REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE PROGRAMME ADOPTED BY THE GENERAL CONFERENCE

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1 Executive Board Hundred and eighty-fourth session PARIS, 8 April 2010 English & French only Item 4 of the provisional agenda REPORT BY THE DIRECTOR-GENERAL ON THE IMPLEMENTATION OF THE PROGRAMME ADOPTED BY THE GENERAL CONFERENCE COORDINATION AND MONITORING OF ACTION TO BENEFIT AFRICA SUMMARY In this document, the Director-General informs the Executive Board of the main activities carried out in respect of the coordination and monitoring of action to benefit Africa, in accordance with the Medium- Term Strategy for (34 C/4). The document presents information concerning coordination at the political level and the coordination of regional and subregional action, and contains a compendium of the activities undertaken by the Africa Department and the programme sectors and attached as an annex. No decision is proposed. 1. The Medium-Term Strategy for (34 C/4) states that Africa and gender equality are the global priorities for UNESCO in all its fields of competence. In addition, the Priority Africa Platform is required to be translated into action in each of UNESCO s fields of competence by means of a coordination and follow-up mechanism. The priority accorded to Africa should thus be delivered through the programmes and reflected by activities in addition to those that the Organization conducts on a non-priority basis. As stipulated in the Medium-Term Strategy for , this involves contributing to development and regional integration through education, science, culture and communication. The Organization must therefore align its action with the priorities defined by Africa itself, at the regional, subregional and national levels. 2. Within this framework, the Africa Department, which promotes, coordinates and monitors action, having both a political and programming role, endeavours to create conditions which enable the governing bodies to better reflect this priority during all the development, implementation, and evaluation phases of the Organization s programme. It also works to reach out and provide permanent internal advocacy through intersectoral coordination for the purposes of taking account of these priorities and monitoring the commitments undertaken by the Organization.

2 page 2 3. The priority accorded to Africa should also be assessed through the actions carried out in support of another of the Organization s priorities gender equality since Africa is the region where there are still too many illiterate girls and women, and since support to strengthen their capacities and further their education and learning undeniably contributes to development efforts in African countries. It should also be seen through the specific, targeted actions carried out in the least developed countries (LDCs), two-thirds of which are African countries (32 out of 49); small island developing states (SIDS), five of which are African (Cape Verde, Comoros, Mauritius, Sao Tomé and Principe and Seychelles); and countries in post-conflict situations. Reinforcing cooperation with Member States 4. The strengthening of relations with Member States was reflected in the continuing strong interest of African Heads of State and the Commission of the African Union (AUC) in cooperating with UNESCO, and in growing political support for UNESCO s aims and its programmes. 5. The visit to UNESCO Headquarters by a dozen Heads of State and Government and prominent public figures and by the President of the AUC is to be seen against this background, as are the official visits to several African countries (Cameroon, Libya, Nigeria, United Republic of Tanzania) and the regular meetings of the Africa Group with the central sectors and services of the Organization. Joint advocacy actions were conducted with the Africa Group, particularly with a view to achieving a better awareness of Africa (African week) and for the purpose of mobilizing extrabudgetary resources. It should be noted that this advocacy resulted inter alia in the ratification, during the biennium, of some 30 UNESCO conventions by African countries and UNESCO s support for the preparation of submissions for extending their Continental shelf, developing projects for teaching African languages and the educational use of the General History of Africa. Cooperation with the African Union and Subregional African Organizations 6. The biennium was marked by the active participation of UNESCO in African Union Summits and, hence, by the African Union s adoption of important decisions in the Organization s fields of competence. UNESCO thus participated in the 10th (Addis Ababa, January 2008), 11th (Sharm El-Sheikh, July 2008), 12th (Addis Ababa, January 2009) and 13th (Sirte, July 2009) African Union Summits. 7. During that biennium, the African Union Summits adopted nine decisions pertaining to UNESCO s fields of competence and for which UNESCO, through its Africa Department and the Sectors concerned, was involved in drawing up documents, providing expertise and financial support for preparatory consultations and in implementation. These decisions concerned the following fields: Education: Decision on the implementation of the Second Decade of Education for Africa (Assembly/AU/Dec.1730); Culture: Decision relating to the International Year of Languages proclaimed by the United Nations General Assembly on 16 May 2007 (Assembly/AU/Dec.182); Decision relating to the African Diaspora (Assembly/AU/Dec.211); Decision on the Third World Festival of Black Arts (FESMAN III) (Assembly/AU/Dec.255); Decision on the Second Pan-African Cultural Festival (Assembly/AU/Dec.228).

