AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Addis Ababa, ETHIOPIA P. O. Box 3243 Telephoe : 5517 700 Fax : 5517844 website : www.africa-uio.org DEPARTMENT OF HUMAN RESOURCES, SCIENCE AND TECHNOLOGY SECOND DECADE OF EDUCATION FOR AFRICA (2006-2015) DRAFT PLAN OF ACTION JUNE 2006
1. INTRODUCTION 1.1 Backgroud Cotext The Africa Uio has a visio of a itegrated, peaceful, prosperous Africa, drive by its ow people to take its rightful place i the global commuity the kowledge ecoomy. This visio is predicated o the developmet of Africa s huma resources. Educatio is the chief meas by which Africa s citizery are prepared for their respective roles i the attaimet of this visio. Africa etered the Milleium with a educatio deficit at every level, formal o-formal. Cofereces of Miisters of Educatio have cotiued to reiterate the eed to icrease access to educatio, improve quality relevace, esure equity. Educatio is a critical sector whose performace directly affects eve determies the quality magitude of Africa s developmet. It is the most importat meas we have at our disposal to develop huma resources, impart appropriate skills, kowledge attitudes. Educatio forms the basis for developig iovatio, sciece techology i order to haress our resources, idustrialise, participate i the global kowledge ecoomy for Africa to take its rightful place i the global commuity. It is also the meas by which Africa will etrech a culture of peace, geder equality positive Africa values. A evaluatio of the first Decade of Educatio for Africa (1997 2006) revealed that most of the goals set i the Decade Pla of Actio have ot yet bee achieved, i spite of valiat efforts by Member States. I recogitio of the importace of gettig it right i educatio i Africa, the sixth ordiary sessio of the Assembly of Heads of State Govermet of the Africa Uio adopted a decisio to lauch a Secod Decade of Educatio for Africa, edorsed the Framework for Actio that had bee adopted by Africa Miisters of Educatio. The first challege of the first Decade was that a Pla of Actio was oly adopted two years after the lauch of the decade. The Decade lacked owership by stakeholders i geeral, there was isufficiet publicity for it. Aother major challege was that, cotrary to expectatios, the first Decade of Educatio i Africa had little or o support from major iteratioal agecies Africa s developmet parters. Developmet parters developed Africa-specific programmes durig the period, but there was o evidece that these were ever liked with the Decade. At the atioal level, Member States egotiated their educatio sector developmet programmes with developmet parters, but this was ot doe withi the overall cotext of achievig the goals of the Decade.
1.2 Guidig Priciples To ehace the chaces of success, the followig priciples will guide the implemetatio of the Pla of Actio of the Secod Decade of Educatio: 1. Esurig ehaced political support especially at atioal levels, but also at regioal, cotietal iteratioal levels. 2. Cocetratio o strategic issues whose implemetatio will make a sigificat differece at member state regioal levels 3. Ehacig mutual assistace amog Africa States as the orm 4. Ehacig the capacities of Regioal Ecoomic Commuities atioal focal poits: This will ivolve a eeds assessmet of atioal regioal implemetig agecies appropriate capacity buildig i such areas as programme cycle maagemet, moitorig evaluatio, data gatherig statistics. 5. Establishig strog effective mechaisms for moitorig 6. Avoidig creatio of ew structures: capitalisig o existig structures supportig their capacity buildig reform to accommodate ew imperatives. 7. Establish as commo practice, documetatio, sharig celebratig positive experieces successful iitiatives amog Member sates. 1.3 Goals objectives At the ed of the Secod Decade of Educatio, Africa will have addressed key issues hiderig its educatioal developmet thereby achievig the followig: Developed fuctioal atioal Educatioal Maagemet Iformatio Systems (EMIS), iter-coected to regioal cotietal EMIS etworks, thus reversig the curret pheomeo of data blak, which has ihibited clear articulatio of challeges opportuities, hidered systematic plaig, moitorig evaluatio; Maistreamed Educatio fully ito the policies, programme activities, orgaisatioal structures of the Africa Uio Commissio the Regioal Ecoomic Commuities; Sigificatly raised educatioal achievemet (access, quality, efficiecy, relevace), while addressig teacher educatio higher educatio for developmet cocers; Attaied full geder equality i primary secodary educatio; Fully istitutioalised systematic exchage of experieces mutual assistace for educatioal developmet; Developed fuctioig mechaisms for esurig that Educatio cotributes to regioal itegratio.
