Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 9-11 February 2015 Kigali, Rwanda
Final Conference Report
FOREWORD Organized in collaboration with the African Union, the government of Rwanda and UNESCO and with the active participation of governments, civil society, development partners and youth representatives, the Sub-Saharan Africa (SSA) Regional Ministerial Conference on Education Post-2015 held on February 9-11, 2015 in Kigali, Rwanda, has prepared the region for its engagement in the World Education Forum in May and the UN General Assembly in September 2015. As the Regional Conference in preparation for the World Education Forum, it brought together more than 300 participants among them 27 Ministers with high-level officials of ministries of education from 44 out of the 47 Member States in the SSA region, as well as diverse actors and stakeholders in education. Informed by the outcomes of the consultations on the post-2015 education agenda already held, including: the Muscat Agreement, the Outcome Document of the United Nations General Assembly Open Working Group (OWG) for Sustainable Development Goals, the post-2015 Common African Position, the Africa Agenda 2063, National EFA Reviews, initiatives such as the EFA ‘Big Push’ and the mid-term evaluation of the Second Decade of Education for Africa, the Conference outcome document, the Kigali Statement, represents the priority areas and commitment of the Member States for the Post 2015 Education agenda. We wish to express our sincere gratitude to the government of Rwanda for agreeing to host the conference and to UNICEF for co-sponsoring some aspects of the conference and to other technical and financial partners for their respective contributions to the success of the conference. Again, as was the case during the 2000-2015 period, partnership at various levels is critical to the success of the post-2015 education agenda and the attainment of the dreams and aspirations of the SSA region. We would like to thank the UNESCO Regional Offices in Dakar, Senegal and Nairobi, Kenya for the intellectual leadership and coordination of the conference and for serving as the host region respectively, without which the conference could not have taken place. Similarly, we acknowledge the great work undertaken by the Education Programme Specialists for the Region as well as from Headquarters who provided technical backstopping to all the sessions. We are convinced that with the ownership of and commitment to the Post-2015 education agenda by Member States and the support of technical and financial partners, the transformative education so desired by Member States and partners alike, would be realized. 1
UNESCO
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ACKNOWLEDGEMENTS This report reflects the discussions and deliberations of the Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 held in Kigali, Rwanda from 9-11 February 2015. We would like to thank all participants comprising 27 Ministers of Education, senior government officials from 44 out of 47 countries, the African Union, the United Nations and multilateral agencies, representatives of civil society organizations, development partners, academia, teacher organizations, parent associations and youth representatives for their very important contributions to the deliberations during the conference. First and foremost, our thanks go to the Ministers of Education, Deputy Ministers and country delegates for their valuable perspectives and insights on education development, current challenges and future priorities across the Sub-Saharan Africa (SSA) region. We would like to extend our sincere gratitude to the members of the Drafting Group who worked tirelessly day and night defying sleep to come up with the outcome document, the Kigali Statement, which reflected the views and conclusions of the conference. Special thanks go to the UNESCO Regional office in Dakar, Senegal which provided the intellectual leadership and led the preparation of the high quality technical papers and coordinated the conference deliberations. Our special thanks equally go to the UNESCO Regional office in Nairobi, Kenya which served as an excellent host and attended to all logistical issues of the conference. This report has been prepared by the two co-rapporteurs with contributions from Education Programme Specialists across the SSA region and from Headquarters. We are very grateful to the colleagues for their contributions in the organisation of the numerous sessions and the note-taking of the rich discussion during the sessions. Last but not least, this conference would not have been possible without the support of the Ministry of Education of the Republic of Rwanda which hosted the conference, and UNICEF which in addition to its intellectual contribution also co-sponsored some of the activities, and all other stakeholders including the media that assisted in the dissemination of the deliberations of the conference.
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EXECUTIVE SUMMARY This report documents the presentations, discussions and deliberations that took place in the Sub-Saharan Africa Regional Ministerial Conference on Education Post 2015 which was organized in Kigali, Rwanda from February 9 to 11, 2015. As the Regional Conference in preparation for the World Education Forum, it brought together 300 participants among them 27 Ministers with high-level officials of ministries of education from 44 out of the 47 Member States in the SSA region, as well as diverse actors and stakeholders in education. Coming together in plenary sessions, round table discussions and thematic workshops, the participants discussed issues, challenges and priorities for education post-2015 on the basis of the national EFA reviews and in light of emerging development challenges. During the plenary sessions, the following areas were covered: 1) status of EFA in the region and lessons learned; 2) processes and consultations on the post 2015 agenda; and 3) implementing and monitoring the post 2015 agenda. There was a Ministerial Round Table on the National Perspectives on the Post 2015 Education agenda followed by the Round Table of the Agencies and Partners’ Perspectives on the Post 2015 Education Agenda. The workshops were conducted in several priority areas namely: 1) Basic Education for All – Inclusion and Equity; 2) Teachers and Teaching; 3) Quality of education and learning outcomes for all; 4) Science and technology, technical and vocational education and training (TVET), tertiary and higher education; 5) Education for Sustainable Development and Global Citizenship Education (this includes human rights, peace); 6) Youth and Adult Literacy, skills and competencies for Life and Work in a Lifelong Learning Perspective; 7) Education in Crisis Situations; and 8) Gender Equity in Education. Overall, the results of the EFA assessment were mixed – with some successes in expansion of primary education and significant inroads in gender parity but much more needed to be done in the areas of quality of education and learning outcomes; early childhood care and education; and adult and youth literacy. The EFA agenda therefore is “unfinished business”. Twenty five years of pursuit of the EFA agenda has produced uneven success and demonstrated that there is a need to move forward on our positive experiences of improving access but at the same time, need to change gears to redirect efforts to ensure a holistic approach to education. The transformative African education agenda requires complex maneuvering as it entails a fundamental change in our approach to learning and involves many levels of action. In order to better participate and have an impact on the global discussions, Member States were to note that the consultation process has still to be very participative with Member States as drivers of the process. The challenges for the Open Working Group (OWG) 4
proposal with regards to an ambitious, aspirational, transformative and universally applicable agenda should be kept in mind as the consultation process continues. It was also thought important to maintain the synergy between the Common African Position (CAP), the African Agenda 2063 (entitled “Africa we want”) and the global process for the Post 2015 education agenda. Equally important is the need for more resources to finance the Post 2015 education agenda as well as the further development of an inclusive and holistic approach to education for Post 2015. It was agreed that education development on the continent needs to be coordinated towards a common African vision, in order to optimise gains from the collective efforts and investments of all stakeholders. Once the common vision, priorities and strategy are developed, it is necessary to put in place governance and coordination mechanisms, and establish a framework on roles, responsibilities and accountability among partners. Partnership at all levels is a critical factor that has contributed to the achievement of the EFA goals and the conference has demonstrated that rich partnership in the region as well as at the global level, needs to be further strengthened. Mechanisms for dialogue among the different stakeholders have to be developed to ensure the continuous discussion on how to move forward with the Post 2015 education agenda. Organized in collaboration with the African Union, the government of Rwanda and UNESCO and with the active participation of governments, the civil society, development partners and the youth representatives, the Conference has prepared the region for its engagement in the coming World Education Forum in May and the UN General Assembly in September. The Kigali Statement represents the priority areas and commitment of the Member States for the Post 2015 Education agenda.
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ABBREVIATIONS AND ACRONYMS Association for the Development of Education in Africa Agence Française de Development ANCEFA Africa Network Campaign on Education for All ADG Assistant Director General African Union AU African Union Commission AUC Common African Position CAP Conference of Ministers of Education of the African Union COMEDAF CONFEMEN Conference of Ministers of Education in the Francophone East African Community EAC Economic Community of Central African States ECCAS Economic Community of West African States ECOWAS Education for All EFA Education Management Information System EMIS Education for Sustainable Development ESD Forum for African Women Educationalists FAWE Global Citizenship Education GCED Global Education for All Meeting GEM Global Partnership for Education GPE Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome HIV/AIDS Human Resources, Science and Technology HRST Information and communication technologies ICT Life Long Learning LLL Millennium Development Goals MDGs Management Information System MIS Ministry of Education MOE Open Working Group OWG Programme for the Analysis of Education Systems in the Francophone PASEC The Southern and Eastern Africa Consortium for Measurement of Educational Quality SACMEQ Southern Africa Development Community SADC Sub-Saharan Africa SSA Science, Technology, Engineering and Mathematics STEM Technical and Vocational Education and Training TVET United Nations Educational, Scientific and Cultural Organization UNESCO United Nations Fund for Population Activities UNFPA United Nations Girls Education Initiative UNGEI United Nations High Commission for Refugees UNHCR United Nations Children’s Emergency Fund UNICEF UNWOMEN United Nations Entity for Gender and Women Empowerment West African Economic and Monetary Union WAEMU World Bank WB World Education Forum WEF
ADEA AFD
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WFP
World Food Programme
CONTENTS Foreword Acknowledgement Executive Summary Abbreviations and Acronyms
Chapter 1 Background/Context
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1.1 Introduction 1.2 The structure and objectives of the conference
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Chapter 2 Status of Education for All (EFA) in the region and lessons learnt
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2.1 Presentation of EFA assessment report in Sub-Sahara Africa (SSA) 2.2 Regional perspectives on Post-2015 education
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Chapter 3 Processes and consultations on the Post-2015 education agenda 3.1 Orientations on Post-2015 education consultations
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Chapter 4 Towards a Post-2015 education agenda
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4.1 Basic Education for All – inclusion and equity 4.2 Teachers and teaching 4.3 Quality of education and learning outcomes for all 4.4 Science & technology (S&T), technical and vocational education and training (TVET), tertiary and higher education 4.5 Education for sustainable development (ESD) and global citizenship education (GCED) 4.6 Youth and adult literacy skills and competencies for life and work in a lifelong learning perspective 4.7 Education in crises situations 4.8 Gender equality and equity in education
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Chapter 5 National and development partner perspectives on the Post-2015 education agenda
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5.1 National perspectives and priorities 5.2 Partner perspectives on the Post-2015 education agenda 27
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Chapter 6 Implementing and monitoring of the Post-2015 education agenda 29 6.1 The framework for action 6.1.1 Indicators and benchmarks for the post-2015 education agenda and monitoring mechanisms 6.1.2 Financing of education 6.1.3 Governance, coordination and partnerships – regional mechanisms 7
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and strategies and the global education agenda
Chapter 7 Conclusion
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Annexes Annex I Sub-Saharan Africa Statement on Education Post-2015 (Kigali Statement) Annex II Conference Agenda Annex III Speeches Annex IV List of
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Participants
Chapter 1
Background and context
1.1 Introduction The Sub-Saharan Africa (SSA) region consists of 47 African countries south of the Sahara Desert with a surface area of about 30.2 million km2.The total population of SSA has grown by 25 percent from 700 million inhabitants in 2002 to 873 million in 2010. The primary school-aged population has reached 141 million children. The average fertility rate was 5.0 births per woman, and an average life expectancy of 54 years in 2009. The decade will also have seen the exponential spread of HIV/AIDS reaching a regional prevalence rate of 5.8 percent in 2009 (SSA EFA Report 2012). After the birth of the global Education for All (EFA) movement in 1990, the global education leaders again met in Dakar, Senegal in 2000 to assess progress towards achieving education for all. The need to reinforce work towards specific measurable targets for each of the EFA goals was evident giving birth to the six (6) EFA goals and targets to be achieved by 2015. As the year 2015 draws closer, the world is mobilizing towards defining the post-2015 development agenda. To inform this global agenda, with a focus on education, UNESCO Member States are critically reviewing the progress made in attaining the EFA and Millennium Development Goals (MDGs) and the targets set in 2000. This review and assessment of progress provides an opportunity to identify and reflect on key challenges, analyse gaps and lessons learned, and inform the future education agenda, if the right to education for all is to be realized. In preparation for the World Education Forum (WEF 2015), a series of regional conferences are being organized by UNESCO in collaboration with UNICEF and other EFA partners. Each of these regional conferences is conceived as a follow-up to the Global EFA Meeting (GEM) held in Oman in May 2014 and the resulting Muscat Agreement, the work of EFA Steering Committee as well as the 7th meeting of the Collective Consultation of NGOs on EFA (CCNGO/EFA), on the post-2015 education agenda. The process of determining the post-2015 education goals, targets and strategies will culminate at the World Education Forum (WEF 2015), to be held from 19-22 May 2015 in Incheon, Republic of Korea, where an international framework for action for education for post-2015 will be adopted, and at the UN Summit to be held in New York in September 2015 where the post-2015 sustainable development goals will be adopted. It is in this context that the UNESCO Regional Offices for the Sahel (Dakar) and Eastern Africa (Nairobi), in partnership with the Government of Rwanda, UNICEF and other EFA partners, have organized the Sub-Saharan Africa Regional Ministerial Conference on Education Post2015 in Kigali, Rwanda from 9-11 February 2015. This Conference brought together 300 participants among them 27 Ministers with high-level officials of ministries of education 9
from 44 out of the 47 Member States in the SSA region, as well as diverse actors and stakeholders in education in order to discuss issues, challenges and priorities for education post-2015 on the basis of the national EFA reviews and in light of emerging development challenges. Through the conference, regional recommendations for the international framework for action to be adopted at the World Education Forum in Incheon in 2015 have been developed. 1.2The Structure and Objectives of the Conference The conference program consisted of plenary sessions, round table discussions and breakout thematic workshops. During the plenary sessions, the following areas were covered: 1) status of EFA in the region and lessons learned; 2) processes and consultations on the post 2015 agenda; and 3) implementing and monitoring the post 2015 agenda. There was a Ministerial Round Table on the National Perspectives on the Post 2015 Education agenda followed by the Round Table of the Agencies and Partners’ Perspectives on the Post 2015 Education Agenda. The workshops were conducted in several priority areas namely: 1) Basic Education for All – Inclusion and Equity; 2) Teachers and Teaching; 3)Quality of education and learning outcomes for all; 4) Science and technology, technical and vocational education and training (TVET), tertiary and higher education; 5) Education for Sustainable Development and Global Citizenship Education (this includes human rights, peace); 6) Youth and Adult Literacy, skills and competencies for Life and Work in a Lifelong Learning Perspective; 7) Education in Crisis Situations; and 8) Gender Equity in Education. The objectives of the regional conference were:
To take stock of regional progress in education, in particular EFA, yield lessons learnt for the future and examine persisting and emerging issues, challenges and priorities for education post-2015; and
To provide regional perspectives and recommendations for the post-2015 global education and development agendas and to contribute to the elaboration of the Framework for Action to be adopted at the WEF 2015 in Incheon, Republic of Korea.
Chapter 2
Status of Education for All (EFA) in the region and lessons learnt
The opening plenary affirmed that education is a fundamental human right that needs to be guaranteed for every African child, young person and adult. It is clear that for any African nation to achieve sustainable development, it needs skilled women and men who 10
continuously learn in formal, non-formal and informal settings. As a public good, quality learning should be available and accessible. The youth form the majority of Africa’s population and therefore focused efforts on their life and work skills are required. African governments need to be in the drivers’ seat to navigate this complex journey of empowering their people through education. 2.1 Presentation of EFA assessment report in Sub-Sahara Africa (SSA) A review of the implementation of EFA goals indicates that substantial progress has indeed been made. African governments and their partners need to celebrate the achievements in the expansion of provision of education at all levels, especially that of universal primary education (Goal 2) and gender disparity reduction in primary education (Goal 5). Political will, backed by sustained financing and solid partnerships, enabled governments to deliver their commitments to the EFA agenda. On the other hand, it was also clear that this improvement in access and gender parity was not matched by the same level of progress in the other goals, especially that on quality of education and learning outcomes (Goal 6), literacy (Goal 4) and on early childhood care and education (Goal 1). Sufficient numbers of qualified and trained teachers were not in place nor was there the relevant curriculum to respond effectively to a rapidly changing environment. Learning achievements remain generally low, the significant increase in coverage having probably impacted quality. In the Southern Africa Development Community (SADC), the share of primary Grade 6 pupils achieving the minimum required SACMEQ2 level was only 63.7% in reading, and just 35.9% in mathematics, whereas only 35.0% of 5th year primary school pupils in ECOWAS achieved the minimum PASEC level in reading, and 42.6% in maths. Learning outcomes are above average in ECCAS countries, on the basis of those who participated in the PASEC evaluations especially in mathematics, as well as in EAC particularly in SACMEQ reading results. The top five (5) priorities in thirty-four (34) countries were identified as quality of education; universal primary education; early childhood care and education; equity; adult literacy; and higher education. Overall, the results of the assessment were mixed – with some successes in expansion of primary education and significant inroads in gender parity but much more needed to be done in the areas of quality of education and learning outcomes; early childhood care and education; and adult and youth literacy. The EFA agenda therefore is “unfinished business”.