3 page 3 Sciences Decision on the implementation of Africa's Science and Technology Consolidated Plan of Action (Assembly/AU/Dec.172); Decision on the extension of the African continental shelf and climate change (Assembly/AU/Dec.179); Decision on the proposal of the Government of the Republic of Equatorial Guinea to host the African Observatory of Science, Technology and Innovation (Assembly/AU/Dec.235); Decision on the African Common Position on Climate Change (Assembly/AU/Dec.236). 8. Pursuant to the cooperation agreements signed with the Commission of the African Union (AUC) and the Regional Economic Communities, joint commissions were organized with a view to reinforcing the partnership. In this framework the Joint UNESCO-AUC Commission was held at Headquarters in March 2009, and the Forum of African Regional and Subregional Organizations to Support Cooperation between UNESCO and NEPAD (FOSRASUN) was held in Tripoli in February These meetings also served as vectors to mobilize extrabudgetary funds from a number of partners such as the Libyan Arab Jamahiriya, the World Islamic Call Society (WICS) and the Sultanate of Oman. 9. Furthermore, the consultations with the senior officials of the African Union and the Regional Economic Communities (RECs) (Mr Jean Ping, President of the AUC; Mr Ibrahim Assane Mayaki, Executive Secretary of NEPAD; Mr Pedro Ondo Engo, CEMAC Commissioner in charge of the Department of Human Rights Good Governance and Human and Social Development; Mr Mohamed Al-Madani Al-Azhari, Secretary General of CEN-SAD; Mr Juma Volter Mwapachu, Secretary-General of EAC), were conducive to greater acknowledgment of the continent s priorities, within the fields of competence of UNESCO, in the programmes of the AUC and RECs. 10. This reinforced cooperation with the Member States enabled the fields of priority for cooperation with UNESCO to be clearly identified, at the country level as well as at the subregional and regional levels. Special action plans, joint press releases and memoranda on the cooperation and its prospects were signed with a number of Member States, putting emphasis on their specific needs and the support expected from the Organization (Côte d Ivoire, Sierra Leone, Djibouti). In their statements, the Heads of the African Delegations unanimously welcomed this reinforced cooperation. Strengthening the regional and subregional dimension of activities in Africa 11. In terms of the subregional dimension of cooperation during the biennium, mention should be made of the signing of cooperation agreements between UNESCO and the Central African Economic and Monetary Community (CEMAC) in October 2009, and between the Organization and the Arab Maghreb Union (AMU) in May With the signing of these last two agreements, UNESCO now has cooperation agreements with all of the eight RECs providing for the organization of joint commissions and regular reviews on cooperation. 12. The Africa Department has also worked on building the capacities of focal points established in UNESCO field offices having jurisdiction in the countries where REC Headquarters are based. 13. In conjunction with the sector and the field office concerned, it has also given impetus to joint actions addressing regional integration: the harmonization of curricula in the area of HIV/AIDS prevention in the CEMAC zone; the planning of joint actions in the framework of cooperation with SADC, the joint organization by UNESCO-SADC of a technical meeting of Ministers of Culture, Tourism and Sport in July 2009, in the run-up to the 2010 FIFA World Cup, and the development of a project for virtual campuses in ECOWAS countries.

4 page Within this approach of regional integration UNESCO has resolutely committed to pursuing its support for the Second Decade of Education for Africa ( ). Within this framework, AUC was given institutional support with the assignment of a senior programme specialist. Moreover, the Africa Department supported the African Union s project to establish a Pan-African University, with five centres of excellence to be set up in the five African subregions, dealing with space sciences; water and energy sciences; basic sciences, technology and innovation; life and earth sciences; governance, and human and social sciences. Furthermore, a Special Account for Higher Education in Africa was established within the Organization to facilitate the mobilization of partners and funds for this project. 15. Similarly, in the field of natural sciences, UNESCO, under the joint impetus of the Africa Department and the Sciences Sector, drew up a plan of action for science and technology in Africa, in response to Africa's Science and Technology Consolidated Plan of Action. The Department has also endorsed the process to establish the African Observatory of Science, Technology and Innovation, to be set up in Equatorial Guinea, as well as that of Virtual African Campuses in West Africa. 16. Concerning the human and social sciences, the Africa Department contributed to the reflection process on the regional integration issue and supported the process to establish the West Africa Institute for International Research on Regional Integration and Social Transformations as a category 2 centre. The Department was also involved in drawing up UNESCO s Strategy on African Youth, particularly in its distribution among the Permanent Delegations, National Commissions and the AUC. 17. In the field of culture, the Africa Department facilitated networking between the Culture Sector, Member States and the African Union for implementation of the project on The Pedagogical Use of the General History of Africa ( ) of which the Department is a stakeholder, and contributed to revitalizing the project on the Slave Route. The Department and the Culture Sector, within the scope of the intersectoral platform on languages and multilingualism, launched a project addressing the promotion and teaching of African Languages, to be submitted for extrabudgetary funding. 18. In connection with the same platform, the Africa Department gave financial backing to the African Academy of Languages (ACALAN) for the organization of the Forum on Multilingualism, held in Bamako from 19 to 21 January In conjunction with the Yaoundé Office, support was provided for the organization of the Sommet des Institutions Culturelles de l Afrique et de sa Diaspora (SICADIA), held jointly by the Observatory of Cultural Policies in Africa (OCPA) and the Centre for Research and Documentation on Oral Traditions and African Languages (CERDOTOLA) (Yaoundé), to promote the harmonization of policies and events in Africa. Finally, the Africa Department, in conjunction with the World Heritage Centre, helped to manage the project on environmental education and the protection of cultural heritage, financed by the private fund Croisière Europe for the rehabilitation of Mopti port (Mali). This project has received extrabudgetary funding from the European Union. 20. In the field of information and communication, the Africa Department gave financial backing to the Commission of the African Union (AUC) for preparatory work (October-November 2009) towards the 14th African Union Summit on Information and Communication Technologies in Africa: Challenges and Prospects for Development, held in Addis Ababa in January The Africa Department contributed to advocacy and raising awareness of the process of expanding category 2 centres in Africa. Two category 2 centres were established during the biennium: the Institute of African Culture and International Understanding (Nigeria) and the Regional Centre for the Living Arts in Africa (Burkina Faso). Furthermore, the creation of the African World Heritage Fund and the process of its transformation into a UNESCO category II

