué travel documents.

A few months later in France, the artist reportedly started showing signs of disinterest in the relationship. It is also reported that the artist was not tactful in dealing with the situation, as he, unequivocally, asserted that he could not marry such an old woman.

The Rape Allegation

After utterances regarding Mbassi, Longué Longué was accused of raping Mbassi 17 year old niece. He was arrested on November 19, 2005, and spent three months in jail before his lawyer succeeded to secure a bail for him. A caution fee of 5.2million FCFA was paid by Samuel Eto’o Fils. Even after the payment of the caution, he was barred from leaving France and ordered to report to the police station every Wednesday. When his lawyer filed an appeal against the decision of the court and it finally granted his plea and said he could leave France, but must be available when needed by the French judiciary. When the case finally came to court on 16 September 2010, the court found him guilty and slammed him a 10–year jail term.

His counsel filed another appeal and demanded bail. He was granted bail on January 26, 2011 thanks again to Samuel Eto’o Fils who paid 10 million FCFA which was demanded as caution fee but Longué Longué was prohibited from leaving France. Then, the appeal court, in a ruling on December 2011, found him guild of rape and he was sentenced to eight years in prison. His financier Samuel Eto’o Fils and counsel did not give up the fight to seek his liberation. Following several appeals for support made by the Longué Longué to President Paul Biya and wife, Chantal, the President seemingly ordered the Cameroon government to do something, though it is not very clear what the government did.

However, the appeal court, on December 16, 2014, discharged and acquitted Longué Longué. Longué Longué is plans to release new album titled 'tout est pardonné'.

all is forgiven

The Examination System: A Proposal For More Meaningful Learning In African Schools R. L. Wendel

Trust In God Nursery And Primary School Bujong-Bamendankwe

While discussion rages in the United States between prescribed content versus inquiry learning, the battle of educational method is even more fierce and frustrating, when an American educator goes to Africa to teach. Nothing I had heard or read about the education system adopted by the former British colonies prepared me for the limitations the British Examination System imposed upon me. Not only are American educators deprived of many of their teaching methods, but we cannot discuss the difficulties with our African colleagues who are British trained. The communication gap is so wide that understanding what the other is saying appears impossible. It is somewhat like being confined to a narrow path but finding that to get somewhere you need to be able to re–chart a course from numerous alternatives.

Perhaps it is desirable to briefly describe the two approaches; the single examination system that is historically British and the multiple examination system that seems to be American.

This single examination philosophy has so permeated African education that proposals for change are seen as a degradation of the system. Persons who have been educated in the system most often reject revision suggestions without serious consideration. Historically, students were admitted to a University based upon their individual potential that was recognized by a scholar at the institution. The selection of elite to study individually in residence for several years was followed by an examination by the faculty before the granting of a degree. More recently, admission to university is based upon one’s lower‑school written examinations, held at the end of that particular level of schooling. Many African nations now require that interim examinations be passed annually in order to have some check on a student who may not be worthy but on whom resources are spent before finding out that he miserably failed his final year examinations.  The final evaluation is carefully prepared by external examiners in order to insure objectivity, and then it is scored twice, internally and externally. The student’s fate rests with a faculty committee that quickly assesses the student based on his test scores. As a result of careful examination, preparation and making, the result is considered to be accurate and fair.

To the person who has survived this system dominated by crucial final examinations, it is perhaps difficult to accept the suggestion that these life‑death examinations may be crude instruments that gibe unreliable measurements of the individual’s learning. Rather, it may be more of an endurance test. The suggestion that a revision of the examination system could a revision of the examination system could assist students to learn material more easily and with greater understanding, as opposed to it presently hindering learning, may seem threatening even to an educator  who is a redact of the system. Before one can suggest some modification to the single examination system, it is necessary to demonstrate to some degree that tests are not infallible, that they may not even measure something important.

Discrepancies have arisen out of misinterpretation of questions by the examiners and of answers by the examiners. When three or four year’s work is being measured in one panic‑filled week, the student finds that his customary approach to studying is drastically changed into a hectic atmosphere void of reference materials and of adequate time. Previous examination papers are studied carefully for clues as to what types of questions may appear this year and thus, if guessed correctly, a student can increase his chances for improving his score. It becomes a gambling game preparing in detail for those you expect to be offered, and covering the other probabilities with lesser preparation. Additional variable such as psychological tension can greatly influence the student’s performance in view of the critical situation. The reliability of the test cannot be improved by more careful critical marking by external examiners. In fact, the examinations become more unreliable when marked by one examiner who looks for factual knowledge and another who emphasizes conceptual understanding. The examinee is placed in the position of being responsible for technical, factual knowledge and his ability to read and think under extreme pressure‑an experience he had a year ago and in which he lacks considerable skill as an examination‑taker.