2.2 Regional Perspectives on Post-2015 Education The EFA agenda is unfinished business, indeed. Aside from the disparities of delivery within the countries, there was also uneven focus on universal primary enrollment and other EFA 11
goals. Sustained financing was not made available towards the achievement of the other 5 goals. The volatile political situation in some countries in the region also contributed to the slowing down of the progress. Indeed natural and human-made disasters, like the HIV pandemic, negatively impacted the efforts towards the formation of a skilled population. In many countries, the lack of a culture of planning and the use of management information systems (MIS) made it more difficult to track, monitor and therefore improve policies and programs. Twenty five years of pursuit of the EFA agenda has produced uneven success and demonstrated that there is a need to move forward on our positive experiences of improving access but at the same time, there is also a need to change gears to redirect efforts to ensure a holistic approach to education. The transformative African education agenda requires complex maneuvering as it entails a fundamental change in our approach to involve/integrate many levels of action. The lifelong learning perspective which was very much present in African traditional societies needs to be brought back, but applied in a changing context. The integration of a humanistic (Ubuntu spirit) and holistic approach, which takes the children, youth and adult learners’ needs as the starting point and promotes respect for others as well as for the Planet, is a must. How such humanistic and holistic perspective is articulated within the country’s development strategy and the need to be competitive in the region as well as the world is an important task. As laying sound foundation is key to success, early child care and education needs to be carefully thought of the same way as the governments cater the literacy needs of the youth and adults. In Africa, where many countries have low literacy levels, it is imperative that governments and their partners conceptualize and implement new youth and adult literacy programmes which are attractive, relevant for the African context, modern, transforming basic literacy to work-based literacy and professional development and taking into account the language of the learners. For Africa to attain its vision of empowering its citizens, attaining inclusive growth and competing at the global level, the priority to developing science and technology through education is imperative. In African countries where achievements in science and maths education are relatively low, special attention should be given to these fields. Related to this is the low priority for TVET and higher education. These areas have to be revitalized and made more accessible and attractive for students to contribute to empowering the citizens. In a region where incidences of conflict, HIV and natural disasters are high, education should be used as a means to prevent/address these natural and human-made disasters. To realize all these, new ways of teaching and learning, including through the use of ICTs, and learner-centered methodologies need to be introduced such as training and retraining teachers, and improving curriculum.
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Finally, the role of research and evaluation has to be underlined. Presently, there is insufficient attention and resources allocated to research, monitoring and evaluation measures. Given that the Post 2015 development agenda is suggesting a data revolution, the region needs to reflect on the implications of such revolution given the existing state of Education Management Information System (EMIS) practices and present indicators.
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Chapter 3 Processes and Consultations on the Post-2015 Education Agenda This session recorded the meetings and other consultations that had taken place and come to determine and finalize the Post-2015 education agenda and sustainable development agenda, as well as the structures/platforms created to facilitate the consultations. 3.1 Orientations on Post-2015 Education Consultations The session was chaired by the Vice President of the COMEDAF Bureau. The two panelists for the session were Mr. Qian Tang, ADG for Education, UNESCO and H.E. Dr Martial De-Paul Ikounga, Commissioner, HRST, AU. 3.1.1 Key Issues: The session covered the following key issues: Development of the Post 2015 agenda, presented by Qian Tang providing the participants with clarity on information on the processes towards the Post 2015 education agenda. Presentation of the Common African Position (CAP) and details on its coherence and impact on education for the Post 2015 agenda, by H.E. Dr Martial De-Paul Ikounga, Commissioner for HRST (AU). The presentation clarified the AU position for the Post 2015 agenda on education. 3.1.2 Main Points Highlighted: The main points highlighted during the session included the following: The session highlighted the global process to define a new agenda for Post 2015, based on the lessons learnt from the previous one, and within a strong process of consultation with Member States, civil society and Partners; Key information was provided for the global process for the Post 2015 agenda in regards to the fundamental principles reaffirming that education is at the heart of the sustainable development agenda; UNESCO’s vision for the Post 2015 education agenda; UNESCO’s role in the process; Information on the Muscat Agreement and its global goal (“ensure equitable and inclusive quality education and lifelong learning for all by 2030”), the seven targets already identified, and the focus on access at all levels, equity and inclusion, quality and learning, and lifelong learning; Several inter-linked processes aimed at shaping the Post 2015 development agenda, reaffirming that Member States are in the driver’s seat; Key outcomes, notably in regards to the Open Working Group (OWG) process and Outcome Document: 17 goals adopted including one on education. The OWG 14
identified seven (7) targets and three (3) means of implementation defined with three (3) related targets; Challenges remain for the OWG proposal in regards to an ambitious, aspirational, transformative and universally applicable agenda; Further action of UNESCO and framework of action for the Post 2015 agenda, and notably the World Education Forum (WEF) in May 2015 and the UN Special Summit on Sustainable Development in September 2015 for the adoption of the global Post 2015 agenda; Key elements were provided on the CAP on the Post 2015 development agenda, emphasizing the strong coherence and inclusion with the Post 2015 education agenda; and Status on the integration of education in the six (6) pillars of the CAP, namely i) Structural economic transformation and inclusive growth; ii) Science, Technology and Innovation; iii) People-centred development; iv) Environmental sustainability, natural resources management and disaster risk management; v) Peace and security; and vi) Finance and Partnerships.
3.1.3 Important Points to Note In order to better participate and have an impact on the global discussions, Member States noted that the consultation process has still to be very participative with Member States as drivers of the process. Member States need to further ensure their active participation at the World Education Forum (WEF, May 2015) and the UN Special Summit on Sustainable Development (UN, New York, September 2015).The outcomes of the WEF are to be used by countries to prepare for the UN Summit. The challenges for the Open Working Group proposal with regards to an ambitious, aspirational, transformative and universally applicable agenda should be kept in mind as the consultation process continues. It was also thought important to maintain the synergy between the CAP, the African Agenda 2063 (entitled “Africa we want”) and the global process for the Post 2015 education agenda. Equally important is the need for more resources to finance the Post 2015 education agenda as well as the further development of an inclusive and holistic approach to education for Post 2015, with the development of flexible pathways between sub-sectors and various delivery modalities (formal, non-formal, informal) in a lifelong learning perspective. The session provided participants with a better understanding of the Common African Position for the Post-2015 development agenda, and identified key elements for enhanced synergies between the African position for development and the on-going process for the regional consultation for the Post 2015 education agenda. 15
Chapter 4 Towards a Post-2015 Education Agenda It was evident that both the global EFA agenda and the Regional one, the Second Decade of Education for Africa agenda are unfinished. At the same time, global and regional challenges like the rapid development of the sciences and ICTs, the growing population, insufficient learning outcomes and school transition, youth unemployment, migration of the highly educated Africans to the neighbouring countries or outside the region, low investment in higher education, natural and human-induced disasters, among others, needed to be addressed. The thematic discussions on the Post-2015 education agenda highlighted these and other challenges and proposed recommendations around eight (8) key thematic areas. 4.1 Basic Education for All – Inclusion and Equity The session on Basic Education for All, focusing on inclusion and equity, was moderated by Professor Yaw Afari Ankomah, Ministry of Education, Ghana. The panelists represented governments (H. E. Mr. Serign Mbaye Thiam, Minister of Education of Senegal); civil society organizations (Mr. Boaz Waruku, Africa Network Campaign on Education for All, ANCEFA); development partners (Ms. Constance Kobolar, WFP); and the voice of youth (Ms. Eliane Paule Meubeukui, Youth Central Africa, Action for the Development of Women, the Poor, and Young Inmates). During the discussions, it was noted that despite the remarkable achievement in enrollment, there are children and young people who are still not reached. Increasing equitable access to basic education to include girls, boys, children with special needs/physically challenged/ conflict displaced and those in hard to reach areas as well as adults who missed out at the early stages of life under various circumstances, remains a challenge. It was also noted that significant numbers of children are in alternative modes of education and the need to capture them as well, was expressed. The need to increase transition within the primary cycle and between the primary/basic and secondary cycles through the creation of opportunities to transit to the next level was highlighted. This is especially important given that more and more children are completing the 9-year uninterrupted basic education cycle and need to proceed to the secondary level to avoid dropping out of the system. Additional financial resources for education and proper targeting of the excluded were deemed critical to the effort to provide basic education for all. Following a spirited discussion, the participants proposed the following recommendations: 1. Prioritize marginalized groups to ensure the right to basic education for EVERYONE, including children from early age; children in alternative modes of education; physically and mentally challenged children; refugees; women; young inmates; etc. 16
2. Increase access/transition through the creation of opportunities to progress to the secondary level of the education system. 3. Increase internal and external financing of basic education.
4.2 Teachers and Teaching The exchanges during the session highlighted the importance of the teacher and quality of teacher training in the quest for quality inclusive education in Africa. To achieve this capacity, the need to develop consensual policies taking into account gender is needed as well as the establishment of qualification standards and the creation of an environment conducive to learning. 4.2.1 Key Issues Identified The key issues discussed during the session evoked fundamental questions related to teachers and the teaching profession. These included:
Is teaching a profession? Are teachers sufficiently involved in decisions making on issues concerning them? Are the conditions of life and work of teachers likely to attract the best candidates and retain them in the profession? Does the recruitment and training of teachers rely on consensual standards? Are teacher trainers qualified to train quality teachers?
4.2.2 Challenges to the Teaching Profession The discussion highlighted key challenges of teachers and the teaching profession which included: The lack of professionnalization in the teaching profession, noting that the teaching profession in Africa is not yet a real profession. Teachers have very little involvement in the development of plans and policies affecting them. The choice of entering the profession is often as a last choice and conditions of life and work are not conducive to their retention in the profession. Countries rarely have standards that guide the recruitment and training of teachers. Trainers of trainers do not always have the training required to teach in vocational schools. 4.2.3 Recommendations To address these challenges, the participants proposed the following recommendations: 1. Endeavour to make teaching a real profession and target as recommended by the Muscat Declaration. 17
2. Develop gender sensitive teacher policies that are the result of quality social
dialogue among all stakeholders. 3. Train professional teachers by putting in place established criteria for recruitment and qualification standards. To do this, the use of open and distance learning including ICT and focus on the teaching of mathematics, science and technology should be explored. The evaluation of learning should be considered as a factor contributing to the quality of teachers. 4. Establish incentives based on social dialogue and promote the wellbeing and continuing professional development of teachers. To do this, states must mobilize sufficient resources and adequate educational facilities.
4.3 Quality of Education and Learning Outcomes for All The session was held under the chairmanship of Mr. Jacques Boureima Ki, Secretary General of CONFEMEN. Fifty-four (54) participants registered. It was recognized that quality of education and learning outcomes is one of the areas that has not been achieved as the situation is characterized by obstacles that needed to be addressed including the following:
Poor learning outcomes, high dropout rates across the region; Relatively less emphasis on empowering and supporting teachers in the previous period; Multifaceted problems in different regions/countries; Curriculum that is not relevant, adapted to local culture, inadequate engagement of young people; and Insufficient resources for education- need to enhance allocations to ensure quality education to all.
In this regard, interventions must focus on key issues for improving quality such as:
Curricula development from an African perspective and ensure that learning is reflected; Strengthen inputs: Enhanced infrastructure, tools, safety, and motivated and well supported teachers. Need for particular emphasis on quality teachers- attract the best into the profession, strengthen teacher training & good work environment; Focus on holistic skills and competencies-going beyond literacy and numeracy to include critical skills, technology and the whole gamut of competencies and skills needed for life and work; Greater emphasis on the curriculum processes, and enhanced process of curriculum design, implementation and assessment; Assessment as a diagnostic tool to strengthen the system rather than a sanction tool; 18
Need to have greater involvement of the community and other stakeholders, strengthening school-based management and community-based monitoring of quality.
The workshop formulated the following recommendations: 4.3.1 Prioritize Foundational experiences- Early Childhood and Primary education (but good inputs and processes need to be ensured across the full educational pipeline from early childhood education to tertiary education). Member States would need to address the following: 1. Define quality standards/referential and ensure education systems are adequately resourced & equipped; 2. Well-trained, supported and motivated teachers. Attract the best into the profession. Provide teacher training and enhance support to teachers and ensure that teachers can better diagnose learning levels of students and support learning; 3. Governments should guarantee public resources allocation to education in real terms to deliver quality education. It was proposed that this needed to be 20-30% of the budget for E9 countries (not 15-20% as recommended in the draft target of the Muscat Agreement). Furthermore, invest in what is important and assess the education system to ensure funds allocated are invested in education and further ensure equity in allocation to overcome disparity; and 4. Good infrastructure, quality facilities and safety are essential. These include, for instance, water, electricity, computers for teachers and pupils, appropriate sanitation facilities for girls, etc. Increasingly, safety of teachers and pupils/students has become important in the face of increased violence against schools, teachers and children. 4.3.2 Greater focus on Curriculum as Process as well as Product. The group expressed that curriculum should not only be viewed as content but also within the context of a holistic understanding of processes which generate quality. In this regard, the following were to be noted: 1. Academic curricula need to be overhauled to reflect living experiences of people of the region and prioritize mother tongue instruction in the curriculum; ensure that the educational experience of young people currently in the system are recognized. 2. Curriculum to view assessment of learning as diagnostic to improve situation, not to penalize. Focus should be on formative, not summative assessment.
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3. Measure what is important and not what is available; count what counts. Classroom assessment must support teaching (formative assessments are important), serving as basis for dialogue with the community and at ministry/system level to make policy decisions. There is need for caution on moving to full scale assessment of learning as there may be need for more focus on measuring and strengthening teacher competencies
4.3.3 Strengthening Education System Leadership and Governance of Quality based on Evidence 1. Overall governance and leadership is a missing element in both Muscat and SDGs; 2. Need to build participation of young people in educational policy making and other processes that affect them; 3. Evidence-based policy making, using better data on learning outcomes, current curricula, among others, which needs to be understood on a regular basis and used to drive policymaking to improve programme implementation; and 4. Strengthened community participation/school-based management.
4.4 Science & Technology (S&T), Technical and Vocational Education and Training (TVET), Tertiary and Higher Education Globalization, technological advances, demographic pressures, social inequalities and the pursuit of sustainable development have created a growing demand, making leading policies and programs unable to respond to innovation and to the demands of the labor market, support the transition of youth from education to employment and contribute to poverty reduction, social inclusion and gender equality. 4.4.1 Main Issues The main issues to address highlighted by this workshop included:
The priorities for strengthening the development of technical and vocational skills (in formal, non-formal and informal) and higher education;
The specific actions and measures to be taken to strengthen the contribution of science and technology, higher education and TVET in the socio-economic transformation of Africa;
The actions to be implemented to ensure a more effective private sector participation in TVET and higher education;
A more effective coordination to ensure enhanced development of technical and vocational skills, higher education, science and technology on the continent; and
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The need to improve the image of TVET and regulate the quality of training provided by the private sector of education.
4.4.2 Key Issues Highlighted The discussion focused on what needs to be done to address these challenges and highlighted the following:
Capacity building in science and technology, and innovation through holistic and strategic improvements in education and training, to adequately train the large number of young people on the continent in a lifelong learning perspective;
Regional harmonization of policies, practices and strategies to meet the challenges identified in the implementation of the previous EFA agenda;
The introduction of entrepreneurship training in the update of curricula in line with the market needs;
Short professional training courses, especially for marginalized groups;
The development of the infrastructures and equipment of TVET and Science, Technology, Engineering and Mathematics (STEM);
The strengthening of the employability of trainees with a special focus on enhancing girls’ interest in science and technology, TVET and higher education;
The development and review of policies, strategies and national action plans for TVET and higher education to ensure an alignment with development priorities;
The definition of strategies to encourage private sector participation and to make training programs more relevant with the private sector’s needs;
The promotion of TVET and the improvement of its image;
The development of e-learning (ICT) from primary to secondary levels;
The importance of varied and specific forms of skills development in Africa, including traditional apprenticeships in the informal economic sector;
The development of scientific and technological research for developing countries, with a focus on innovation;
The implementation of concrete actions at regional and local levels in connection with life education and the increase of the quantity and quality of human capital in TVET, higher education and science and technology for the social transformation and economic development of Africa;
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The strengthening of planning, monitoring and evaluation including indicators (Education Management Information System - EMIS), in relation to the analysis of the labor market’s needs.