5 page 5 centre received continuous support from the Africa Department, through the visibility given to the project, guidance and relations facilitated with the African Union and the Africa Group of UNESCO. 22. The Africa Department also played its role of stimulating and supporting the technical and financial assistance provided by the Organization at African festivals, trade fairs and shows: FESPACO, SIAO, MASA, FIMA, FESPAM, FESTHORN, FESPAD, the Pan-African Cultural Congress and major cultural events of the continent and its diaspora, such as FESMAN, which are vectors of regional integration. 23. Given that the diaspora is considered the sixth region of Africa, the Africa Department conducted activities, including the tribute to Aimé Césaire and the publication of a special review on that event. Gender equality, the other global priority of the Organization 24. The Africa Department encouraged and financially supported the establishment of a Forum for Women Engineers and Girl Scientists (Forum-WEGSA) in Africa coordinated by the Nairobi Office. Under its direction, a study on education, culture, science and technology through the prism of gender in the assessment and outlook of the African Union and NEPAD was undertaken. Assistance to countries in conflict or post-conflict situations 25. The Africa Department continued to pay special attention to African countries in post-conflict situations, particularly through the regional Programme of Education for Emergencies and Reconstruction (PEER). In cooperation with BREDA and the field offices concerned, PEER contributed its technical assistance to the formulation of projects aimed at boosting technical and vocational education in Guinea Bissau and Côte d Ivoire. Similar projects have also been implemented in Somalia and the Democratic Republic of the Congo. 26. This support complements that already provided in the Great Lakes region and the Horn of Africa through the conflict prevention and peace-building network for the Great Lakes region and the Horn of Africa regional project which covers Burundi, the Central African Republic, the Democratic Republic of the Congo, Eritrea, Kenya, Uganda, Rwanda, Somalia and Sudan. 27. UNESCO continued to implement its special post-conflict overall support programme in its fields of competence for Côte d Ivoire (179 EX/Decision 38 and 180 EX/Decision 43). As part of the first phase of the programme, a number of projects were identified and received extrabudgetary funds. Cooperation was also enhanced with the Republic of Sierra Leone, with which a cooperation agreement was signed in October 2009, placing emphasis on building institutional capacities in the fields of education, science, culture, and information and communication. The support lent to Sudan continued through the activities conducted by the Khartoum Office and its Juba antenna. Cooperation within the framework of the United Nations system 28. As regards cooperation within the United Nations, UNESCO s active contribution, through the Africa Department, within the framework of the regional coordination mechanism (RCM), must be underlined. This mechanism, which is part of the Delivering as One reflections at the regional and subregional levels and which aims at greater coherence and complementarity among the actions of the United Nations system in the field, is coordinated by the Economic Commission for Africa. It comprises the United Nations agencies, the Commission of the African Union, the NEPAD Secretariat and the Regional Economic Communities. The RCM is structured into nine clusters, including the UNESCO-led Science and Technology Cluster. The education and culture and sport sub-clusters are also run by UNESCO. 29. The Africa Department also contributes to thinking on development challenges in Africa. Within this framework, it participated in particular, in the high-level debate on Africa s development needs: state of implementation of various commitments, challenges and the way forward, which

6 page 6 was held on 22 September 2008 in New York. The Department takes part in a number of meetings organized by different African and non-african institutions in this context. Mobilization of extrabudgetary resources 30. The mobilization of extrabudgetary resources aimed at funding priority projects/programmes has also been reinforced and expanded. These comprise the funds received from the Government of Japan, including $1,500,000 for a conflict prevention and peace-consolidation project in the Great Lakes region and the Horn of Africa, the contribution of the Sultanate of Oman in the amount of $1,000,000 for strengthening education in 16 African countries (Burkina Faso, Côte d Ivoire, Eritrea, Ethiopia, Ghana, Kenya, Madagascar, Namibia, Niger, United Republic of Tanzania, Seychelles, Sudan, Togo, Uganda, Zambia and Zimbabwe), and the funds garnered from the World Islamic Call Society (WICS) to support technical and vocational education in Africa and from other partners (Italy and Spain), in cooperation with the sectors and field offices in Africa. 31. Furthermore, on the sidelines of the third meeting of the Forum of the African Regional and Subregional Organizations to Support Cooperation between UNESCO and UN/NEPAD FOSRASUN (Tripoli, Libyan Arab Jamahiriya, 24 February 2009), Libya underlined its willingness to support financially the implementation of a project promoting transborder African languages. 32. Participation in international fora such as the fourth Tokyo International Conference on African Development TICAD IV is part of the broadening of partnerships to mobilize further resources for Africa. Visibility 33. The Department has endeavoured, together with the Secretariat as a whole at Headquarters and in the field, to give greater visibility to the Organization s activities for Africa, including among the general public. For instance, three exhibitions were held, in Mauritius (March 2008), Yokohama, Japan (May 2008) and Cotonou, Benin (June 2008). Cooperation with Africa is also illustrated by some 10 publications, including the following works: (a) Regional review of UNESCO activities in Africa during the biennium ; (b) (c) Proceedings of the second Joint Commission of UNESCO and the Commission of the African Union; Africa and UNESCO s standard-setting instruments: a status overview; (d) Civil society in Africa: definition and role in the process of the African Union programme, NEPAD; (e) (f) (g) (h) (i) Cooperation between UNESCO and Japan for Africa; Critical review of history textbooks used in French-speaking African countries; Dialogue among Endogenous Religions, Christianity and Islam in the Service of the Culture of Peace in Africa: proceedings of the international symposium; Education, culture, science and communication for regional integration in Africa; Two editions of the journal Listening to Africa. Intersectoral Platform Priority Africa 34. The start-up phase ( ) for the Priority Africa platform enabled the determination of its scope and of the activities to be supported. Owing to the regional vocation of the platform, the