It may be that the single examination system actually discourages learning. A frequent remark heard among students in Tanzania was, “when we revise just before the examination, it will all become clear” this faith in cramming before the examination is not conducive to long‑term meaningful learning; in flack, most of the students failed to get a “clear” concept of the subject but memorized only isolated elements, seldom “seeing” interrelationship. Even during the year’s lectures students sit passively soaking up the teacher’s conclusions until the frantic nearness of the examination shocks them into an active search for alacrity among all the “facts” recorded in one’s exercise book. In most learning situations, one lecture is built upon another and when students do not get the essentials of the daily elements, acquiring of the subject is highly unlikely. In this manner, the teacher performs to a no receptive audience, inadequately prepared to understand the progression of knowledge and therefore actually wasting time going over details that seldom get conceptualized even during the frantic cramming period.

It might be argued that the single examination system does not build self‑discipline as it is designed to do. While self‑discipline is needed in order to push oneself toward passing the examination, it is not a quality that effectively teaches one how to study and learn when it is applied only once a year. More meaningful learning would be possible if additional incentives were provided during the year which would help prepare the student for this year‑end test. Multiple tests given during the year would provide experiences similar to working under examination conditions, help in reducing emotional tension during later tests, and cause one to develop better the habits beneficial for greater learning. The stifling of creativity in the student by the single examination system causes one to think mechanically, not intuitively as in a problem‑solving fashion. Conditioned by an entire system that limits the student to studying only what is in the syllabus, only what will be on the examination, simultaneously causes the teacher to also disregard any attempt at creative teaching. Unless he can have new information included on the final examinations, it is futile to introduce and challenge students to discuss knowledge in a creative fashion. As the single examination now exists, it effectively discourages creativity in students, teachers and examiners.

If the single examination system appears to have serious weaknesses, then that suggestions can be made for revising it in a positive way. It has not been the intention of this article to advocate abolishing the single examination system; rather, to suggest supplementing it is the intent. Previously reference was made for multiple testing during the year, each year, not only one comprehensive final examination at the end of a two, three, or four‑year period. Multiple tests may take many forms depending upon the subject being taught and the teacher‑student relationship. Advisable may be periodic one‑hour tests that supplement the final examinations. These frequent tests would act as incentives for the students to study effectively throughout the year, not just at the close of the year. They permit the teacher to know better how effective his teaching really is. Simultaneously with providing the teacher with feedback regarding the quality of his teaching, the student gains indications of his own progress (or lack of progress) periodically throughout the term. This knowledge the student wants so that he can take corrective measures about his learning before it is too late and he fails his single year‑end examination.

Periodic tests not only provide evaluation criteria for both student and teacher, but they also would tend to improve the efficiency of the learning process. While some students might not prepare for these periodic examinations, thinking they are only practice tests, the periodic exercise should be averaged in the final marks so that the student will take the examinations seriously.

The frequency of periodic tests should be a minimum of two. One during the middle of a term and one at the end. If the students needed more appraisal of their learning under test conditions, additional examinations could be given during the term. The frequency of tests in also dependent upon the amount of new material that has been introduced. Should a student fail a test, he may be given the opportunity to retake it, with or without being required to do additional work as a prerequisite for retaking the examination. It is suggested that periodic tests do not create that much extra work for the staff. Preparations for a one‑hour examination are a little more than preparing for a lecture that would normally be given. Marking the test might be three or four hours per class. This is not extra work if meaningful learning is the aim of the students and the instructor. Of great educational value is the class discussion over the test immediately after it is taken, if that is possible. Certainly, after the test has been marked, it should be discussed and any discrepancies in marking will surely be found by the students, especially if it is in their favour.

How then might this proposal for periodic examinations correspond with the present single examination system? The suggestion is to forward the periodic test results to the External Examiners after marking and discussion with the students. This enables both the examiners and the teachers to suggest modifications in learning while there is still time before the final examination. It might also be advisable to collect the test papers and send three to five typical papers to the examiners.  These might consist of one very good paper, one or two average papers, and one or two poor, one or two average papers, and one or two poor, but passing, papers. A distribution of the marks for all the test papers could be transmitted as well. The external examiner would be encouraged to send criticisms or suggestions back to the instructor.  If there were doubts about the marking scale, all the test papers could be submitted. If the examiner questioned the material being covered, he might request a more detailed outline of topics than appears in the syllabus.