4.4.3 Recommendations Recognizing the importance of science, technology and skills development as crucial for the social and economic development of Sub-Saharan Africa countries, it was regarded critical to find solutions to the problems of employment and underemployment, and to give young people the opportunity to succeed in their professional lives. Consequently, the group recommended: The strengthening of the teaching in mathematics and science at all levels of education and training (preschool to higher education), particularly using Information and Communication Technology (ICT); 1. The reform of secondary education by aiming at increasing students enrollment in the scientific disciplines and a better articulation among general education, higher education, TVET and science and technology; 2. The holistic transformation of TVET systems with particular attention to youth transition from school to work, the recognition of skills acquired outside the formal training system, the development of flexible pathways between sub-sectors, a better link between skills development and the labor market for both the formal and informal sectors of the economy; 3. The development of mechanisms for Quality Assurance and monitoring progress (at national and regional levels) on the improvement areas of science and technology, higher education and TVET; 4. The transformation of Higher Education, Science and Technology and TVET to increase the number and quality of graduates, and to work closely with the economic private sector to strengthen relevance of the programs with countries' development strategies; 5. The development of diverse funding mechanisms for the financing of scientific, technological and TVET training.
4.5 Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) The session examining education for sustainable development and global citizenship that considered incorporating education for peace, HIV/AIDS and citizenship as well as creating a literate environment using local and indigenous languages was considered imperative. After much discussion on ownership and commitment of governments in formulating and 22
implementing policies and strategies that promote ESD-GCED; teacher preparation and motivation; curriculum and full engagement of all stakeholders in the planning and management of ESD-GCED, the group made the following recommendations:
Advocate for ESD-GCED through formal, informal and non-formal education based on a critical pedagogy approach, curriculum development and teacher professional development. Review curriculum to infuse ESD-GCED aspects that can be delivered from the early stages of learning and which will have a strong impact in shaping learner behaviour. Prepare teachers to adequately deliver ESD-GECD (implicit and explicit transmission). Learner assessment: focus on competency-based testing (continuous modular). Promote a humanistic approach to education (Ubuntu spirit) that re-enforces, among others, respect for self, for others and for the planet. Involve all stakeholders, including the whole community, in promoting the ESD-GCED agenda. Use existing regional protocols and ongoing regional integration initiatives to promote the ESD-GCED agenda.
4.6 Youth and Adult Literacy Skills and Competencies for Life and Work in a Lifelong Learning Perspective The session on literacy skills and competencies for life and work was chaired by Ibrahima Bah-Lalya, Coordinator of the ADEA working group on Non-formal education. The panel members were as follows:
Dr. Kénékouo Bathélemy Togo, Minister of Education of the Republic of Mali who highlighted key issues to ensure strong political decisions for the development of literacy for youth and competent adults; Mr Ahmed Bachir Diop, Administrator Director General, SODEFITEX, from Senegal who presented a model of Literacy, technical training and rural development for social justice; Mr Tony Simard from Canada who presented on how ICT can be used to reach very quickly the illiterates with low cost and rapid acquisition of competences; and Professor Rashid Aderinoye, Executive Secretary, National commission for Nomadic Education, from Nigeria who made a presentation on Gateways and systems of accreditation of skills in formal and non-formal education.
This session was focused on discussing and examining bottlenecks for operationalization of literacy policies and strategies in order to improve coverage of out-of-school children, Youth and adults for Life-long-learning. It also identified promising good practices for scaling up. Building on discussions and analysis drawn from the online forums, the group discussed 23
various dimensions of this very important thematic including how to ensure that adult non formal education is well integrated and positioned in the EMIS; how to address the issues of statistical data and the measurement of acquired learning outcomes /learning achievement; how to confront the challenges concerning the availability of qualified teachers for literacy and education for excluded young people and dropouts; how to define a common foundation of competencies for education and qualifying training; why the introduction of African languages has still not moved on from the experimental stage to a national policy despite demonstrated results; how to ensure that transition issues/ bridges between formal and non-formal education are feasible; and how to make certification and validation of the AENF acquired, a factor of success and social justice. After much discussion, the following recommendations were highlighted: 1. Member states should conceptualize and implement new youth and adult literacy programmes which are attractive, relevant for the African context, modern, transforming basic literacy to work-based literacy and professional development in order to enhance personal capacities and sustainable development. Existing good / promising practices such as ICTs in blended learning, Literacy for food, TVET, ESD, peace, health and a variety of other needs; 2. Member states should put in place a legal framework at regional, sub-regional and national levels to facilitate lifelong learning for adults and youth by recognition/validation of prior learning, integration of indigenous knowledge, assessing learning outcomes of literacy and skills development, delivering certificates/ degrees in African languages as promotion of multilinguism; and 3. Member states should put in place innovative mechanisms for resources mobilization and financing involving all social stakeholders from national to local level. This should involve:
Making Literacy and Youth skill development a priority in the national plan for social development and economic growth and allocate a substantial national budget; Requiring the private and public sectors to secure a specific budget for literacy, skill development and TVET; and Requesting socially responsible companies to contribute to the financing of literacy for youth and adults and youth development programmes including in African languages.
4.7 Education in Crisis Situations The education in crisis situations session was chaired by Mr. Jordan Naidoo, Senior Education Adviser, UNICEF and the panelists were Ita Sheehy, UNHCR; Minister of 24
Education, South Sudan; Naila Eltayeb, Plan International, South Sudan; Representative from the African Youth Network. The group highlighted the following issues during its discussion: Conflict, crises and natural disasters are chronic in sub-Saharan Africa (SSA). Education should be treated as a life-saving intervention in times of crisis. The AU has an agency that deals with refugees. The African Union Commission (AUC) should look into the policy of the department to add displacement & education components for times of emergency. In conflict situations teachers should be sent to conflict zones as a strategy for peace through schooling, as sending troops is not the only solution. Education should be about preparedness against all types of national crises, including disaster risk management; and teachers should have the necessary training to be of assistance to all children in times of crisis. Crisis is contagious; therefore national social protection schemes should be developed, including funding for refugees. Governments must systematically develop crisis response plans & education should be an integral part of the planning for disaster risk reduction. Schools in the SSA region already suffer from chronic problems due to poor investment, and refugee children add to the complication, particularly when they are of a different linguistic background. Dialogue between countries in conflict should be encouraged to prevent spillover to neighboring countries. Given the issues discussed, the group proposed the following recommendations: 1.
Planning and preparedness at ALL levels: In schools & Communities.
At National, Regional and Continental levels.
2.
Financing: Predictable and dedicated funds needed at the national level in anticipation of humanitarian crises & natural disasters. Cross-sectoral financial planning is necessary for a holistic approach.
3.
Protection is critical: for all citizens, young and old, female & male, especially the physically and mentally challenged;
4.
Education in times of crisis should: Be viewed as a life-saving solution and intervention. Help to tackle the root causes of conflict and crisis situations. Help to change mindsets and be a vehicle for peace and racial cohesion. 25
4.8 Gender Equality and Equity in Education The Gender equity and equality in education breakout session was chaired by H.E. Aicha Bah Diallo, FAWE Executive Member, with the participation of Dr. Christine Dranzoa, Chair of FAWE; H.E. Kandia Camara, Minister of Education of Cote d’Ivoire; Nora Fyles, Head of UNGEI Secretariat and Ms. Darice Rusagara, Europe-Africa Chamber of Commerce, Belgium, representing the Youth. The main points of discussion were centered on how to encourage the achievement of girls through education (socio-professional integration, empowerment, ambitions and aspirations); how to ensure a continuum ranging from Mother (literacy) - Girl (schooling); examine links between education and social norms: there is a mutual influence as the community can be an obstacle to girls’ education; the need for the involvement of the entire community in its role of social norms setter; and gender in the community (giving back to the community, teachers as mediators, which requires their proper training to be able to take charge of this issue. The group thus proceeded to recommend that Member States: 1. Adopt gender sensitive policies (from planning to budgeting, including implementation and monitoring) but also processes. 2. Define gender sensitive programmes with clear indicators to measure progress. 3. Ensure a safe school environment by addressing issues around sexual harassment and gender-based violence.
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Chapter 5 Education
National and Development Partner Perspectives on the Post-2015 Agenda
The plenary session on the presentation of the national perspectives on the Post-2015 education agenda was chaired by Mr. Qian Tang, ADG for Education, UNESCO. The session was attended by all the Ministers and representatives of Ministers present. The Ministers identified national priorities, challenges to address the priorities, the opportunities available and proffered recommendations. 5.1 National Perspectives and Priorities Giving the national perspectives, the Ministers and senior government officials identified key priorities for the post-2015 period as equitable access to basic education for all; quality of education; science & technology and skills acquisition; as well as sustainable development-related issues.
Increasing equitable access to basic education to include girls, boys, children with special needs/the physically challenged/ conflict displaced children, those in hard-toreach areas, as well as adults who missed out at the early stages of life under various circumstances; Improving quality of education in terms of physical resources including infrastructure and equipment; improvement in completion rate; content relevance/curriculum reform; teacher professionalism; using efficient mechanisms to capture relevant and credible data to improve education system governance and management; Rebranding TVET to make it attractive and relevant to the world of work; Intensification of science, technology, mathematics and innovation and the use of ICT at all levels of education, both formal and non-formal; and Incorporating sustainable development imperatives in education to include education for peace, HIV/AIDS and citizenship, as well as creating a literate environment using local and indigenous languages.
5.1.1 Challenges Government officials recognized that there are challenges in realizing the priorities and these were identified as: • •
Competing demands for limited national resources to education due to poverty, insecurity and conflict; Difficulty in maintaining children in school up to completion especially those in peculiar contexts such as nomadic, displaced, rural, etc.; 27
•
Limited school infrastructural facilities, which impede access at all levels especially at the pre-school level; and • Problems related to the teacher such as low time on task; lack of teacher selfmotivation; shortage of qualified teachers, etc. 5.1.2 Opportunities Notwithstanding the challenges, it was noted that there were opportunities that existed which included the following:
Success stories of SSA achievements so far in terms of enrolments, parity, infrastructural development, accumulated experiences which present opportunities to build upon; The high motivation of communities to be involved in educational provision, e.g. SMCs, PTAs and philanthropists; Governments and Partners engagement and existing mechanisms like Global Partnership for Education (GPE) to educational provision; and The greatest opportunity this conference presented was a platform for sharing our successes, failures and challenges and to learn from one another.
5.1.3 Recommendations Given the identified priorities, challenges and opportunities, the Ministers and other government officials recommended that:
Increased effort should be made by our national governments towards making basic education to reach a minimum of lower secondary school completion and beginning from pre-school; There is an urgent need to develop innovative approaches/strategies to bring education to the over 30 million school-age children who are now out of the school system; and There is the need to improve educational financing through innovative mechanisms such as homegrown initiatives in mobilizing funds, community and private sector participation, south-south and north-south cooperation.
5.2 Partner Perspectives on Post-2015 Education Agenda The agencies and partners roundtable was chaired by H.E. Dr. Martial De-Paul Ikounga, Commissioner, Human Resources, Science & Technology, AU and discussed various perspectives and priorities for the Post-2015 education agenda. It was attended by 15 partner organizations including Global Partnership for Education (GPE), Agence Francaise pour le Development (AFD), World Bank, ADEA, FAWE, CONFEMEN, UNICEF, UNFPA, UNWOMEN, WFP, Educational International and Trust Africa.
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Similarly, the agencies’ and partners’ roundtable identified priorities and recommendations to achieve the priorities. The priorities intersect with those identified by the Ministers and government officials especially in the areas of equity, quality, skills development, partnerships and financing.
5.2.1 Priorities
Equity: (with focus on gender, out-of school children, marginalized groups, and equitable resource allocation); Quality at all levels: teaching & learning: teacher education, recruitment and equitable deployment; language of instruction, learning outcomes; curriculum reforms; learning materials; safe and conducive school environments; good governance; Skills development for market needs and entrepreneurship; Financing: Need for increased national financing (target marginalized populations), and adequate international development aids to education; Partnership: inclusive dialogue; involvement of all stakeholders at global, regional and national levels; Monitoring and evaluation: need for data and information, but also in-country capacity development;
5.2.2 Recommendations Having discussed the priorities for the post-2015 education agenda, the partners recommended the following: 1. Reinforce capacity for accurate data and information use as well as research initiatives to implement and monitor post-2015 education targets; 2. Support and promote equity, in particular gender-responsive policies and strategies, with affirmative action on girls access and performance, in particular in Science, Technology and Mathematics; 3. Support sector-wide approaches (from ECD to Higher education), and cross-sectoral responses (e.g. education, health, nutrition, etc.) for better achievement of Sustainable Development Goals implementation; 4. Increase domestic and international financing of education, targeting the most disadvantaged; and 5. Reinforce partnerships, with the effective involvement of all stakeholders and beneficiaries in policy setting, implementation, monitoring and reporting It can be observed that the perspectives and priorities of the national governments and those of the partners are similar in that both groups discussed and called for increased 29
equity in education; improved quality of education; the need for skills for life and work; internal and external financing; and partnerships.
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Chapter 6
Implementing and Monitoring of Post-2015 Education Agenda
6.1 The framework for action The framework of action was presented by Margaret Sachs-Israel from the UNESCO EFA Coordination team as work-in-progress. It is meant to provide guiding principles and rationale for benchmark-setting to facilitate the implementation of the post-2015 education agenda. This will require mechanisms at global, regional and national levels for governance, accountability, coordination, monitoring, reporting and evaluation governance, as well as enabling strategies and means of implementation which include collaborative partnerships and appropriate financing. Following the clarification of the rationale behind the framework of action, the speaker pointed to the process that will lead to its adoption along with the Global post-2015 Education agenda and targets. She alerted the Ministers and partners on the challenge of balancing global monitoring with regional and national context. Further work on the draft will be completed and presented to the EFA Steering Committee in its April meeting. 6.1.1 Indicators and Benchmarks for the Post-2015 Education Agenda and Monitoring Mechanisms Key Issues Given the importance of indicators and benchmarks in monitoring progress towards set targets of the education agenda, the centrality of data in planning and monitoring and its paucity in SSA, the issue of data, were extensively discussed by participants. It was noted that while Indicators are critical for the development, improvement and monitoring of education systems, the paucity of data and its quality pose an important challenge. In general, there is insufficient support (political, legal and financial) for Planning and Statistics Departments in MOEs; poor coverage of some sub-sectors such as TVET, tertiary and nonformal education; duplication of efforts and lack of credibility/trust in some indicators. As a result, there is need for a Data Revolution, which was to meet the demands of the Post2015 agenda (huge increase in demand for good quality, reliable and timely data). In this regard, the discussion covered the following points:
Need for transparent, inclusive and open dialogue with all partners resulting in wide data dissemination Legal frameworks, clear mandates and strong partnerships to ensure good data coverage and eliminate duplication Clear, common and agreed definitions and standards resulting in harmonised data including for regional and cross-country uses 31
Use of new or alternative data sources and more multi-sectorial participatory review processes Equity, quality and learning outcomes present greatest measurement challenges – but are the cornerstone of the Post-2015 agenda National commitment to agreed Post-2015 targets provides best mandate for data collection/production
Arising from the discussion, were the following recommendations:
Establish national ownership and commitment to targets and indicators through transparent and participatory processes resulting in adequate resources (human and financial), mandate (legally enforced) and political support for data collectors; Adopt common and agreed standards, norms and definitions to increase quality, reliability and confidence in data, improve efficiency and eliminate duplication; and Indicator frameworks need to be allowed for harmonisation across countries but should be flexible and adaptable to regional and national needs.
6.1.2 Financing of Education This session was chaired by Professor Mary Teuw Niane, Minister of Higher Education, Senegal and the break-way session moderated by Mr. Guillaume Husson, Coordinator UNESCO IIEP/Pole de Dakar. Panelists included H.E. Mr. Serign Mbaye Thiam, Minister of Education, Senegal, Mr. Boureima Jacques Ki, Secretary General, CONFEMEN, Ms. Valerie Tehio, AFD, Ms. Sarah Beadmore, GPE, Mr. Brahma Moumouni, Coordinator, Union of NGOs for EFA Campaign, Niger. The main discussion points examined on efficiency and effectiveness of public spending included public-private partnership with social responsibility and public spending decentralisation. On strategy for external resource mobilization, focus was on social policy with equity in the resource allocation from public, private sector and household contributions, household expenditure for education; potential social stratification by private education negatively impacting the poor; on aid effectiveness, and questions were how much and how to increase aid. Furthermore, for private sector financing of education, it was noted that private financing is fragmented and often short-term and small scale and that the finance summit in July in Addis Ababa will include education financing. On resource allocation among different sub-sectors, it was indicated that for Higher Education, scholarship schemes should be developed to improve access. After much debate, the recommendations below were proposed. 6.1.2.1 Recommendations Efficiency and effectiveness of public spending 32
Put in place mechanisms/tools to monitor the implementation of budgets allocated to education; and Put in place mechanisms/tools designed to improve the management of teachers, including teacher allocation.
