Administrative and educational strategies for sustainable integration of ICT in Cameroon urban secondary schools
This article presents a series of steps conducive to the sustainable integration of ICT in urban secondary schools in Cameroon. A thematic analysis of various administrative documents and interviews collected from principals, teachers and parents in eight major ICTs pioneer schools allowed the author to capitalize on promising experiments to identify administrative and educational strategies for integrating ICTs in school. The results reveal almost similar strategies in public schools and variable strategies in private schools.