7 page 7 activities concerned subregional and regional projects favouring integration. The intersectoral work on the project for the educational use of the General History of Africa, and the development of a project to promote African languages to be submitted to partners was based on this logic. The same applies to the support given to the implementation of the Second Decade of Education for Africa, including institutional support to the Commission of the African Union and the project to establish the Pan-African University, or as regards policy, the impetus and support given to the process of harmonizing the content of curricula on HIV/AIDS prevention education in the Central African Economic and Monetary Community (CEMAC) zone. The advocacy work to strengthen the UNESCO International Institute for Capacity-Building in Africa (IICBA), based in Addis Ababa, was continued so that the Institute could provide the expertise required. In the field of science, and under Africa's Science and Technology Consolidated Plan of Action, the establishment of African virtual campuses was supported. Under the Decade for Youth Development in Africa the preparation of UNESCO s strategy for young Africans has benefited from close cooperation between the Social and Human Sciences Sector and the Africa Department. 35. Lastly, pursuant to 179 EX/Decision 16 (II) and (III), assistance to African Member States to speed up the process of study, formulation and submission of requests for the extension of the limits of their continental shelf and consideration of ways and means of associating the work of the Regional Post-Graduate Training School on Integrated Management of Tropical Forests and Lands (ERAIFT) more closely with UNESCO s action to promote the training of African specialists in the management of forests and natural resources are clearly included in the intersectoral mechanism offered by the Priority Africa platform.

8 ANNEX Part II Programmes and programme related services II.A Programmes Para Strategy for Priority Africa MAJOR PROGRAMME I EDUCATION 34 C/5 Expected Results Achievement(s) Challenges/ Lessons Learnt Cost- Effectiveness Sustainability Satisfactory progress achieved in the implementation of the national action plans for the Second Decade of Education for Africa ( ) aiming at an increase in educational access, retention, performance and progression at all levels of education, from primary to higher education. Strengthened co-operation between UNESCO and the four main Regional Economic Communities (RECs) (covering all African countries), through the development of joint programmes for implementation of the AU s Second Decade of Education for Africa. In Central Africa, specific focus given to EMIS and the Global Initiative on HIV/AIDS and Education (EDUCAIDS). In West Africa, focus on EMIS and TVET. ECOWAS, with the support of UNESCO, and the Education strategy for implementation of AU s education decade was developed. Early Childhood Care and Education (ECCE) is a new goal in the action plans for the Second Decade of Education for Africa ( ) since the 4 th African conference on ECCE. This is a result of the work of BREDA as chair of the ADEA Working Group on ECCE (framework for all partners on ECCE in Africa). Although significant progress was made with ECCAS and ECOWAS, it is often difficult to pace work with the RECs that operate on different schedules. The mobilization of the necessary budget to implement the strategy is the main challenge Mobilization of human, financial and technical resources to increase support of ECCE in all countries in Sub-Saharan Africa. Strong partnership between university, BREDA, HQs and UNICEF to develop and publish a gender toolkit on equality as a contribution to UNGEI. Good partnership with UNICEF, World Bank, Elma foundation, Save the children, ADEA, Bernard Van Leer Foundation and others to implement ECCE policy in Africa Programme sustainability is ensured through strong partnerships with RECs Elaboration of a tool kit to support gender equality in education systems throughout textbooks analysis. The Basic Education in Africa Programme (BEAP) integrated I national sector plans (Gambia, Ethiopia and Tanzania) and launched in the first phase countries (Côte d Ivoire, Seychelles, and Djibouti). Capacity building in competency based curriculum, for curriculum specialists in 8 countries. National incountry training plans developed by all participating countries. Tanzania Institute of Education, Identified, as a Regional Center or Pole of Excellence and is in the process of being capacitated. National Frameworks for Inclusive Education developed as an entry point into BEAP,(eq. Seychelles & Mauritius). Although it is country-led, the articulation of the BEAP within the SWAPS remains a challenge, as there is a need to harmonize, as far as financing is concerned, the positions of all the partners. BEAP proved to be an attractive programme since many countries are eager to participate. UNESCO needs to continue the political dialogue with the partners, to ensure their financial participation. Annex