Resource mobilisation Develop effective and efficient national strategies for the elaboration and operationalization of financing plans; Mobilise private financing for the post-basic levels notably for technical and vocational education and training in line with labour market requirements and a focus on equity; and Find systems of innovative resource mobilisation such as institution of taxes on multinational corporations and on remittances from the African Diaspora for the benefit of the education sector. External resources Strengthen existing external financing mechanisms such as the GPE and diversify the allocation of financing in relation to the development priorities and emergencies. On the general context In General
Advocate for an appropriate response to the demographic evolution/population dividend of Sub-Saharan Africa.
6.1.3 Governance, Coordination and Partnerships – Regional Mechanisms and Strategies and the Global Education Agenda Chaired by Dr. Beatrice Njenga, Head of Education Division at the AUC, on behalf of HE Dr. Martial De-Paul Ikounga, AU Commissioner, the session was facilitated by three panelists, namely Ms. Oleh Dibba-Wadda, Executive Director of ADEA, Mr. Seydou Sissouna, Commissioner, Department of Human Development of the WAEMU, and Mr. Traore Tahirou from the National Coalition for EFA in Burkina Faso (CN EPT/ BF). It was agreed that education development on the continent needs to be coordinated towards a common African vision, in order to optimise gains from the collective efforts and investments of all stakeholders. Once the common vision, priorities and strategy are developed, it is necessary to put in place governance and coordination mechanisms, and establish a framework on roles, responsibilities and accountability among partners. 6.1.3.1 Challenges Some identified challenges in this area included the following:
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There are cases of unequal partnerships, where there is still undue influence from those who seek to establish alternative visions and priorities for Member States receiving financial support. It is hoped that the Paris Declaration will be invoked to limit this practice; Failure to use local intellectual capital for advising government, in preference for foreign expertise; Inadequate planning and follow up; Poor governance and accountability; Poor documentation and record keeping; and Multiplicity of Ministries responsible for education, without involving all of them in the regional and continental conversations. 6.1.3.2 Recommendations In light of the identified challenges, the group recommended as follows: 1. Ensure political leadership at the continental level by the African Union, and build on existing political structures at continental and regional levels; 2. Identify and map key institutions working in education in Africa at the national, regional and continental levels, in order to establish multi-sectoral structural and systematic inclusion through a coalition; and agree on mutually synergistic roles and responsibilities; 3. Strengthen educational management information systems, supported by linkages to research institutions to enhance the value of information for education planning; and 4. Identify countries/heads of state to champion education in order to raise its status as both a human right and key to inclusive growth and development.
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Chapter 7
Conclusion
The Kigali conference offered education Ministers, high-level officials, development partners, and representatives of civil society and academia of the SSA region, opportunity to come together and reflect on the progress of education on the continent and to identify challenges and priorities for the Post-2015 Education Agenda. It was generally recognized by the conference participants that while progress has been realized in some areas notably, access and gender parity, a significant number of children are still out of school. Learning outcomes are low as quality inputs such as qualified and trained teachers are not sufficient; school curricula do not provide the skills sets relevant to present and future challenges; teaching and learning materials are not available in sufficient numbers; transition rates are low and drop-out rates high; and education system governance is weak for lack of quality data and robust system governance structures. The conference has therefore called for a transformative African education agenda which entails a fundamental change in our approach to learning and involves many levels of action, including lifelong learning perspective. Similarly, higher education needs to be accorded the importance it deserves. For all these to happen, political commitment is required. National development and educational policies and strategies need to reflect the holistic and humanistic approach to education. For instance, gender sensitive policies and programmes that prioritize the marginalized need either to be developed or reinforced. Governments need to explore or put into place a legal framework to facilitate lifelong learning for adults and youth by recognition/validation of prior learning, integration of the indigenous knowledge, assessing learning outcomes of Literacy and skills development, delivering certificates/ degrees, in African languages as promotion of multilingualism. As a way of transforming the educational system to a holistic approach, governments should pay particular attention to the transition of the youth from a world of school to a world of work, recognizing that in many countries, non-formal and informal opportunities for learning are more accessible and more preferred. Such political commitment to education needs to be backed by structures of governance. In many African countries where education has been decentralized to local governments, lines of responsibility and oversight have to be clear. Good governance builds on the participation of all the stakeholders, especially the young people in educational policy making and other processes that affect them. Financial resources are necessary to put the transformative vision, the innovative policies and programmes in place. Aside from the effective use of public resources, governments 35
have to engage in creatively generating resources internally, for example, from other Ministries and in different levels, especially at the local levels and also mobilizing resources externally, as they engage with development partners and the private sectors to contribute to its education agenda. Partnership at all levels is a critical factor that contributes to the achievement of the EFA goals and the conference has demonstrated the rich partnership in the region that needs to be further strengthened. Besides new partnerships need to be developed, mechanisms for dialogue among the different stakeholders have to be developed to ensure the continuous discussion on how to move forward with the Post 2015 education agenda. Finally, regional and international cooperation needs to be strengthened. African countries have a wealth of experience which needs to be tapped. Aside from using existing regional protocols and ongoing regional integration initiatives to promote education, new forms of cooperation of all the different partners need to be explored. Key elements were provided from the Common Africa Position on the Post 2015 development agenda, emphasizing on the strong coherence and inclusion with the Post 2015 education agenda. The regional and global processes in the preparation for the Post 2015 education agenda have been instrumental in arriving at a shared position are also a means to strengthen cooperation within the region. While each African government is at the driving seat towards the transformative Education agenda, the collective efforts of all the African Members to work towards this Agenda will be the determining factor for the region to move as one. National and regional commitment to a common African transformative education agenda within the Post 2015 education agenda is a first step and the conference is a clear indication of such commitment. Organized in collaboration with the African Union, the government of Rwanda and UNESCO and with the active participation of governments, the civil society, development partners and the youth representatives, the conference has prepared the region for its engagement in the coming World Education Forum in May and the UN General Assembly in September. The Kigali Statement represents the priority areas and commitment of the Member States for Post 2015 Education agenda.
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Annex I: Sub-Saharan Africa Statement on Education Post-2015 (Kigali Statement)
Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 Kigali, Rwanda 9-11 February 2015 Sub-Saharan Africa Statement on Education Post-2015 (Kigali Statement) Preamble 1. We, Ministers of Education of Sub-Saharan Africa (SSA), Minister of Education of
Mauritania - in his capacity as a member of the Conference of Ministers of Education of the African Union (COMEDAF) Bureau, senior government officials, United Nations (UN) and multilateral agencies, representatives of civil society organizations, development partners, academia, teacher organizations, parent associations, youth representatives and journalists, meeting in Kigali from 9-11 February 2015, thank H.E. President Paul Kagame, government and people of Rwanda for hosting this conference and their kind hospitality. 2. Drawing from the assessments of achievements and challenges of the implementation of Education for All (EFA) and the African Union (AU) Second Decade of Education for Africa, we have noted the uneven pace of progress across the continent. Bearing in mind the unfinished education agendas, there is a need to revisit our priorities, strategies and targets for post-2015 within a context of new perspectives and emerging challenges. 3. Informed by the outcomes of the consultations on the post-2015 education agenda already held, including: the Muscat Agreement, the Outcome Document of the United Nations General Assembly Open Working Group (OWG) for Sustainable Development Goals, the post-2015 Common African Position, the Africa Agenda 2063, National EFA Reviews, initiatives such as the EFA ‘Big Push’ and the mid-term evaluation of the Second Decade of Education for Africa, we endorse the overarching goal of the OWG to ‘Ensure inclusive and equitable quality education and promote life-long learning opportunities for all’ and adopt the present statement.
Sub-Saharan Africa perspectives on the post-2015 education agenda 4. We reaffirm our commitment to the pursuit of quality education for lifelong learning as a fundamental human right and imperative for sustainable development, which must be unequivocally guaranteed to every child, youth and adult. Taking into account progress made, continued development challenges and emerging development issues, we are resolved to construct new education paradigms in developing human capabilities for inclusive growth, wealth creation, peace and security, to reap the benefits of the demographic dividend of SSA. 37
5. Recognizing appreciable progress in education over the last 25 years since the EFA movement started in Jomtien, we are cognizant that most countries have not achieved EFA and Second Decade of Education for Africa goals and targets: Several countries do not have universal access in the first grade of primary education, while completion in primary education is only 67 %; 35 % at lower secondary and 17% at upper secondary. Enrollment at TVET is 606 students per 100,000 inhabitants, while only 636 students per 100,000 access higher education and adult literacy levels stand at 69 %. We therefore call for a rethinking of policies, strategies, and target setting to respond to the new priorities in the African context cutting across all levels of education, using an integrated approach for sustainable development. This requires a focus on quality, equity, gender equality and inclusion, teachers, skills development, governance and leadership, innovation, regional cooperation and financing, to make the quantum leap to achieve Africa’s vision of peace, prosperity and integration.
Regional priority action areas 6. Equitable and inclusive access for all Recognizing the right to access inclusive, equitable and quality education, we reaffirm our commitment to ensure that every child, youth and adult, including minorities and the most disadvantaged groups, complete high-quality education from early childhood care and education (ECCE) to higher education with at least a minimum completion of free and compulsory basic education of 9 -10 years.
We commit to an integrated approach for ECCE, which requires collaboration between all relevant ministries, especially the ministries responsible for planning, education, health, nutrition, water and sanitation, social welfare and security to build early foundations for every child. 7. Inclusion, equity and gender equality Exclusion and discrimination, disparities and inequalities, in access to and completion of education and learning cycles, processes and outcomes, remain ongoing challenges for Africa. Therefore, we commit to eliminating all forms of exclusion and inequality in and through education. To ensure inclusion and equity, we commit to prioritize the needs of the most vulnerable and disadvantaged groups in society and out-of-school children with specific policy actions to ensure that all children, youth and adults, girls and boys, women and men, especially the poor at the bottom quintiles have access to and complete quality education to achieve their full potential. We commit to providing flexible options for education for those populations that are in hard-to-reach locations and/or have disabilities. We recognize the importance of gender equality and women’s empowerment for sustainable development, the issue of violence against boys, girls and women in educational institutions, the importance of literate mothers in girls’ attendance to school, and the large number of illiterate women. 38
We therefore commit to support gender sensitive policies and planning; mainstream gender issues in teachers’ training; stop violence in education institutions, unwanted teenage pregnancies and early marriages; reduce sexual risk behavior and HIV/AIDS through age-appropriate reproductive health education; address harmful cultural practices; ensure that girls stay in school and can have opportunities to participate up to tertiary level, supported by, among others, feeding and nutrition programs, sanitation, health, accessible secondary schools and provision of scholarships; link women’s literacy programs with women’s rights, leadership, health, nutrition, peace and security, entrepreneurship skills etc.; and ensure gender sensitive learning environments. 8. Teachers and teaching Acknowledging the impact of the quality of teachers on equity and learning outcomes and noting the shortage of trained and qualified teachers, low status and motivation, and the often weak standards in training, support and qualification frameworks, we affirm the need for comprehensive teacher policies and call for concerted action to increase investments for the recruitment, training, deployment, management, evaluation and continued professional development and improved welfare of teachers across all levels of education, both formal and non-formal. Action should also include the establishment of national and regional teacher qualification frameworks and appropriate mechanisms to facilitate regional mobility. Commending the AU Heads of States and Governments for the Malabo Summit Decision that called for a study on the training, living and working conditions for teachers in Africa, we invite policy makers, teacher organizations and education stakeholders to engage in ongoing and constructive social dialogue to improve teachers’ working conditions, enhance mutual accountability and promote safe, peaceful and productive learning environments. We further encourage innovation in teacher education and pedagogical practice, including the use of new media and information and communication technologies (ICT) and distance education. 9. Educational quality and learning outcomes We recognize that achieving quality of education is a matter of urgency in Africa. Noting that educational quality and learning are determined by inputs, processes and outcomes, we commit to putting in place policies, legal frameworks and strategies at the national and regional levels to: a) provide sufficient resources including teaching and learning materials accessible to all; b) define standards and review curricula to ensure relevance to global as well as the African context, values, culture and knowledge and gender responsiveness; c) promote the use of African languages and multilingualism across all levels using multiple learning pathways; d) develop appropriate mechanisms for assessing, and monitoring learning outcomes at all levels; e) explore innovative approach including use of ICTs; and f) further strengthen institutions, school leadership, and governance through greater involvement of communities, including young people in the management of schools, and g) ensure learning environments are safe, free from violence, inclusive and gender responsive. 10. Science, technology and skills development 39
Recognizing the importance of science, technology and skills development for innovation, creativity, entrepreneurship and employability, that are key to social, cultural and inclusive economic development, we affirm our commitment to strengthen policies and legal frameworks, programmes and structures to increase access to science, technology and skills development across all levels of education, with particular focus on youth, girls and marginalized groups. We commend the African Heads of States and Governments for adopting the Science, Technology and Innovations Strategy (STISA 2024) and the continental TVET strategy, and for calling for the ratification and implementation of the revised Arusha Convention on the Recognition of Qualifications in Higher Education in Africa. Acknowledging the importance of indigenous knowledge systems, we commit to the promotion and inclusion of the development, use and dissemination of indigenous science in education systems. We therefore call for: (a) strengthening of research, teaching and learning of science, technology, engineering and mathematics, at all levels of education, including formal, non-formal and informal, with dynamic linkages to the social, productive and service sectors; (b) a holistic transformation of TVET and higher education systems, with a focus on quality, regional cooperation towards joint programmes, the recognition and transfer of credits and the flexible entry and re-entry of students to the world of work and continuing education; (c) recognition of skills and prior learning acquired beyond the formal system; (d) transforming tertiary education to increase the stock and enhance the quality of graduates from science and technology programmes, and work closely with employers to strengthen relevance of programs to country development strategies; (e) developing mechanisms for quality assurance and benchmarking progress at national and regional levels; and (f) strengthening labor market information systems (LMIS) linked to national human resource development plans. 11. Education for sustainable development (ESD) and global citizenship education (GCED) We recognize that we are living in an increasingly globalized and interconnected world, confronted by emerging human and environmental issues that create conditions and tensions, which require greater cooperation and harmony between humankind and nature. We further acknowledge the importance of GCED in promoting the development of values, attitudes and skills that are necessary for a more peaceful, just, inclusive, and harmonious world. We therefore resolve to institutionalize ESD-GCED through formal, non-formal and informal education by: a) promoting a humanistic approach to education (Ubuntu Spirit) that reinforces among others respect for self, others and the planet, b) involving all stakeholders in promoting the ESD-GCED agenda, c) using existing regional protocols and ongoing regional initiatives to promote the ESD-GCED agenda, and d) reviewing and integrating ESD-GCED components in curricula across all levels of education. 12.
Youth and adult literacy, skills and competencies for life and work 40
We recognize the high percentage of youth as a potential asset to be harnessed for Africa’s transformation. Noting the high adult and youth illiteracy levels, particularly of girls and women, and huge numbers of out-of-school children and youth, we are determined to ensure that all youth and adults, especially women, have access to continuous lifelong learning and functional literacy, numeracy and requisite skills programmes for life and work. We commit to the use of mother tongue instruction before transiting to use of national/international languages for literacy programmes. We further call for the promotion of literacy programmes at the work place. 13.
Financing, governance and partnerships We take note that government is the primary duty bearer for efficient, equitable and sustainable financing of education. Recognizing the limited financial investment in education, the weak governance and administrative structures of educational systems, we are strongly committed to strengthen governance and increase domestic resource allocation and internal resource mobilization for education with specific focus on underresourced sub-sectors, including ECCE, youth and adult literacy, TVET and higher education, among others. We recommend adherence to the internationally recognized benchmarks of at least 6% of Gross Domestic Product (GDP) or 20% of public expenditure on education as well as the efficient use and equitable targeting of these resources. We recognize the contribution of all development partners including those participating in the Global Partnership for Education (GPE) and call upon them to recommit to increase, better target and coordinate official development assistance (ODA) in alignment with regional and national education priorities and plans. In particular, we call upon the GPE mechanism in meeting the financing gap and broaden the areas of support towards the achievement of the post-2015 education targets. We recognize and promote the role of civil society organization within a coalition of partners working on education in Africa. We endorse open and transparent governance systems and mechanisms for budget tracking, reporting and accountability for efficient use of resources. We commit to strengthening comprehensive Education Management Information Systems (EMIS) in Africa and improve capacities to collect quality disaggregated data at the sub-national, national and regional levels for effective monitoring and evaluation of education goals and targets. We call for strengthening the role of parliamentarians in ensuring allocation of adequate budgets for education.
14.