9 34 C/5 Expected Results Achievement(s) Challenges/ Lessons Learnt Progress in achieving EFA accelerated and capacities built, particularly through addressing the challenges of literacy (Literacy Initiative for Empowerment (LIFE)), teacher issues and training (Teacher Training Initiative for Sub-Saharan Africa (TTISSA)), and HIV and AIDS education (Global Initiative on HIV/AIDS and Education (EDUCAIDS)) challenges. In line with AU 2nd Decade of Education, clearer literacy policies elaborated and resource mobilization strategies developed and implemented in many countries, enabling progress towards attainment of the literacy objectives set out in EFA and MDGs. The 18 African LIFE countries, together with Brazil, Haiti and Sudan, met in Maputo (Jan. 2008) and adopted the Maputo Strategic Platform for LIFE, which specifies roles and responsibilities. Commitments to literacy and adult education further strengthened through the CONFINTEA VI Regional Preparatory Conference in Nairobi (Nov. 2008) through adoption of the African Statement on the Power of Youth and Adult Learning and Education for Africa s Development. The African Network on Experimental Learning (23 countries involved) has been established. The development of a LIFE resource pack in English and French, and the Hosting of LIFE-line, a web-based platform, facilitate exchange between literacy stakeholders in LIFE countries. National budgets for literacy increased in 5 countries (Benin, Ethiopia, Mali, Mozambique and Senegal). Burkina Faso has for the first time taken into account non-formal education in its budgeting. Curriculum development supported in Senegal and a peer-review of this curriculum by West African LIFE countries facilitated. Both Benin and Burkina Faso received funding for adult literacy initiatives under the EFA Fast Track Initiative, despite the FTI s traditional focus on basic formal schooling. UNESCO continues to provide technical assistance to 17 of the 49 Sub-Saharan Africa countries involved in TTISSA. The following strategic areas of support are covered at country level: 1. Teacher policies: country level policy/strategy development in 7 TTISSA countries (Angola, Chad, Congo, Dem. Rep. of Congo, Guinea, Sierra Leone, Zambia) 2. Research on teacher issues in 11 countries (Burundi, Cape Verde, Central African Republic, Chad, Congo, the Dem. Rep. of Congo, Ethiopia, Guinea, Niger, Sierra Leone and Zambia). 3. National Qualifications Frameworks for Teachers (Angola and support to Quality Assurance through Regional Fora (all countries). 4. Capacity building of educational personnel and decision makers. (Angola, Burkina Faso, Burundi, Cape Verde, Central African Rep. Chad, Congo, Dem. Rep of Congo, Ethiopia, Ghana, Guinea, Madagascar, Niger, Nigeria, Sierra Leone, Despite efforts to keep literacy on the education agenda through the various platforms mentioned and sensitize policy makers to the importance of literacy, particularly for adults, literacy is not given high priority in many countries. Lessons learnt from the recent external SPO evaluation will be taken into account in the management and coordination of the two global initiatives relating to LIFE and TTISSA. Recent development of a methodological guide (at global level) in which all relevant issues are included (e.g. training, remuneration, labour market conditions, etc.) will improve analysis of teacher issues in TTISSA countries. A TTISSA Steering Committee was created to coordinate the use of the methodological guide with the appropriate technical assistance and training in the context of the 35 C/5 Cost- Effectiveness Extra-budgetary funds from various sources (JFIT, CAP EFA, Spain and Italy) have contributed to support TTISSA interventions in a large number of countries in SSA. These funds have been used mainly to support strategic planning and policy dialogue &/or implementing innovative training practices. Sustainability Annex page 2

10 34 C/5 Expected Results Achievement(s) Challenges/ Lessons Learnt Cost- Effectiveness Sustainability Tanzania, Zambia). At the global level, TTISSA policy diagnostic tool piloted in Benin and Uganda and validated with various stakeholders including the African Development Bank and ILO. Validation of harmonized HIV and AIDS education curricula by 6 Ministries of Education of CEMAC in October 2008 enabled 2 major developments: preparation of national implementation strategies and opening up negotiations with CEEAC countries. Assuring an effective translation of harmonized curricula into costed, welldesigned and viable national action plans. Securing sufficient funding for large-scale national activities will demand joint efforts, mobilizing UNCT on HIV and AIDS and other partners. The potential enlargement for CEEAC will further increase this challenge and coordinated and harmonized action of all involved UNESCO offices is necessary. Joint, coordinated action of several UNESCO offices brought a true added value for this activity. Joint efforts with the Communication and Information sector have made possible greater visibility for lesser costs, strengthening capacities of media in addressing the questions of HIV and AIDS in educational settings. CI sector will play, in selected CEMAC/CEEAC countries, an important role for national implementation efforts (use of ICT in teacher training, for instance). Technical and vocational education and training (TVET) curricula revised, and science programmes developed and implemented in Member States through intersectoral activities and the network of UNEVOC centres in Africa. 15 ECOWAS countries involved in the Abuja process on TVET, with a sub-regional meeting on the sub-sector that took place in August 2009 in Abuja, through a common organization with the ECOWAS Secretariat. Strategic/prior recommendations identified and enhanced involvement of UN and non-un technical/financial partners through the establishment of an Inter Agency Task Team (IATT) for the revitalization of TVET for the sub-region, in link with others Regional Economic Communities. Enhanced coordination of the TVET programmes at the regional level, with better interaction between the Regional Economic Communities 10 ECOWAS countries involved in integration of life skills through BEA) and inclusion of marginalized population groups. Strategic advice provided on the development of TVET system in response to identified and future requests and in accordance with a holistic approach that integrates BEAP into basic education. Capacity-building to improve the management and monitoring of TVET at the regional level: production of a document advising governments on the issue of improving the quality of TVET statistical data in cooperation with the regional branch of the UNESCO Institute for Statistics (UIS). Production of a Necessary involvement of sectoral and multisectoral TVET stakeholders in reflection on national policies. Necessity to work at the level of the RECs to influence TVET policies, and improve the coordination of technical and financial partners at this level Necessity to enhance the regional coordination of TVET action between the RECs to improve the impact at the national level through the sub regional level. Enhancing the link between literacy and TVET programmes and the BEAP programme Necessity to enhance the link between each REC and the UNESCO field offices concerned, especially during programming phases. Annex page 3

11 34 C/5 Expected Results Achievement(s) Challenges/ Lessons Learnt translation of a UIS/UNEVOC document on the ISCED and statistical data problematic for TVET. Advice to governments in the area of traditional crafts through intersectoral work with the Culture Division of BREDA in order to preserve and develop the TVET sector. Cost- Effectiveness Sustainability Annex page 4 Effective review of TVET plans, policies and curricula with a view to integrating life skills and entrepreneurship (in ECCAS for example). Analysis of and reflection on innovative mechanisms for lifelong learning, with a focus on marginalized groups and areas through influencing policies on an innovative mobile training team built on a southsouth cooperation (Dakar Cluster) Use of ICTs in education increased to meet EFA goals and improve quality, as well as open access to post-basic education programmes. Partners sensitized to UNESCO recommendations and expertise via UNESCO s participation in E- Learning Africa Forum held in Dakar (April, 2009) through cooperation between UNEVOC, IICBA and BREDA. Bamako+5 conference allowed the sharing of experiences in ICT and Education and facilitated the revitalization of the Working Group on Open and Distance Learning. The vast majority of work in this area is done with new and different partners, notably from civil society and the private sector. Different partnership models need to be sought with associations and networks to develop and communicate good practices and policies. Policy advice delivered to establish national and regional research systems, especially through support to identified centres of excellence to enhance quality delivery of higher education programmes and the development of a qualifications framework for quality assurance. More than 200 representatives from government, educational institutions, development partners, civil society among which education staff unions and students associations, from 27 countries were informed and discussed major issues in higher education at a regional conference for Africa held in Dakar, Senegal, November 2008, as part of preparations for World Conference on Higher Education. Participants concluded on the need to focus on: access, relevance, efficiency and effectiveness; quality assurance (QA); research and innovation; partnerships and cooperation; creation of an African higher education; and funding. Advances in partnerships in the followup of the WCHE are necessary The negotiation and ratification of the Arusha Convention, presented at the November 2009 COMEDAF meeting, are essential in the 35 C/5 biennium The Arusha Convention should be negotiated in collaboration with the AU, allowing for the sharing of costs with other AU and UNESCO events. The Arusha Convention should be negotiated in collaboration with the AU, providing for a Regional authority to serve as a regular forum for discussion of HED issues within the context of the Convention. The regional Conference on HED in Africa (CRESA) and the 3rd QA conference identified further steps for strengthening regional research and advancing the policy discussion through support to existing scientific network, centres of excellence and UNESCO Chairs.

12 MAJOR PROGRAMME II NATURAL SCIENCES Para Addressing the needs of Africa 34 C/5 Expected Results Achievement(s) Challenges/ Lessons Learnt Cost- Effectiveness Sustainability UNESCO Action Plan developed and implemented in response to the African Union action platform for science and technology. Support provided to seventeen Member States out of twenty-two Member States which have made formal requests to UNESCO through their governments to assist them carry out national science policy reviews or formulation during the period After some years of inaction, UNESCO is resuming its policy formulation in both the Ivory Coast and the Democratic Republic of Congo on the basis of the status reports elaborated in Policies are based on consultations with main stakeholder, which facilitates implementation. Whenever possible, national execution and the use of local consultants is encouraged to reduce cost. Very high political commitment; most requests came either from Heads of State or Ministers. Policy advice for capacity building provided to the following countries: Benin, Burundi, Central African Republic, Gabon, Gambia, Malawi, Madagascar, Mauritania, Swaziland Sudan Zambia and Zimbabwe. Science and technology policies and planning capacities of African Member States strengthened. More than 100 policy makers trained on S&T policy formulation, including on the use of S&T indicators. More than 50 parliamentarians introduced to the issues of STI policy legislation. Decision adopted to create a network of Science Parliamentary committees. Training conducted both in the continent as well as at the International Centre for South-South Cooperation in Kuala Lumpur. There is a need to keep Parliamentarians engaged in the issues of S&T, if a lasting support of STI is to be secured. These meetings were conducted with the support of the host countries (Congo and Kenya); some meetings were held in connection with other training on STI (Mombassa). The establishment of the African Network of Science Parliamentary committee will ensure the continuity of this process. Elaboration of an African S&T indicators facility supported: the Sector, in cooperation with UIS, supported capacity building through regional workshops. Sandwatch is a UNESCO project that provides the framework for children, youth and adults, with the help of teachers and local communities, to work together to critically evaluate the problems and conflicts facing their beach environments and to develop sustainable approaches to address these issues, whilst also stimulating local climate change adaptation measures. An extension of Sandwatch to five West African countries took place in August 2009, through the coordination of a trilingual initial training workshop by the UNESCO Dakar FO. Participating countries were Cape Verde, Senegal, Guinea Bissau, Mauritania and Gambia. National The training workshop was organized with simultaneous translation between three languages English, French and Portuguese. This presented a considerable logistical challenge and made interaction between instructors and participants more cumbersome. The workshop was made possible through intersectoral as well as interagency cooperation, receiving funds through the Cap Verde One UN process, as well as both the SC and ED sector programmes at BREDA. Sandwatch consists of a global network of practitioners and educators who are able to lend support and advice to newly participating countries. Annex page 5