Education in crisis situations Conflicts, crises, natural disasters, terrorist attacks and pandemics such as HIV/AIDS and Ebola are major challenges to education in this region. 41
We underline the importance of education being maintained during emergency, conflict and post-conflict situations and for reconstruction. We recognize the important role that education plays in preventing conflicts, crises, disease, and in addressing the needs of displaced persons. Therefore, we commit to undertake initiatives for the protection of students, education personnel, and school infrastructures in times of conflict, develop plans for preparedness and response to emergency situations for education, as well as promote education for a culture of peace and non-violence, and intercultural dialogue and understanding. We commit to include in education policies, sector plans and budgets relevant risk assessment and planning to respond to the education needs of children, youth and adults affected by disaster, conflict, displacement and epidemics, including internally displaced persons (IDPs) and refugees. Effective education response requires good coordination between neighbouring countries, therefore we commit to support existing sub-regional and regional mechanisms and strategies to address the education needs of displace and refugees populations. We commit to planning and financing for education services in protracted crises. We commit to develop systems and ensure capacity building for disaster risk reduction (DRR); resilience and peace education. We pledge to secure multi-year funding to establish budget lines for crisis response.
Towards the World Education Forum (WEF) 2015 and beyond 15. We commit ourselves and request relevant UN agencies, development partners, civil society organizations, youth representatives and the private sector under the leadership of UNESCO and the African Union to maintain the momentum to finalize a comprehensive, well-coordinated post-2015 education agenda and Framework for Action. 16. We pledge our support to continue the negotiation for the promotion of a future education agenda in all upcoming fora to reach final agreement on priorities for the next global development agenda. We will continue to ensure that the education goals and targets are mainstreamed and receive pride of place in every aspect of the Agenda 2063: The Africa We Want and the Common African Position on the Post-2015. 17. We further recommend that UNESCO continue to lead the coordination and monitoring of the implementation of the post-2015 education agenda after its adoption at the United Nations Special Summit in September 2015 at the global level.
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Annex II: Conference Agenda
Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 Kigali, Rwanda 9-11 February 2015 Kigali Serena Hotel
AGENDA Sunday, 8 February 2015 Time
Activity
Presenter
08.00-18.00
AUCOMEDAF Meeting
18.30-19.30
FAWE/CONFEMEN Francophone Ministerial dinner: Girls’ education Challenges in Africa
Day1:Monday, 9 February 2015 Time / Venue
Activity
08.00- 09.00
Registration
09.00–10.30
OPENING SESSION
Ballroom
Presenter
Welcome Remarks
Chair: Hon.Prof Silas Lwakabamba, Minister of Education of Rwanda
Opening Remarks
10.30-11.00
Ms. Aicha Bah Diallo, Chairperson, Trust Africa, Distinguished Executive Member of Forum for African Women Educationalists(FAWE) Ms. Julia Gillard, Chair, Global Partnership for Education(GPE) Ms. Hadidja Alim Youssouf, Minister of Cameroon and Chair of COMEDAF Bureau H. E. Dr. Martial De-Paul Ikounga, Commissioner, Human Resources, Science and Technology, African Union (HRST,AU) Mr. QianTang, Assistant Director-General (ADG) for Education, UNESCO
Chief Guest of Honour Official Opening Address Coffee Break Press interview with dignitaries Group Photograph–Dignitaries and Heads of Delegations
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Session I (Plenary)
11.00–11.45
Chair: Mr.Mohamed Djelid Director, UNESCO Multi-Sectoral Regional Office for Eastern Africa
Ballroom
I.a: Introduction to the meeting and presentation of the agenda I.b: Status of Education for All (EFA)in the region and lessons learnt Objectives: To review progress made in EFA in the Sub-Saharan Africa (SSA)Region To provide regional perspectives on the post-2015 education agenda Expected Outcome: Status of EFA in SSA discussed, key lessons, unfinished tasks and challenges identified Presentation of the EFA Assessment Report in SSA Regional perspectives on Post-2015 education
Mr. Guillaume Husson, Coordinator UNESCO IIEP/ Pole de Dakar Ms. Ann-Therese Ndong-Jatta, Director, UNESCO Multi-Sectoral Regional Office for the Sahel
Session II (Plenary) The processes and consultations on thePost-2015education agenda
11.45-13.00 Ballroom
Chair: His Excellency Professor Doctor Narciso Damásiodos Santos Benedicto, Secretary of State for Vocational Education and Teacher Training, Ministry of Education of Angola Objectives: To present the proposed Post-2015 education agenda To present the Common African Position(CAP) on education Expected Outcomes: Clarity on information towards the Post-2015 education agenda provided CAP presented and processes are well understood
Orientations on Post-2015 Education consultation CAP on the Post-2015 Development Agenda on education Q&A
13.00-14.00
Lunch
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Mr. QianTang, ADG for Education, UNESCO
H. E. Dr. Martial De-Paul Ikounga, Commissionner, HRST,AU
14.00-15.45
Session III. Parallel break-out sessions: Thematic discussions on the Post-2015 education agenda Objective: To discuss the Post-2015 thematic priorities in education Expected Outcome: Recommendations on priority actions, indicators and benchmarks towards an overarching Post-2015 education agenda
III.a: First round of parallel break-out sessions Theme 1: Ballroom
Theme 2: Auditorium
Theme 3: Meeting room
Basic Education for All–Inclusion and equity(includes issues of right to education, early childhood, primary and junior secondary, identification of gaps, issues and challenges in access and equity, health, gender equality, marginalized groups and children at risk) Objectives: To reflect on how to build inclusive and quality education systems for the Post-2015 education agenda To agree on 2-3 recommendations with regard to inclusive education and quality learning outcomes in basic education for the Post-2015 education agenda Teachers and teaching (includes teacher development including pre and in-service training, Teacher recruitment, deployment and retention, teacher welfare and management) Objectives: To identify challenges and solutions to enhance the professional development of teachers To agree on 2-3 recommendations on the professional development of teachers Quality of education and learning outcomes for all(includes curriculum, learning process, Learning outcomes, literacy for all, information and communication technologies(ICTs)and the learning environment)
Theme 4: Lobby
Objectives: To discuss and address the most critical interventions to improve the quality of education in SSA and make key recommendations to be included in the conference statement To agree on 2-3 recommendations on quality of education and learning outcomes Science and technology (S&T), technical and vocational education and training (TVET), Tertiary and higher education
15.45-16.00
Objectives: To examine strategies to strengthen science, technology, skills development and higher education for inclusive growth and sustainable development To agree on 2-3 recommendations for the strengthening of S&T,TVET, tertiary and higher education Coffee break
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16.00-17.45
III.b: Second round of parallel break-out sessions
Theme 5: Ballroom
Theme 6: Auditorium
Theme 7: Meeting room
Theme 8: Lobby
Education for Sustainable Development (ESD)and Global Citizenship Education (GCED) (includes human rights, peace, responsible citizenship, sustainable development, respect for cultural and religious diversity and intercultural dialogue) Objectives: To discuss current policy trends in SSA that underlie the emerging issues of ESD and GCED, with a specific focus on strategies to include non-cognitive dimensions of learning To agree on 2-3 recommendations for ESD and GCED Youth and adult literacy, skills and competencies for life and work in a lifelong learning Perspective (includes youth and out-of-school children, adult learning, skills for work, noncognitive/transferable skills) Objectives: To discuss and examine bottlenecks for the operationalization of literacy policies and strategies for improved coverage of out-of-school children, youths and adults for lifelong learning To agree on 2-3recommendations for scaling up promising/good practices Education in crisis situations Objectives: To address barriers to access, retention, and quality of education in crisis-affected countries essential for building a culture of peace and disaster risk reduction (DRR) To agreeon2-3 recommendations for disaster preparedness, response and prevention; and for the development of a culture of peace Gender equity and equality in education
Objectives: To discuss efforts toward achievement of gender equity and equality at all education levels To agree on 2-3 recommendations on gender equity and equality in education 17.45-18.15 Press Conference - Minister of Education of the Republic of Rwanda Meeting room - UNESCO ADG - COMEDAF Chair - AU Commissioner - Trust Africa Chairperson - GPE Chair 19.00-21.00 Reception/Official Dinner offered by UNESCO Tent
Launch of the Inter-Country Quality Node (ICQN) on Early Childhood Development (ECD)& Tribute to Cyril Dalais
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Day 2:Tuesday, 10 February 2015 07.30-08.30
ECDICQN business breakfast meeting
09.00-10.30
Session IV (Plenary) Thematic discussions on thePost-2015 education agenda
Ballroom
Chair Mr. Jordan Naidoo, UNICEF Objective: To report and discuss key recommendations from the eight break-out groups Expected Outcome: SSA recommendations on priority actions toward an overarching Post-2015 education goal
10.30-10.45
Presentation and debate on the2-3 Key recommendations from each group discussion Tea Break
10.45- 13.00
Group rapporteurs
Session V (Plenary)
Ballroom
Ministerial Roundtable on the national perspectives on the Post2015 education agenda Chair Mr. Qian Tang, ADG for Education, UNESCO Objective:
To share country perspectives on the Post-2015 education agenda in the context of national priorities, challenges and opportunities in access, equity, quality and lifelong learning
Expected Outcome:
Priority actions for the governments towards an overarching Post-2015 education goal are shared and discussed Presentation of national perspectives Ministers on the Post-2015 education agenda (3 minutes per Minister) followed by discussions
13.00-14.00
Lunch
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14.00–16.00
Session VI (Plenary) Agencies and Partners’ Roundtable on perspectives on the Post2015 education agenda Heads of convening UN agencies and partners Chair: Ms. Julia Gillard, GPE Chair Objective:
To present and discuss development partners’ perspectives on the Post-2015 education agenda
Expected Outcome:
16.00-16.15
Recommendations on priority actions both for the governments and partners themselves towards an overarching Post-2015 education goal, based on key principles of “access, equity, quality in the perspective of lifelong learning.”
Introductory messages
Mr. Qian Tang, ADG for Education, UNESCO H. E. Dr.Martial De-Paul Ikounga, Commissioner, AU
5 minute presentation by each organization about their perspectives on the Post-2015 education agenda followed by discussions
Ms. Josephine Odera, Regional Director for West Africa, UN Women Prof. Sheila Tlou, Regional Director for Eastern and Southern Africa, UNAIDS Mr. Lamin M.Manneh, UN Resident Coordinator, UN Mr. Jordan Naidoo, Senior Education Advisor, UNICEF New York Mr. Peter Materu, Sector Manager for Education in West and Central Africa, World Bank Ms. Oley Dibba-Wadda, Executive Secretary, Association for the Development of Education in Africa (ADEA) Mr. Boureima Jacques Ki, Secretary General, Conférence des Ministres de l'Éducation des États et Gouvernements de la Francophonie (CONFEMEN) M. Jozef Maerien, UN FPA Rwanda Country Representative Mr. Jean-Pierre Demargerie, WFP Rwanda Country Representative Ms. Anjela Taneja, Head of Policy, Global Campaign for Education Ms. Hendrina Doroba, Executive Director, FAWE Ms. Aicha Bah Diallo, Chairperson, Trust Africa
Coffee Break 48
Session VII (Plenary) Implementing and Monitoring the Post-2015education agenda Chair: 16.15–17.15 Ballroom
Professor Mary Teuw Niane, Minister of Higher Education and Research, Senegal Objective: To introduce the mechanisms for the implementation of the Post-2015 agenda. Expected outcome:
Recommendations formulated on governance, coordination mechanisms and partnerships, financing of education and monitoring and measuring progress through indicators and benchmarks
Presentation of the Framework for Action Presentations of mechanisms: a. Indicators and Benchmarks for the Post-2015 education agenda and monitoring mechanisms
Alison Kennedy, Programme Specialist, Education Indicators and Data Analysis, UIS/TAG
b. Financing of education
Mr.Guillaume Husson, Coordinator, UNESCO IIEP/Pole de Dakar
c. Governance, coordination and partnerships–Regional mechanisms and strategies and the global education agenda
H. E. Dr. Martial De-Paul Ikounga, Commissioner, AU
Youth Perspective on mechanisms
Mr. Lawrence Ndambuki Muli, Chair of the Pan African Youth Network on Culture and Peace on three themes
Q&A for clarification
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Ms. Margaret Sachs-Israel, Programme Specialist, UNESCO
17.15–18.30
Session VIII (break-out session) Implementing and Monitoring the Post-2015 education agenda
Ballroom
a. Indicators and Benchmarks for the Post-2015 education agenda and monitoring mechanisms
Moderator: Mr. Manos Antoninis, Senior Policy Analyst, GMR Panelists: S.Exc M. Antonio Leãode Aguiar Cardoso, Correiae Silva, Minister of Higher Education, Science and Technology of Cabo Verde Mr. Marc Bernal, UIS Mr. Cheikh Mbow, Coordonnator, COSYDEP
Auditorium
b. Financing of Education
Moderator: Mr. Guillaume Husson, Coordinator, UNESCO IIEP/Pole de Dakar
c. Governance, coordination and partnerships- Regional Meeting room mechanisms and strategies and the global education agenda
19.00-21.00
Panelists: H.E.Mr. Serigne Mbaye Thiam, Senegal MoE M.Boureima Jacques Ki, CONFEMEN Secretary General Mme. Valérie Tehio, Agence Française de Développement Mr. Braham Moumouni, Coordonnateur de la Coalition des Associations, Syndicats et ONG de la Campagne EPT,Niger Moderator: H. E. Dr. Martial De-Paul Ikounga, Commissioner, AU Panelist: S.E.M. Narciso Benedicto, Angolan Ministry of Education Mr. Seydou Sissouma, Commissioner, Human Development Department, UEMOA Ms. Oley Dibba-Wadda, ADEA Executive Secretary Mr. Tahirou TRAORE, National Coordinator of National Coalition for Education for All in Burkina Faso(CN/EPTBF)
Tent
Official Dinner offered by the Government of Rwanda
17.00-21.00
Drafting of Outcome Document
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Drafting Team
Day3: Wednesday, 11February Session IX (Plenary) Implementing and Monitoring the Post-2015 education agenda 09.00–10.00 Ballroom
Chair: Mr. Jordan Naidoo, UNICEF Presentation and debate onthe2-3 Presentation: key recommendations from each Group Rapporteurs group discussion
10.00–11.30
Session X(Plenary) Discussion and Adoption of the Conference Statement
Ballroom
Chairs: Mr. Jordan Naidoo, UNICEF Ms. AnnTherese Ndong-Jatta, Director, UNESCO Multi-Sectoral Regional Office for the Sahel Presentation, discussion and Ms. Margarete Sachs-Israel, Programme adoption of the Outcome Document Specialist, UNESCO 11.30–12.00
CLOSINGCEREMONY
Chair: Government of the Republic of Rwanda Summary of conference report: Rapporteurs: Ms. Carolyn Medel-Anonuevo and Mr.Saidou Sireh Jallow, Senior Education Specialist, UNESCO Closing remarks Vote of Thanks,H.E. Mme. Kandia Camara, Ministre del’Education Nationale et de l’Enseignement Technique Message from the PanAfrican Youth Network, Ms. Darice DariceRusagara, Europe-Africa Chamber of Commerce, Belgium Mr. Macbain Mkandawire, Board Member, ANCEFA Prof. Jean Bio Chabi Orou, Ambassadeur Délégué Permanent, Délégation Permanente du Bénin auprès de l’UNESCO H. E. Dr.Martial De-Paul Ikounga, Commissioner, Human Resources, Science and Technology, African Union(HRST,AU) Mme.Hadidja Alim Youssouf, Présidente du Bureau de laCOMEDAF VI, Mr. MohamedDjelid, UNESCO Regional Office for Eastern Africa Government of the Republic of Rwanda
12.00-13.00
Lunch
13.30-15.00
Visit to Gisozi Genocide Memorial
51
Government of Rwanda Pick up from Serena Hotel
Annex III: Speeches OPENING ADDRESS BY H.E PRESIDENT PAUL KAGAME (Represented by Minister of Education Prof. Silas Lwakabamba) Assistant Director General of UNESCO Ministers of Education and Head of Delegations Dignitaries, Delegates and Distinguished guests Ladies and gentlemen It gives me great pleasure to welcome you all to the Sub-Saharan Africa Regional Conference on Education Post-2015to be held in Kigali in these three days. Your decision to hold this conference in Rwanda is an indication of your esteemed trust that UNESCO member countries, to which all Sub-Saharan countries belong, and the international community at large have for the people of the Republic of Rwanda. I welcome you all to the land of a thousand hills. We are honoured and humbled that you chose Kigali to host this prestigious and important conference. We acknowledge that the worldwide movement for Education For All initiated in Jomtien in 1990, and later reaffirmed in Dakar in 2000 has been the most important commitment to education in recent decades, and has helped to drive significant progress in education. It is through this that we all committed to ensuring access to quality basic education for all by the year 2015, today. At that time, we set action plans for Education For All our children in the six areas of: Early Childhood and Care; Universal Basic Education; Learning Needs for Youth (TVET / Life Skills); Adult Literacy; Gender Parity and Equity; and Quality in Education. In fact Rwanda added a seventh target of its own i.e., HIV/AIDS in Schools. Since that time, I am convinced that we all have made great progress in these areas as significant financial and other resources have been invested in education. In particular, there has been tremendous expansion in basic education in Sub-Saharan Africa starting with Universal Primary Education (UPE) which gave rise to Universal Secondary Education (USE), culminating in what we call Nine and later Twelve Year Basic Education in Rwanda. As members of the African Union, and indeed the international community, we recognize that the Education for All (EFA) agenda and the education- related Millennium Development Goals (MDGs) are unlikely to be achieved in full this year by all of us, and acknowledge the continued relevance of the EFA agenda. We are aware that more than 70 million children and 69 million adolescents still do not have access to effective basic education worldwide. We know that in 2011, an estimated 774 million adults, of whom almost two-thirds were women, were illiterate. This has been compounded by non-completion of formal schooling;
52
insufficient levels of basic skills acquisition; and the quality and relevance of education which have been persistent for the most vulnerable groups. In most countries of the world, gender inequality is of particular concern, as only60% of countries worldwide had achieved gender parity at the primary level and38% at the secondary level by 2011. These trends have been exacerbated by the inadequacy of financial resources which have seriously undermined progress towards providing quality Education For All in the last decade. We further note that it is essential to continue to develop the necessary infrastructure, complete with attention to ongoing maintenance that will provide the conducive learning environment for all children including gender sensitivity and for those with special needs. Ladies and Gentlemen, In spite of all these challenges, we acknowledge that significant progress has been made. However, future education development priorities must reflect the socio‐economic and demographic transformations that have occurred since the adoption of the EFA goals and the MDGs. It is important to note that the requirements concerning type and level of knowledge, skills and competencies for knowledge‐based economies have changed with the demands for the labour market. Therefore, our education systems must be capable of forecasting and adapting and be responsive to these changes. Therefore, we must strive together to search for meaningful solutions that create strong foundations for a new and forward‐looking education agenda post-2015.This agenda should complete unfinished business in Education For All, while going beyond the current goals in terms of depth and scope. It needs to provide people with the understanding, competencies and values they require to address the many challenges that our societies and economies are facing in the 21st century. The Rwanda EFA review 2015 report highlights some of these concerns, including the achievements and progress made in the education sector since Dakar world education forum 2000. Some of our achievements in the last decade include the progress we have made in the area of increasing equitable access to basic education which currently stands at 96.6 percent at primary level. Notwithstanding such successes however, we do recognize that improvements in the quality of education needs special attention, especially during the early years of schooling. Ladies and Gentlemen, These achievements since 2000 have been underpinned by the Vision 2020, the Economic Development and Poverty Reduction Strategies, and the Education Sector Strategic Plan, aiming at improving the social and economic prosperity of Rwanda. Accordingly, as we set 53
out on a journey to chart out a course for thepost-2015 agenda, we need to look critically at some of the issues raised in the Rwanda EFA report. I highlight a few of them below: Recently, the Government of Rwanda instituted an Early Childhood Care and Education mechanism in which ECD has a higher profile in the Government’s agenda with the establishment of an inter-ministerial Early Childhood Development (ECD) implementation framework. Universal Basic Education has been encouraged through initiatives such as the abolition of school fees and introduction of capitation grants, the Nine Years Basic Education Programme upgraded to Twelve Years, school construction through community participation and school feeding programs among others. The learning needs of young people and employment opportunities are being addressed through increased emphasis on Technical and Vocational Education and Training (TVET). Adult literacy has improved through the provision of community learning centres focused on literacy and numeracy with women currently participating at a rate twice that of men. Gender parity in Primary Education was achieved in 2001 and more recently at Secondary Level in 2009 through concerted Government effort with the support of our Development Partners. In this connection, Government, Development Partners and Civil Society are addressing the increasing demand for quality education by communities and ongoing initiatives such as the current comprehensive curriculum reform to align with the future requirements of Rwandan labour market demands, but also regionally and globally. In addition, to promote innovation and creativity in education, the Ministry of Education has established the ‘Innovation for Education Initiative’, which supports 26 research-based civil society projects that will inform improvements in the quality of education. Thanks to strong partnership with our development partners. Although Rwanda has experienced the greatest decline of HIV/AIDS prevalence rates during the EFA period, the Government recognizes the importance of sustained efforts to mitigate the impact of HIV/AIDS in schools. Assistant Director General, Distinguished Guests, Ladies and Gentlemen, It is my sincere wish that all partners in the education system will take this opportunity to celebrate the achievements that have been made since Dakar 2000and reflect upon the challenges that still face the Education sector, while thinking critically and creatively about those initiatives and innovations that will carry Sub-Saharan Africa Region into the post2015 era. Africans are very clear about what is important: we all want peace, progress and opportunity. I am optimistic that we will get there, but it will not be without great effort and 54
sacrifice within every nation in Sub Saharan Africa, and above all, among all the nations of our Continent. I am confident that this conference will come up with fruitful deliberations that will inform the upcoming World Education Forum to be held in Incheon, Republic of Korea, in May 2015. I now have the honour and privilege to declare the Sub-Saharan Africa Regional Conference on Education Post-2015officially open. Thank you all for your kind attention.
DISCOURS D'OUVERTURE Son Excellence Dr Martial De-Paul IKOUNGA Commissaire aux ressources humaines,la science et la technologie Commission de l'Union AfricaineExcellence Monsieur le ministre de l’Education du Rwanda Excellence Madame la ministre de l’Education de base du Cameroun et Présidente du Bureau de la COMEDAF VI Excellences Mesdames et messieurs les ministres en charge de l’Education et membres du Bureau de la COMEDAF VI Monsieur le Directeur Général Adjoint de l’UNESCO chargé de l’Education Excellences Mesdames et Messieurs les Ambassadeurs du Groupe africain a l’UNESCO Distingués Partenaires, Chers invités Mesdames et Messieurs A tout seigneur, tout honneur Je voudrais ne pas connaître la même erreur que hier et je m’empresse de vous prier de bien vouloir vous lever pour marquer une minute de silence à la mémoire de toutes ses victimes d’Ebola et en particulier tous ceux qui enseignants ou apprenants des deux sexes ont perdu le chemin de l’école. C’est avec un honneur de vous apporter le salut fraternel de Dr. Nkosazana Dlamini ZUMA, le Présidente de la CUA. A tous les participants à cette Conférence ministérielle co-organisée par l’Union africaine, l’UNESCO et le Rwanda. Je voudrais tout d’abord remercier la République du Rwanda pour l’hospitalité chaleureuse dont nous bénéficions tous depuis notre arrive en cette terre africaine de Kigali. Permettez-moi ensuite de remercier l’UNESCO et tous les autres partenaires qui se sont associés au mouvement pour soutenir la tenue de cette importante rencontre. Ce forum est en effet d’autant plus important qu’il offre une occasion idoine pour discuter EDUCATION à travers l’EPT et la décennie de l’Education pour l’Afrique, mais aussi de se projeter dans le futur en construisant une position africaine par rapport à l'agenda mondial du 55
développement au-delà de 2015, et surtout d'assurer que les priorités et les défis du continent sont pris en considération et une perspective africaine bien prises en compte dans ce processus. Hier, nous avions tenu la deuxième session extraordinaire du Bureau de la COMEDAF VI pour établir les bases d’un engagement continental complet au profit du développement de l'éducation et pour renforcer la position et les perspectives de l'Afrique pour l’Education post 2015 avec les grandes orientations qui seront reversées dans les discussions mondiales. Pour bien faire comprendre notre démarche à l’occasion de ce forum et tout le long du processus qui nous mènera à l’Assemblée Générale de l’ONU à New York en septembre prochain, permettez-moi d’utiliser un style cher à l’Afrique : celui de la métaphore par l’anecdote d’un village au sein d’une grande contrée. Le Chef du village rassemble tous les chefs de familles pour leur signifier les Objectifs communs arrêtés lors de la grande assemblée de la contrée. La principale décision est d’assainir les villages pour éradiquer toutes sortes de maladies et d’infections. Il y a là deux chefs de famille qui possède pour le premier une toute petite parcelle de terrain avec beaucoup d’occupants valides et forts tandis que l’autre est propriétaire d’un vaste terrain avec une petite population. Ainsi se passent les choses toute échelle gardée avec les objectifs définis au niveau des organisations telles que l’ONU. Une fois énoncés ces objectifs, il appartient à chaque pays, à chaque continent d’élaborer sa propre stratégie pour les atteindre. Après l’anecdote je voudrais choisir la voie du témoignage d’un vécu personnel et qui se poursuit. Au moment où je venais d’être nommé ministre de l’éducation de mon pays, arrive un de mes anciens maîtres d’école primaire qui savait bien que j’étais moi-même le fils d’un ancien moniteur d’école. Il me tint ce langage. "Fils, il n’est pas facile d’être Ministre de l’éducation quand on sait que tout le monde est éducateur et que chacun de nous a besoin d’éducation. Ne parle-t-on pas d’EPT et en plus il existe une Organisation entière des Nations Unies dédiée à l’éducation." Au-delà de cela beaucoup de gens bien intentionnées, insistaient souvent sur la différence à mettre entre éducation et science bien distinctement notifiées dans le sigle de l’UNESCO. C’est pour cela qu’il n’est pas toujours aisé de faire comprendre que l’éducation est une science à part entière et métier complexe à multiples facettes. Là se trouve aussi l’enjeu de fora comme celui que nous tenons en ce jour. Autant d’érudits présents ici pour parler de questions cruciales qui fondent les nations et dont dépendent en réalité tout le fonctionnement et le bon équilibre même de la société et de la Cité elle-même. 56
L’éducation est une science à part entière, nous le savons. Elle est tout à la fois : - Science de la transmission des connaissances avec cela couvre de pédagogie ; - Science de la gestion de l’espace géographique autant que de l’espace individuel ; - Science de suivi des performances ; - Science de la globalité sociale qui doit se préoccuper de ce que tous les enfants ont chacun sa différence avec ses qualités et ses défauts La liste serait trop longue car il s’agit de tout un mangement qui nécessite un véritable outil et une formation idoine. En fait l’éducation exige de lier l’outil le plus performant à la main la plus experte. Mon premier plaidoyer et donc qu’en acceptant que l’éducation est une science à part entière, nous lui consacrions toute l’attention qu’elle mérite en que domaine sur lequel réaliser les recherches les plus pointues, les plus avancées dans des centres spécialisés et dédiés à la question. La bonne gouvernance grâce à son sens aigu de la perspective, me parait un préalable à toute politique appelée à réussir. Le second plaidoyer ici découle des évaluations de l’EPT réalisées par l’UNESCO dans les deux régions qui concernent l’Afrique. Les résultats de nos enquêtes parleront toute à l’heure d’eux-mêmes pour exprimer - La disparité entre les pays au sein d’une même région ; - La disparité au sein d’un même pays mais aussi - L’extrême fragilité des acquis tels que nous nous en sommes aperçus dans les pays récemment ravagés par la cruelle épidémie Ebola. Faute d’outil adéquat et suffisamment partagé, les résultats, même s’ils donnent une juste physionomie expressive de la situation globale, n’ont pas pu être exploités dans les délais comme moyens de prise de décisions. En effet un outil statistique fiable comprenant la formulation, la collecte et l’analyse des données, nous aura cruellement fait défaut alors qu’il constituait un des résultats majeurs attendus de la seconde décennie de l’éducation en Afrique. Du haut de cette tribune, permettez de clamer très haut, que le moment est plus que jamais venu mesdames et messieurs les ministres, chers partenaires de construire sans attendre cet outil car il est essentiel à toute idée de bonne gouvernance de l’éducation. Enfin, je voudrais conclure en souhaitant des délibérations fructueuses et des résultats tangibles.
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L'Union africaine attend avec impatience une déclaration collective forte de cette conférence, en proposant des interventions stratégiques pour promouvoir le développement de l'éducation en Afrique. MERCI POUR VOTRE AIMABLE ATTENTION
Youth Statement Thank you Madame Chair, Dear Ministers, African Union Commission, UnitedNations Agencies, Youth and distinguished delegates, all protocols observed, We, the youth present at the Sub Saharan Regional Ministerial Conference on Education Post 2015, extend our sincere gratitude to the government and people ofRwanda for their warm hospitality and thank UNESCO and all relevant stakeholders for engaging youth as key actors in shaping Africa’s sustainable education agenda for the future we want. Representing the Pan-African Youth Network on the Culture of Peace, we are a constituency actively engaged in championing the education agenda among our peers despite the fact that we face enormous challenges on exclusion, under representation where strategic decisions are taken and implemented. As you can all see, honorable ministers, we are concerned that our fellow youth are not represented within all the national delegations present here and neither are they part of the AU Commission’s delegation. We kindly implore you not to have dialogue about us, without us. Africa’s Youth have gained continuous recognition and support from the African Union and United Nations system wide action plans for youth. We appreciate the ratification of African Youth Charter and call upon Governments that have not ratified it to do so, and for the 34 Member states that have ratified to further develop a costly domestication program so that we can translate the policies into project. We welcome the fact that youth were consulted in the development of the Common African Position on Post 2015 and the recognition therein of our role as a motive force for the progressive transformation of society and the skills to sustain and grow Africa’s development: We are the daily recipients and practitioners of education and we feel that youth could be more mainstreamed within the dialogue discourse, given more opportunities to meaningfully engage, ask questions and have our voices heard in national, regional and global foras. This statement highlights the key priorities for youth within the policy and practice of education development and transformation. We call upon our Governments and all relevant stakeholders to urgently address and take action on: 1. Education for resilience, conflict resolution and post conflict reconstruction including a focus on Peace Education, investment on engendering a critical mass of peace 58
2.
3. 4.
5.
6.
volunteers and support to the socio-economic inclusion refugees and displaced persons through entrepreneurship education and life skills development; Quality education beyond primary school, renewed stronger emphasis on Equitable, free, compulsory secondary education and provision of scholarships for highereducation especially to the disadvantaged, marginalized groups, especially youth living with disabilities, Romas and travelers. Rebranding and repackaging of the teaching profession by emplacing the need to foster mobility and transfer of knowledge between teachers and learners. Education that embraces innovation, use of new media, ICTs to maintain relevance and practicality in a rapidly globalizing world. Ensuring the information and curriculum equip learners with skills for employability, entrepreneurial values, and creativity to be ready and competitive within the labor markets. Education that closes the gender gap, addresses patriarchal system and harmful cultural practices that discriminate access to education for all especially the girl child and promotes equity and equality Education that promotes Global citizenship with a focus on non-formal learning processes essential to create space for values, giving voice and empowerment, deepening citizenship agency and civil liberties for the role of youth in transformation of the society, region and world at large.
In conclusion, we are thankful for being honored to participate in the regions preparation on the education agenda post 2015 towards the world education forum and the special summit on sustainable development. We, the PAYNCoP, commit to applying Africa’s education priority areas in our work. We are calling upon UNESCO& African Union Commission to consider our recommendations on education and to enhance youth engagement in the future forums and consultations. We further call upon the Member States to truly integrate and finance our priorities within Africa’s education and development agenda; We the YOUTH, We CREATE, We SHARE, We INNOVATE. We will SUSTAIN and GROWAFRICA. We ARE AFRICA!!!!! CLOSING REMARKS BY MINISTER OF EDUCATION OFTHE REPUBLIC OF RWANDA H.E. Dr. Martial De-Paul Ikounga Commissioner, Human Resources, African Union Commission Ms Aicha Bah Diallo, Chairperson Trust Africa Honourable Ministers of Education and Head of Delegations Dignitaries, Delegates and Distinguished guests Ladies and gentlemen It gives me great pleasure to address you all at this closing session of the Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015. Delegates to this conference had an opportunity to critically examine many aspects which are of crucial significance as we continue to develop our Education For All goals both during the remainder of 2015 and as we set our targets for the post 2015 agenda. 59
Distinguished Guests, Ladies and Gentlemen; The important outcomes of this conference will help the Sub Saharan Africa Region to: Take stock of regional progress in education and generate lessons learnt for the future, Provide regional perspectives and recommendations for the post-2015global education and development agendas, Explore the African perspective of the role of Education as a prime enabler of peace, prosperity and sustainable development. Starting now, Africa must look forward and prepare ourselves for the next steps notably: The Republic of Korea World Forum on Education in May 2015, and The New York Summit on the Sustainable goals (SDG) September 2015. Thus I would like to invite the African Union Commissioner for Human Resources and the African Ambassadors for UNESCO to foster their active engagement in completing the self evaluation of EFA so that Africa comments, concerns and social contexts be incorporated in the future projections of education post 2015. The Africa voice should be heard and taken into account within the agenda set for the post 2015 and in the framework of the Africa Union 2063 Vision statement. Distinguished Guests Ladies and Gentlemen; We must be aware that the work has not been completed and must be pursued up toNew York. In that perspective, and as Mr Tang, Assistant Director General Education to UNESCO has repeatedly insisted on, we must strongly advocate in favour of the Africa Education post 2015 agenda and then mobilise our representatives to the UN with a view to benefit from their active support. Dear Colleagues Ministers of Education I deeply count on your support and dedication and hope that you will keep the momentum and strongly advocate for our common vision and ambition for an Africa Education that leads to sustainable development of all countries of the continent. I am confident that the continued partnerships and cooperation in education on a regional level including governments, the general public, Private sector, Civil Society and Development Partners will help us to develop our future education agenda in support of delivering quality education that will improve the lives of all our people. Distinguished Guests, Ladies and Gentlemen, I hope you enjoyed your stay in our country of a thousand hills and I wish you a pleasant and safe journey home. 60
I thank you for your kind attention.