13 programmes are now under development in these countries. Other African member states with active Sandwatch programmes include Ghana, Kenya, Mauritius, Seychelles and Tanzania (Zanzibar). A 12-page booklet (in English and French) providing an overview of the Organization s activities in Small Island Developing States - including Africa - in support of the implementation of the Mauritius Strategy during the biennium was published and widely distributed in September Launched in June 2008 in response to the outcry caused by the continuing absence of vulnerable groups from international debates on climate change, the Climate Frontlines forum - available in English, French and Spanish - promotes the sharing and exchange of community-level observations, concerns and innovations with respect to climate change impacts, opportunities and adaptation. It invites inputs from rural or indigenous communities living in environments vulnerable to climate change, including in Africa. In addition to the online discussions (17 so far on early impacts, adaptation and REDD) to which participants from Africa are regularly contributing, the forum, with assistance from the Government of Denmark, is funding local projects on climate change impacts and adaptation The proposals are currently being evaluated, with the first activities to begin in early Successful community-level projects will explore topics relating to climate change and local communities in Africa. Maintaining the trilingual capacity by translating articles and inputs has been challenging and time consuming. Identifying and ensuring quality control of field research projects will require considerable efforts. A project coordinator has been recruited for this purpose. Greater outreach and global visibility were ensured through partnerships with other UN organizations. Collaboration with CI sector is underway to use Multimedia Centers and networks to increase outreach. Annex page 6 Knowledge transfer and sustainable human and institutional capacity-building improved in order to develop a national culture of maintenance. The Engineering Sciences and Technology programme co-organized the UNESCO-OECD-IDRC international workshop on Innovation for development: Converting knowledge to value, held at OECD in January 2009, and supported by the UNESCO Forum on Higher Education, Research and Knowledge and SIDA. The Workshop brought together 35 innovation specialists and 95 observers and delegates from OECD (24 member countries) and UNESCO (36 member states), including seven African countries (Cameroon, Ghana, Egypt, Kenya, Mozambique, Senegal and South Africa). The Workshop examined the role of innovation in development and the ways in which knowledge and R&D, especially in science, engineering and technology, contributes to innovation, with particular reference to social and economic development, addressing basic needs and the MDGs in developing countries, with particular reference to Africa and least developed countries. The Engineering Major challenges for engineering programme in Africa relate to the decline of interest and enrolment of young people, especially women, in engineering, and the need for the more effective application of engineering as a driver of development of vital importance in addressing the MDGs, especially the reduction of poverty and environmentally sustainable development, and now climate change mitigation and adaptation. One of the main challenges of working to promote the Culture of Maintenance is that asset management and the management of maintenance is not regarded by governments around the world with a sense of priority, although this situation appears to be changing in

14 Programme supported and participated in the Conference of the Vice-Chancellors, Provosts, Deans of Science Engineering and Technology (COVIDSET 2009), on the theme Science, Engineering and Technology Research and Deployment for Development in Africa, held in November 2009, in Kampala, Uganda, organised by the African Network of Science and Technology Institutions (ANSTI) and is developing a regional project on Engineering Needs and Numbers in Africa, to help develop indicators and policy regarding more precise needs for engineering in the Southern African Development Community (SADC). African participation in all events and activities was an objective of the Engineering Programme, including the International Conference of Women Engineers and Scientists (ICWES14), held in Lille in July 2008, the 2008 World Engineers Convention, the UNESCO Report on engineering Engineering: Issues and Challenges for Development, the new three-year UNESCO project on Innovation for International Development and the Daimler- UNESCO Mondialogo Engineering Award. response to the economic crisis an issue that needs an effective response from UNESCO. Strong partnerships are necessary for worthwhile capacity-building activities. Knowledge transfer and sustainable human and institutional capacity-building relating to developing a national culture of maintenance is essentially an interdisciplinary, intersectoral activity relating to education, the natural and social sciences, culture and communication. For the Natural Sciences, the development of activity regarding the promotion of a Culture of Maintenance relates to the physical infrastructure, asset management and the engineering sciences. Activity in the engineering sciences to promote a Culture of Maintenance includes the development of a UNESCO Toolkit on Asset Management in Engineering. The importance of this issue has been underlined by the economic crisis and increased interest in infrastructure and asset management which relate particularly to engineering. Nine advanced workshops were organized in collaboration with specialized partners in the life sciences and biotechnology. As part of a programme to build capacity in the neurosciences in Africa, the International Brain Research Organization (IBRO), with support from UNESCO, organized advanced workshops in 6 African countries in areas such as neurodegenerative diseases and behavioural neuroscience. In partnership with the International Union of Biochemistry and Molecular Biology (IUBMB) and the International Centre for Genetic Cost effective on a cost-sharing basis. Regular regional capacity building activities such as this advanced Summer School in Africa are dependent on good levels of sponsorship from donors, local funding and UN agencies. Annex page 7