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Annex IV: List of participants
Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 Kigali, Rwanda 9-11 February 2015
LIST OF PARTICIPANTS MEMBER STATES Angola His Excelency Professor Doctor Narciso Damásio dos Santos Benedicto Secretary of State for Vocational Education and Teacher Training Ministry of Education Francisco Domingos Focal Point EFA Ministry of Education João Cristóvão Cafuquena National Director for General Education Ministry of Education Francisco Xavito Assistant for the Secretary of State Ministry of Education
Benin S. Exc. Monsieur Alassane Soumanou Ministre Ministère de l’Enseignement Secondaire, de la Formation Technique et Professionnelle, de la Reconversion et de l’Insertion des Jeunes (MESFTPRIJ) Gilbert Gnambode Migan Conseiller technique à la qualité de l'enseignement MESFTPRIJ Adjevi Comlan Christophe Secrétaire Général MESFTPRIJ
Hon. Moiseraele Master Goya Assistant Minister Minister of Education and Skills Development Ms. Dineo Bosa Modimakwane Principal Education Officer I & Education Programme Officer National Commmission for UNESCO
Burkina Faso Monsieur Paul Yombo Diabouga Sécrétaire Générale Ministère de l'Education Nationale et de l'Alphabétisation M. Paul Francis Ouattara Directeur des Etudes Statistiques et Sectoriell Ministère des enseignements secondaire et supérieur M Bagnikoué Bazongo Secrétaire Général Ministère de l’éducation Nationale et de l’Alphabétisation Lucien Hien Directeur du Développement de l'Education Pré-Scolaire Ministère de l’Education Nationale et de l’Alphabétisation
Burundi Mme Rose Gahiru
Botswana 63
Ministre de l'Enseignement de Base et Secondaire Ministère de l'Enseignement de Base et Secondaire Mme Corinthe Nzohaboryayo Inspecteur Général de l'Enseignement Ministère de l'Enseignement de Base et Secondaire M. Oscar Bazikamwe Directeur de la Planification et des Statistiques Ministère de l'Enseignement de Base et Secondaire Patrice Manengeri Directeur du Bureau de l'Evaluation Ministère de l'Enseignement de Base et Secondaire
Cabo Verde S. Exc M. Antonio Leão de Aguiar Cardoso Correia e Silva Minister of Higher Education, Science and Technology Ministère de l’Enseignement Supérieur, de la Science et de l’Innovation (MESCI) M. Pedro Brito Directeur général de la planification, budget et gestion Ministère de l’Éducation et des Sports
Monsieur Florenço Mendes Varela Président Institut Universitaire de l’Éducation (IUE)
Cameroon Mme Hadidja Alim Youssouf Ministre de l’Education de Base Ministère de l’Education de Base Mr. Michel Mvogo Point Focal COMEDAF/ADEA Ministère de l’Education de Base Mr. David Esseck Directeur de la Formation Professionnelle Ministère de l’Emploi et de la Formation Professionnelle Fouda Simon Pierre Ministère de l’Education de Base Madame Marie Noêlle Edith Pauline Etobe Membre du CEFAN Cameroon Education for All Network (CEFAN) Mr. Marcel Fouda Ndjodo Inspecteur Général des Affaires Académiques Ministère de l’Enseignement Supérieur Ada Owona Secrétaire Général Commission Nationale pour l’UNESCO du Cameroun
République Centrafricaine Jonas Guezewane-Piki Coordinateur du STP CSE/EPT - Point focal PME Ministère de l'Education Nationale et de l'Enseignement Technique
Amélie Jeannine Behorou Directrice des ressources financières, matérielles et comptabilité Ministère de l'Education Nationale et de l'Enseignement Technique
Chad Laurent Dihoulne Secrétaire Général Ministère de l’Education Nationale Téguidé Sig Doreba Directeur Général Adjoint des Enseignements Fondamental et Secondaire Ministère de l’Education Nationale Patalé Aaron Ministère de l’Education Nationale
Comores S. Exc. Siti Kassim Ministre de l’Education Nationale par Intérim Ministère de l’Education Nationale M. Attoumani Ali Directeur de la Planification Ministère de l’Education Nationale
Congo Brazzaville Mr. Fidele Mialoundama Conseiller à la Reforme et à l'Alphabétisation Ministère de l'Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté Jonas Diassonama Ministère de l'Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté Mr. Nicolas Tombou Conseiller à l'Education de Base 64
Ministère de l'Enseignement Primaire, Secondaire et Initiation à la Nouvelle Citoyenneté
Côte d'Ivoire S. Exc. Madame Kandia Kamissoko Camara Ministre de l'Éducation nationale et de l'Enseignement technique Ministère de l'Education Nationale et de l'Enseignement Mea Kouadio Directeur des écoles, lycées et collèges Ministère de l'Education Nationale et de l'Enseignement Maman Coulibaly Epse Ouattara Directrice de l'Alphabétisation et de l'Éducation Non Formelle Ministère de l'Education Nationale et de l'Enseignement
République Démocratique du Congo Monsieur Ronbaut Kumilebo Makadi Directeur de Cabinet Adjoint Ministre de l’Enseignement primaire, secondaire et professionnel Monsieur Eugene Ebengo Makoke Chef de Bureau du secteur de l'Education Commission Nationale de l'UNESCO Monsieur François Kapay Kupindikila Directeur - Chef de Service Directeur de la Planification
Djibouti
Aroun Oman Aden Sécrétaire Général du ViceMinistre du MENFOP Ministère de l’Education Nationale et de la Formation Professionnelle Mr. Abdallah Mahyoub Mohamed Conseillère Technique Ministère de l’Education Nationale et de la Formation Professionnelle M. Dirir Guirreh Abdi Chef de Service de l’Enseignement de Base de l’Education Nationale et de la Formation Professionnelle Ministère de l’Education Nationale et de la Formation Professionnelle M. DougsiehAouled Douksieh Chef de Service des Etudes et Stratégies de la Direction Générale de l’Enseignement Technique de la Formation Professionnelle Ministère de l’Education Nationale et de la Formation Professionnelle
H.E Mr. Fuad Ibrahim State Minister Ministry of Education Dr. Samuel Kidane Director General Ministry of Education
Gabon Mme Blandine Mefane Inspecteur des Services Ministère de l'Education Nationale Mr. Patrick Allogho Ebang Directeur des Statistiques et Etudes Ministère de l'Education Nationale
Madagascar Ghana Ms Naana Jane OpokuAgyeman Minister of Education Ministry of Education Prof. Yain Afari Ankomah Director Institute of Educational Planning and Administration Mr. Riche-Mike Wellington Ag. Secretary-General Ghana National Commission for UNESCO
Guinée Equatoriale Mr. Alejandro Martin Evuna Andeme Owono Directeur Générale de la Cooperation Educative Ministère de l'Education et des Sciences
Eritrea HE. Semere Russom Hadera Minister Ministry of Education Mr. Hailu Asfah Foto Director, Research and Statistics Division Ministry of Education
Ethiopia
Minister Ministry of Education and Training Mr. Ratsiu Majara CEO- Secondary in the Ministry of Education and Training Ministry of Education and Training Mr. Kabelo Mosothoane Head of Programmes in the Ministry of Communications, Science and Technology Department of Lesotho Television
Kenya Onesmus Kiminza Senior officer Ministry of Education, Science and Technology Ms. Martha Ekirapa EFA Coordinator for Kenya Ministry of Education, Science and Technology Evangeline Wanjira Njoka Secretary General/CEO Kenya National Commission for UNESCO
Lesotho Ms Makabelo Priscilla Mosothoane 65
M. Patrick Ratsimbazafy Coordonnateur de l'Unité de Coordination des Programmes et Projets Ministère de l’Emploi, de l’Enseignement Technique et de la Formation professionnelle Madame Djivadjée Patricia Directeur de la Formation Professionnelle Continue et des Renforcements de Capacités Ministère de l’Emploi, de l’Enseignement Technique et de la Formation professionnelle M. Rolland Justet Rabeson Secrétaire Général Ministère de l'Education Nationale Mme Josiane Rabetokotany Coordinateur de l'Unité d'Appui Technique/Education pour Tous Ministère de l'Education Nationale
Malawi Martha Magreta
District Education Manager, Lilongwe Urban Ministry of Education, Science and Technology Wathando Mughandira Principal Economist and National EFA Review Coordinator Ministry of Education, Science and Technology
Mali Dr. Kénékouo Bathélemy Togo Ministre Ministère de l'Education Nationale Dr. Baba Diabé Doumbia Conseiller Technique Ministère de l'Education Nationale Dr. Diall Gouro Directeur National Direction Nationale de l'Education non-Formelle et des Langues Nationales
Mauritania Ba Ousmane Ministre de l'Education Nationale Ministère de l'Education Mohamed Lemine Mohamed Abdallahi El Bane Chargé de mission au Cabinet du Ministre de l'Education Ministère de l'Education Cheikh Oumou Seleme Directrice des Stratégies, Programmation et Coopération Ministère de l'Education
Mauritius The Honourable (Mrs) Leela Devi DookunLuchoomun Minister
Ministère de l’Education et des Ressources Humaines, de l’Enseignement Supérieur et de la Recherche Scientifique M. Ram Prakash Ramlugun Chef de Cabinet (Supervising Officer) Ministère de l’Education et des Ressources Humaines, de l’Enseignement Supérieur et de la Recherche Scientifique Mme Maya Soonarane Directrice Ministère de l’Education et des Ressources Humaines, de l’Enseignement Supérieur et de la Recherche Scientifique
Mozambique Prof. Armindo Saúl Atelela Ngunga Deputy Minister of Education and Human Development Ministry of Education and Human Development Mr. Manuel António Magalhães Rego National Director for Planning and Cooperation Ministry of Education and Human Development Mrs Zibia Matola Assistant to the Ambassador Permanent Delegate The Permanent Delegation of the Republic of Mozambique to UNESCO
Namibia Dr. David Richard Namwandi Minister of Education Ministry of Education Ms. Hileni Mushisheni Amukana 66
Chief Inspector of Education Assigned to the Office of the Minister Ministry Of Education Ms. Libertina Kalitwima First Secretary Mr. Beans Ngatjizeko Director: Adult Education Life Long Learning Ministry Of Education Mr Mocks Shivute Executive Director National Council for Higher Education Mr. Samuel Felix Amporo First Secretary Permanent Delegation of Namibia to UNESCO
Niger S. Exc. Madame Béty Aïchatou Habibou Oumani Ministre Ministère des Enseignements Secondaires S. Exc. Ali Mariama Elhadj Ibrahim Ministre Ministère de l’Enseignement Primaire, de l’Alphabétisation, de la Promotion des Langues Nationales et de l’Education Civique Dr. Laouali Malam Moussa Conseiller Technique Ministère des Enseignements Secondaires M. Diegou Boureima Directeur de la la Vulgarisation et des Transferts de Technologie Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation Indo Amadou Directrice de l’enseignement et la
Formation Professionnels Techniques Prives (DEFPTP) Ministère des Enseignements Professionnels et Téchniques M. Namata Issa Secrétaire Exécutif Commission Nationale Nigérienne Pour l’UNESCO et L’ISESCO
Nigeria Dr MacJohn Nwaobiara Permanent Secretary Ministry of Education Mr. Kalu Obasi EFA Coordinator for Nigeria Ministry of Education Dr Joy Chinwe Ndefo Deputy Director, National and International Partnerships Division Federal Ministry of Education Mrs Mary Omolara Oludoun Assistant Director, Bilateral Agreements, Commonwealth and African Affairs Branch Federal Ministry of Education H.E. Mrs. Mariam Yalwaji Katagum Ambassador/Permanent Delegate Permanent Delegation of Nigeria to UNESCO Mr. Ayotunde Adewale Kehinde Senior Counsellor Permanent Delegation of Nigeria to UNESCO
Rwanda Hon. Prof. Silas Lwakabamba Ministre de l’Education de la République du Rwanda
Ministry of Education Olivier Rwamukwaya Minister of State, Primary and Secondary MINEDUC Sharon Haba Permanent Secretary MINEDUC Muvunyi Emmanuel Deputy Director General MINEDUC Bahizi Eliphaz Secretary General Rwanda National Commission for UNESCO Albert Nsengiyumva Minister of State, TVET MINEDUC Appolinaire Ndayisaba In charge of lower secondary education MINEDUC Bukeye Emmanuel OLPG/REB Caritas Kanizio OLPG/REB Irakarama Aline FFRP Lydia Mitali In charge of Girls' Education MINEDUC Mugabo Patrick OLPC CLO OLPC Uwamahoro Emile FHLIS
Sao Tome and Principe Dr. Olinto Daio Ministre de l’Education Ministère de l’Education, Culture et Science Fernando Freitas Soares dos Ramos Cooperation Ministère de l’Education, Culture et Science Ana Maria Vera Cruz Point Focal de l'EPT 67
Ministère de l’Education, Culture et Science
Senegal S. Exc. Monsieur El Hadji Serigne Mbaye Thiam Ministre Ministère de l’Education Nationale Monsieur Djibril Ndiaye Diouf Directeur de la Planification et de la Réforme de l'Education Ministère de l’Education Nationale Ousmane Diop Conseiller Ministère de l’Education Nationale
Seychelles Mr Allex Souffe Advisor to the Minister of Education Ministry of Education Mrs Odile Octave Director General for Schools Ministry of Education
Somalia Mr. Mohamed Abdulkadir Nur Director General Ministry of Education, Federal Government of Somalia Ahmed Said Yusuf Personal Assistant to the Minister Ministry of Education, Federal Government of Somalia Mr Hassan Ibrahim Director-General Ministry of Education, Somaliland Mr. Ahmed Mohamud Warsame
Director of Examinations Department Ministry of Education, Puntland
South Africa Ms Lefika Chetty Education Programme Officer Department of Basic Education
South Sudan Mr. John Gai Yoh Minister Ministry of Education, Science and Technology Mr. Avelino Andruga Seid Ministry of Education, Science and Technology Gema Hellen Pita Director Ministry of Education, Science and Technology Stephen Wiw Bichiok Executive Director office of the Minister/PA Ministry of Education, Science and Technology
Swaziland Honourable Phineas Magagula Minister of Education and Training Ministry of Education Patrick Norman Muir Principal Secretary Ministry of Education Hazel Busi Zungu Secretary General Swaziland National Commission for UNESCO (Ministry of Education and Training) Bheki Sikoundre Embassy of Swaziland
Tanzania
Dr. Shukuru Jumanne Kawambwa Minister Ministry of Education and Vocational Training Mr. Abdulla Mzee Abdulla Deputy Principal Secretary Ministry of Education and Vocational Training, Zanzibar Mr. Alfred Israel Kilasi Private Secretary Ministry of Education and Vocational Training Prof. Eustella Peter Bhalalusesa Commissioner for Education Ministry of Education and Vocational Training Dr. Clarence Mwinika EFA Focal Person Ministry of Education and Vocational Training
The Gambia Mr. Mohammed BS Jallow Deputy Permanent Secretary (Programmes) Ministry of Basic and Secondary Education Mr. Ousmane Senghor Principal Programme Officer – Education NATCOM/Ministry of Basic and Secondary Education Mrs Amicoleh Mbaye Director (In Charge of Literacy) Ministry of Basic and Secondary Education
Togo M. Ayayi A. Kudjoh Sécrétaire Général Ministère de l'Education Primaire et Secondaire M. Kossi Kpomégni Tsali Chef Section Statistique à la Direction de la Planification 68
de l'Education et de l'Evaluation/MEPS Ministère de l'Education Primaire et Secondaire Mme Tinka Sama Point Focal Petite Enfance/MEPS Ministère de l'Education Primaire et Secondaire
Uganda Ms Jessica Rose Apel Alupo Minister of Education and Sports Ministry of Education and Sports Ms Rosie Agoi Assistant Secretary-General National Commission for UNESCO Mr Augustine OmareOkurut Secretary-General National Commission for UNESCO Mr Joseph Eilor Assistant Commissioner/Statistics, Monitoring & Evaluation Ministry of Education and Sports
Zambia Dr. Patrick Nkanza Permanent Secretary Ministry of Education Mr Lancelot Mutale Principal Planner Ministry of Education Mr. Hillary Chipango Ministry of Education Spokesperson Ministry of Education Mrs Nondo Mubanga Chilonga Acting Chief programmes Officer Zambia National Commission for UNESCO
Zimbabwe Mr Lazarus D. K. Dokora Minister Ministry of Primary and Secondary Education Mrs Epiphania Binza Ministry of Primary and Secondary Education Serena Daphne Zivanayi Acting Deputy Director: Polytechnic Education Ministry of Higher and Tertiary Education, Science and Technology Development Nicholas Zambu
CIVIL SOCIETY ORGANIZATIONS/ NONGOVERNMENTAL ORGANIZATIONS/PRIVAT E SECTOR Africa Network Campaign on Education for All (ANCEFA) Mr. Boaz Waruku Program Manager Mrs. Solange NapoeAkpo Capacity Building Manager Mr. Macbain Nkandawire Board Member Limbani Nsapato Regional Coordinator Aissatou Lo
ASO-EPT Niger M. Illiass Alhousseini Président Braham Moumouni Coordinateur Abdou Abdourohaman
CBO-EPT Benin Mme Sossou Epse Holonou Françoise Pauline Responsable à l'Organisation de la Coalition
Civil Society Education Coalition - Malawi Moses Busher Board Member
Coalition des organisations en synergie pour la defense de l'education publique (COSYDEP) Cheikh Mbow Coordinnateur National
Coalition Nationale pour l’Education Pour Tous du Burkina Faso (CNEPT/BF) M. Tahirou Traore Cordonnateur
Coalition pour l'Education pour Tous du Burundi M. Prosper Ndayiragije Vice-Président a.i.
Coalition of Uganda Private Schools Teachers Association (COUPSTA) Mr. Patrick Kaboyo Executive Director
Education Coalition of Zimbabwe (ECOZI) Maxwell Rafomoyo National Coordinator
Education for All Campaign Network, The Gambia(EFANet) Mr. Siyat Gaye Ag.National Coordinator
Elimu Yetu Coalition Ms Janet Muthoni-Ouko Coordinator 69
Ethiopian Teachers Association Mr. Yohannes Benti Chokorso President Mr. Abebe Shimels Feleke External and Public Relations section head
FADE – Djibouti Said Djama
Fédération Nationale des Enseignants et Educateurs sociaux du Congo (FENECO)M. Augustin Tumba Nzuji Secrétaire Général M. Claude Mbala Lonkando Coordonateur National chargé de la Logistique et de la Communication
FHI 360 Jean Marc Kamugisha Mutesi S.
Forum for African Women Educationalists (FAWE) Hon Aicha Bah Diallo FAWE EC member Ms Hendrina Chalwe Doroba Executive Director Eugenie Mukanoheli National Coordinator Kabera Telesphora A. Program Officer in charge of Policy, Research and Advocacy Mme Ramata Almamy Mbaye Chargée des programmes francophones de FAWE Afrique Prof Chris Dranzoa FAWE Chairperson
Global Campaign for Education Ms Anjela Taneja Head of Policy
Right to Play Muhwezi Peter
Save the Children IDAY-International Siléye Gorbal Sy Membre du Conseil d'Administration d'IDAYInternational et Président de la Coalition Nationale pour l'Education Pour Tous au Sénégal (CNEPT)
International Council for Adult Education Ms Katarina Popović General Secretary
Kenya National Union of Teachers (KNUT) Mr.John Kennedy Obala Executive Officer Mr. John Matiang'i Assistant National Treasurer
Kenyan Primary School Head Teachers Association (KEPSHA) Joseph Kayiru Karuga Chairman
Kenya Union of Post Primary Education Teachers (KUPPET) Akelo Misori Secretary General
Plan International Naila Eltayeb Abushoura Programme Support Manager
Plan Rwanda Paul Bagambe Education Manager
RECEPT-GB Victor Rodrigues
Dr. Rob Doble Post-2015 education advisor Kifle Telga Programme Advisor Charles Karumba Education in Emergencies Working Group Coordinator for the East Africa Region Mrs. Abimbola Oluremi Jide-Aremo Education Manager
South African Democratic Teachers Union (SADTU) Mr Comradescele Lucky Good Man Deputy President Mr Galorale Mompati Jones National Organizing Secretary
Syndicat National des Enseignants du Primaire (SNEP Rwanda) Mr. Harelimana Faustin Secretary General Mrs. Banamwana Yvonne Assistant to the Secretary General
Syndicat des Professeurs du Sénégal (SYPROS) EI Mme Marième Sakho Secrétaire générale/Mb Bureau exécutif EI/ GPE board CSO2
Syndicat du Personnel de l’Education au Rwanda (SYPERWA) M. Sylvestre Vuguziga 70
President Mme Odette Mujawamariy Sécrétaire Générale
Syndicat Unique et Démocratique des Enseignants du Sénégal (SUDES) Amadou Diaoune
Tanzania Education Network/Mtandao Wa Elimu Tanzania (TEN/MET) Cathleen Sekwao TEN/MET Coordinator
Teach Rwanda Kell Weese Volunteer Country Director
Uganda National Teachers' Union Mr. Tweheyo James General Secretary Ms. Namata Winnie Communication and Advocacy Officer
UWEZO East Africa Dr. John Mugo Regional Manager
Voluntary Service Overseas | RENCP Ruth Mbabari SPM Silas Udahemuka
Women Educational Researchers of Kenya Joyce Wangui Kinianjui Ag. Executive Officer
Women Thrive International Noel Schrader Manager Education Policy
Youth Developers Generation of Rwanda Emmanuel Nshimiyimana CEO Thierry Dusabiringabo
Zambia National Education Coalition Grace B.Manyonga Executive Director Elly S. Mwali
Zambia National Union of Teachers (ZNUT) Samuel Nyirenda
Zimbabwe's Teachers' Association Mr. Sifiso Ndlovu Chief Executive Officer Mr. John Mulilo Secretary General Bethany Ericson Education Director
INTERGOVERNMENTAL ORGANIZATIONS/UNITE D NATIONS AGENCIES AND DEVELOPMENT BANKS ADRA Rwanda Aurea Kagwesage Project Manager
African Union H. E. Dr. Martial De-Paul Ikounga Human Resources, Science and Technology Commissioner Beatrice Khamati Njenga Head of Education Division Lucy Wakiaga Technical Advisor Dr. Raymonde Agossou Senior Youth Expert Dr. Monica Ebele Idinoba Principal Scientific Officer
Prof. Belay Kassa PAU interim Deputy Rector Wonguelawit Leguesse Secretary Ms. Woudase Abebe Documentalist Mrs Olga Kebede Program Assistant Mr. Nazar Eltahir Program Officer Dr. Rita Bissoonauth Coordinator, CIEFFA Dr. Philippe Mawoko Mrs. Prudence Ngwenya Senior Policy Officer
Association for the Development of Education in Africa (ADEA) Mme Oley Dibba-Wadda Executive Secretary Ibrahima Layla-Bah Working Group Coordinator (NFE) Ayele Adubra Consultant Rokhaya Bal Assistante à la Coordination du WGECD Lawalley Cole Working Group Coordinator Shem Bobo Programme Manager
Conférence des ministres de l'Éducation des États et gouvernements de la Francophonie (CONFEMEN) M. Jacques Boureima Ki Secretaire General M. Jacques Malpel Coordonateur PASEC Mrs Carole Garceau Conseillère en politiques administratives
DFID Rwanda 71
Gemma Wilson Clark Education Advisor
EDC|L3 Ikiriza Hope
Educate a Child Foundation Mary Joy Pigozzi Director Sabrina Hervey Senior Education Specialist
Global Partnership for Education Mrs. Julia Gillard Chair Ms. Marielle Catherine Smith Adviser Jean Marc Bernard Deputy Chief Technical Officer Sarah Beardmore Senior Strategy and Policy Analyst Doug Lehman Senior Country Operations Manager
ICDF Claver Yisa
ILO Valérie Téhio Responsible Education
Japan International Cooperation Agency (JICA) Mr. Motoe Nakajima Regional Cooperation Adviser of Education Mrs Satomi Kamei Education Sector Advisor
Ministère des Affaires Étrangères et du
Développementinternati onal François Sow Chef de pôle Genre et Développement humain
NEPAD Boly Hamidou PS Mboya Mzobz Professor
Norwegian Agency for Development Cooperation (NORAD) Villa Kulild Director General
Norwegian Refugee Council Mr Célestin Kamori Banga Program Education Coordinator
Organisation internationale de la francophonie M. Papa Youga Dieng Program specialist
Programme d'Analyse des Systèmes Éducatifs (PASEC) de la CONFEMEN M. Ndebani François Président du comité scientifique
Swedish International Development Cooperation Agency (SIDA) Tekaligne Godana Advisor, education
UN Women Ms. Josephine Odera Regional Director for West Africa Cornelin Eftodi
Deputy Representative UN Women Rwanda Dr Mbarou Gassama Mbaye Programme Coordinator UN Women West Africa SubRegional Office (WARO)
UNAIDS Prof Sheila Tlou Regional Director for Eastern and Southern Africa Dr. Sibongile Dludlu UNAIDS Rwanda Country Director
UN Resident Coordinator
USAID Catherine Powell Miles Bureau for Africa Ms. Christine Janes Team Lead for Education Policy and Co-chair of the U.S. government’s education working group on Post-2015 and EFA Emile Rudasingwa
VVOB Gerrit Stassyns
UNFPA
WFP
Mr. Jozef Maerien UNFPA Representative in Rwanda Ms. Meike Keldenich Programme Analyst Adolescents and Youth, UNFPA West and Central Africa Regional Office
Jean-Pierre Demargerie Rwanda Country Representative Edouard Nizeyimana Chief OSZF Maman Nafiou Issaka Chargé de Programme Education Constance KOBOLAR Regional School Feeding Programme Officer
UNHCR Ita Sheehy Senior Education Advisor Ms. Joanina Karugaba Regional Advisor Women and Children Advisor Sonia Gomez Education Officer
Union Economique et Monétaire Ouest Africaine (UEMOA) Mr. Seydou Sissouma Commissaire Chargé du Départment Développement Humain Prof. Brehima Tounkara Directeur de l’enseignement supérieur et de la formation Professionnelle
United Nations Mr. Lamin M. Manneh 72
World Bank Peter Materu Sector Manager for Education in West and Central Africa Sajitha Bashir Practice Manager, Education - East and Southern Africa
PRIVATE SECTOR AND FOUNDATIONS Children’s Investment Fund Foundation Patricia Mugambi-Ndegwa Africa Director, Strategy and Partnerships Lilies Njanga
CLA International Hannah-May Wilson Program Manager
GIRA ICT Nadia Uwamahoro Staff
Imbuto Foundation Radegonde Ndejuru Director General Niyonzima Sebageni Programme Coordinators
KUDER Paul Masterjerb Birungi Country Director
Open Society Foundations Prof. Mary Metcalfe
Web Edu TV Madeleine Wayack Membre du comité scientifique Eric Lanoue Membre du comité scientifique
Wellspring Foundation Richard Taylor
INDIVIDUALS, UNIVERSITY AND RESEARCH Boîte à innovations Tony Simard Président Fondateur
British Council Sheilagh Neilson Director
Brookings Institution Kate Anderson Senior Policy Analyst
Centre for Mathematics and Technology Education in Africa (CEMASTEA) Stephen N. Njoroge Director
Congo Media
Ministry of Higher Education and Research of Senegal Minister Professor Mary Teuw Niane Minister of Higher Education and Research
Mr. Justin Mambiki
Education International Dennis Sinyolo Senior Coordinator Assibi Napoe Chief Regional Coordinator, Africa Regional Office Mr. Richard Etonu Regional Coordinator
Haut Commissariat à l’Initiative 3n Presidence de la République du Niger Issaka Amadou Secrétaire Général Ministère de L’Enseignement Primaire, de l’Enseignement Primaire de l’Alphabétisation, de la Promotion des Langues Nationales et de l’Education Civique du Niger M. Abdoulkader Galy Kadir Directeur Général de l'IFAENF Thomas Buttner Conseiller technique à la qualité de l'enseignement Sidikou Oungoila Coordonateur de la Cellule de Géstion des Cantines Scolaires
Ministry of Education of Ghana Dr. George Afeti Chief Inspector of Schools 73
Nigeria National Commission for Nomadic Education Professor Rashid Adewumi Aderinoye Executive Secretary
Rwanda National Council for Science and Technology Dr. Gatare
Permanent Delegation of Benin to UNESCO Prof. Jean Bio Chabi Orou Representative of the group of the African Ambassadors at UNESCO
Réseau sénégalais des journalistes pour l’éducation Mr Mamadou Mika Lom Journaliste/Coordonnateur
Société de Développement et des Fibres Textiles (SODEFITEX) Ahmed Bachir Diop Ingénieur agronome, Administrateur Directeur Général
South African Broadcasting Cooperation- SABC Mr Tula Dlamini Senior lecturer
Summer Institute of Linguistics (SIL) Africa
Cadre de Concertation des Association des Jeunes
Dr. Barbara Trudell Director of Research and Advocacy
Mr. Abdou Idikaou Ibrahim
Swedish Embassy in Kigali
Darice Rusagara Diaspora Coordinator/Communicatio n Coordinator
Pernillas S.Rafiqui
University of Dar es Salaam DrHilary Dachi Head of the School of Education
University of Rwanda Emeritus Prof.James Macwha Vice Chancelor Frederic Vagenheim Lecturer Olivier Hakizimana Prof. George Njoroge Principal CE Professor Nelson Ijumba Deputy Vice Chancelor / Academic Affairs and Research Pudence Rubingisa Deputy Vice Chancelor/AF Gorgui Sow Psychologist, Consultant, Education policy analyst and advocate
Europe-Africa Chamber of Commerce (Belgium)
Kirinda Youth Environmental Management and Poverty Alleviation Program (Uganda) Ms Sylvia Namukasa Executive Director
Pan African Youth Network on The Culture of Peace Mr. Lawrence Ndambuki Muli Chair
Dakar Ms. Ann Therese NdongJatta Regional Director Akemi Yonemura Programme Specialist, Education Hervé Huot Marchand Programme Specialist, Education Valérie Djioze-Gallet Programme Specialist, Education Houraye Mamadou Anne Consultant
Harare Hubert Gijzen Regional Director Carolyn Medel-Anonuevo Senior Programme Specialist
Kigali Renewal of African Youth Intelligence for Development (RAYID Corporation) Mr Wilfried Kouamé Stanislas Adingra
South Africans for Peace in Africa Initiative
YOUTH
Ms Malaika Lesego Samora Mahlatsi
Action for the Development of Women, the Poor, and Young Inmates
United Nations Educational, Scientific and Cultural Organization (UNESCO)
Ms Eliane Paule Meubeukui Activist Communicator and Independent Journalist
Dr. Saidou Sireh Jallow Education Senior Programme Specialist
Abuja Ms. Rokhaya Diawara Education Programme Specialist 74
Bernardin Rutazibwa Antenna Officer Andrew Gasozi-Ntwali National Programme Officer Paul Mpayimana Consultant
Nairobi Mohamed Djelid Regional Director Saba Bokhari Education Programme Specialist Rahel Teferra-Belay Administrative Officer Michela Pagano Assistant Programme Officer in Education
Paris Dr. Qian Tang
Assistant Director General, Education Dr. Edem Adubra Head of the Secretariat, International Task Force for Teachers on EFA Margarete Sachs-Israel Programme Specialist Jeanne Boigey Human Resources Assistant Mr Manos Antoninis Senior Policy Analyst, EFA Global Monitoring Report Mr. Firmin Edouard Matoko Director
Yaoundé M. Loïtéohin Félix YE Regional Director M. Albert Mendy Spécialiste de Programme Education
IICBA
Abdoulaye Barry Programme Specialist
IIPE Pôle de Dakar Guillaume Husson Coordonnateur Mr Barnaby Rooke Consultant
UIL Christine Glanz Education Specialist Alison Kennedy Programme Specialist
UIS Marc Bernal Regional advisor
UNITED NATIONS CHILDREN’S FUND (UNICEF) Jordan Naidoo Senior Education Advisor UNICEF New York
75
Ms. Nora Fyles Senior Education Adviser United Nations Girls' Education Initiative (UNGEI) Camille Baudot Regional Education Adviser UNICEF ESARO Mr. Benoit d Ansembourg Education in Emergency Specialist UNICEF ESARO Mr. Hugh Delaney Chief of Education UNICEF Rwanda Arpana Pandey Education Officer UNICEF Rwanda Oliver Petrovic Deputy Representative UNICEF Kigali Mr. Nicolas Reuge Regional Education Specialist UNICEF WCARO