15 Engineering and Biotechnology (ICGEB) Cape Town, the First advanced Summer School in Africa - Lecture Course on the Molecular and Cellular Basis of Infection, was organized in South Africa. Further, a regional meeting to promote links and networking in biotechnology in Africa was organized by the Libyan Biotechnology Centre and UNESCO in Tripoli, Libya. Annex page 8 Practical science education promoted through 5 Microscience workshops in several countries in Africa; adaptations of UNESCO Microscience teaching and learning materials made to suit national needs. IOC of UNESCO implemented activities in Africa through global programmes in coordination with regional subsidiary bodies (IOCEA Central Eastern Atlantic Ocean Region; IOCWIO Western Indian Ocean Region, and IOCINDIO Central Indian Ocean Region). IOC coordinated regional leadership, proposalwriting, and team-building workshops in IOCEA and IOCWIO, attended by institutional directors and scientists. Training was also undertaken in the use of Decision Support Tools for coastal management, resulting in 7 projects implemented in IOCWIO one of which is an EU funded project in Tanzania addressing sustainable coastal livelihoods through participatory management. Training in IOCWIO also took place through COASTMAP-IO, covering inundation mapping, and natural disasters risk assessment and management. Support to African ministers and negotiators in preparation for the Climate Change Conference (COP15) included expert advice and documents at meetings before the conference, and coordination of a team of African experts at COP15. The 4 year project Adaptation to Climate Change in Coastal areas of West Africa (ACCC) was initiated, contributing to better understanding and management of shoreline change, induced by climate variability, in the five participating countries. Results during the biennium included training of experts on mangrove and dune restoration, and training on climate change in coastal zones. In North Africa, the network Harmful Algae in North Africa was initiated and trainings in marine bio-toxins conducted. The intermittent infrastructure (internet, power supply, flights) sometimes made it difficult to communicate efficiently with partners in coordinating actions in Africa. In the case of Decision Support Tools, the lack of basic data to create scenarios for decision makers was a hindrance in many areas. In the 35C5 we will address this through simple techniques of collecting adequate level of data. Cross-sectoral coordination in issues such as coastal zone management made mainstreaming of these difficult. More intensive raising awareness amongst the affected ministries will be attempted in the current biennium. Most programme activities in Africa were cost-effective as institutes were willing to contribute in-kind support to actions that were seen as beneficial to the participating member states. Actions related to coordination activities were less so. Sustainability was high in all actions that were in line with the high priorities of MS. These brought ownership, and were effective as well.

16 The International Oceanographic Data and Information Exchange programme (IODE) project: The Ocean Data and Information Network for Africa ODINAFRICA III included 40 institutions from 25 countries. Results include development and training on: (i) a network of National Oceanographic Data and Information Centres; (ii) the African Marine Atlas; (iii) OceanDocs African e-repository, and (iv) the sea level network. The development of the African Sea Level Network included establishment of 15 stations, also contributing to the Global Ocean Observing System in Africa (GOOS-AFRICA). GOOS-AFRICA supports international networks such as GEO, and GCOS for Climate Change. Countries from IOCWIO participated actively in the coordination of the Indian Ocean Tsunami Warning and Mitigation System through: inundation modelling, implementation and testing of tsunami warning and emergency response systems, and seismic monitoring implementation. «Savoirs féminins liés à la nature, plantes médicinales et médecine traditionnelle dans les Mascareignes (Réunion, Maurice, Rodrigues)»: research completed on women s knowledge of nature, medicinal plants and traditional medicine in the Mascarene Islands. This knowledge merges different cultural traditions from India, China, Madagascan, East African and European origin. The Youth Visioning for Island living initiative (YV) is supporting SIDS youth in the development and implementation of their own projects, to develop and build their capacity to tackle local island sustainable development issues. At the present time, YV focuses on the theme of HIV and AIDS. 3 projects have recently been completed in Africa, in the following countries: Guinea-Bissau, Madagascar, Tanzania (Zanzibar). Some islands have very limited access to Internet. Alternative ways were to be found to reach youth in these islands (e.g.: contact intermediate people). The networks (youth org., Nat. Com., FO, etc.) Youth Visioning succeeded to accumulate since its initiation helped to widespread the information. Extrabudgetary funds from UNAIDS UBW. Knowledge base and capacities for local, national and regional water management strengthened. Concept note drafted and shared with ICHARM for regional project: Enhancing the resilience of Sub- Sahara African countries against hydro-climate disasters. Preparation of methodologies and guidelines for floods mapping in West Africa subregion to start with AGRHYMET. An experimental drought monitor on Africa was developed to provide near real-time monitoring of land surface hydrological conditions based on modelling, supported by observations. Results of remote sensing capacity building projects in TIGER compiled, reviewed and edited for In view of funds limitations, forging new partnerships and developing existing ones appear critical. Through the partnership established with the European Space Agency (ESA), African institutions had direct access to ESA material and experience to improve their water resources management. UNESCO only provided seed money for activities. Linkages with local partners reduce costs and enhance effectiveness. Provision of global data online proved cost effective. Annex page 9

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