1.4 Maagemet of the Process To keep the Secod Decade alive will require a sustaied strategic commuicatio publicity strategy. This will egeder owership of the Pla of Actio, ecourage Parters to work withi its collective visio. This way, parallel programmes that dissipate stakeholder eergies resources will be miimised, makig it possible to meet the goals of the Secod Decade. Cotietal, regioal atioal authorities will play distict coordiatig roles dictated by the ature of their specific mates: The Africa Uio Commissio: political oversight fuctios, advocacy at atioal iteratioal levels, coordiatio of the regioal ecoomic commuities, maagemet of the cotietal educatio observatory, the orgaizatio of biaual review cofereces, the publicatio of cotietal overview reports. Regioal Ecoomic Commuities: coordiatio moitorig of coutry-level activities, developmet of regioal programmes projects, facilitatio of regioal cosultative meetigs, provisio of coutry regioal reports to the AU Commissio, publicatio of regio-specific reports. Member States Natioal Authorities (govermets through educatio miistries agecies civil society): direct implemetatio of Decade programme, i the overall cotext of atioal educatio developmet ageda; exchage of experieces collaboratio with coutries withi outside the regio, atioal level moitorig reportig to atioal regioal coordiatig bodies. 2. AREAS OF FOCUS The Coferece of Miisters of Educatio of the Africa Uio has adopted the followig areas of focus for the Secod Decade of Educatio: 1. Geder culture 2. Educatio maagemet iformatio systems 3. Teacher developmet, educatio traiig 4. Tertiary educatio 5. Techical vocatioal educatio traiig 6. Curriculum, teachig learig materials 7. Quality maagemet 2.1 Geder culture
Goal: To reduce geder disparities esure geder equality, girls wome s empowermet throughout the educatio system while erichig the system with the positive aspects of our cultures, from Early Childhood Developmet to Higher Educatio, through o-formal to lifelog learig. Ratioale: The eed to re-establish the likage betwee educatio culture i Africa has bee recogized at the highest level of the Africa Uio, with the Khartoum (2006) Summit adoptig a decisio o this theme. Culture is the way of life of idividuals societies, providig a system of kowledge values that serve as a effective foudatio for learig processes social iteractios. Efforts must however be made to avoid perpetuatig those cultural practices that are cotrary to huma digity serve as obstacles to empowermet of girls wome i society. Re-establishig the likage betwee educatio culture releases syergies that ca wide the rage of optios for idividuals societies to meet the challeges of the 21st cetury participate effectively i the global ecoomy. Geder parity i educatio at all levels remais a pipe dream for may girls wome i several Member states. Efforts are still eeded to get every girl boy to school; icrease the umbers proportio of female teachers at every level; esure geder sesitivity i learig eviromets i teachig learig materials. Although wome girls ted to be the most disadvataged i geder issues, it is imperative that me are parters i the fight for geder equality. I the Secod Decade of Educatio, every effort will be made to esure the followig: Geder culture are maistreamed ito all the decade priorities. Huma rights based perspectives become the foudatio for all educatio policy actios. The rights of the most vulerable persos are respected, icludig girls, persos with disabilities childre affected by HIV/AIDS. Cultural practices that ecourage geder discrimiatio are elimiated Educatio is a effective tool for etrechig justice equity, to empower me wome to participate to their full potetial i society. A iter-sectoral approach to geder culture i educatio to esure formulatio of comprehesive strategies Priority areas of itervetio for the Decade are therefore as follows: Promotio of a eviromet for the applicatio eforcemet of huma rights; Uiversal access i basic secodary educatio reductio i the umber of out of school childre youth with special focus o persos with disabilities, situatios of coflict i margialized groups;
Ehace literacy competecies cultural idustries for the ecoomic empowermet of wome me; Icreasig syergies betwee culture educatio Higher educatio sciece techology for wome 2.2 Educatio Maagemet Iformatio Systems Ratioale: Commitmet to the goals of the Secod Decade will ivolve rigorous follow-up guidace of the atioal educatio systems. The availability of well-fuctioig sustaiable EMIS, providig relevat policy support iformatio, is a ecessity. The curret pheomeo of data blak, which has ihibited systematic plaig, moitorig evaluatio, eeds to be reversed. While i the last decade Member Sates have improved their statistical systems, may of them cotiue to face challeges i producig quality statistical data i a regular timely maer. EMIS is a system for processig iformatio for the maagemet of educatio resources services. It provides vital evidece to feed ito decisio-makig, should be desiged to support policy-makig, research developmet purposes. Africa eeds to come up with its ow data, with comprehesive databases, comparable across coutries, which ca be aalysed cotietally. This calls for a itegrated cotietal etwork, regioal level etworks that correspod to the eeds at atioal level. Compatibility of data systems will be a crucial factor i the creatio of systems etworks. As a move towards harmoisatio itegratio of systems, there is a eed to idetify critical issues, develop commo idicators as well as esure that coutries are i lie with the cotietal pla. There is eed for cosistet iformatio systems, ready to keep up with ew techologies stards, capable of easily icorporatig chages i a sustaiable way providig user-friedly query tools. It will be ecessary to build capacity at both istitutioal idividual expert levels to esure developmet maiteace of EMIS capable of producig reliable statistical data, for effective aalysis use of the data for policy moitorig purposes. A Africa Educatio Observatory will be established as a vehicle for coordiatig EMIS activities. The Observatory will be maaged by the AU Commissio i order that it maitais cotact with Member Sates their collective visio. Further resposibilities of the Observatory will be to: Develop maitai a Iteret Portal; Update promote the EMIS assessmet/diagostics reports;
Maage documetatio (traiig materials, research reports, ogoig EMIS projects, techical parters, catalogue ageda of regioal cotietal CB traiig, etc); Develop update the Africa idicators database; Promote the etwork of experieces expertise; Develop maitai the cotietal EMIS. 2.3 Teacher Developmet, Educatio Traiig The chroic shortage of competet qualified teachers i Africa is exacerbated by iadequate traiig facilities the iability of coutries to afford to pay teachers with substatial post-school qualificatios. It is estimated that four millio additioal teachers will be required by 2015. I some coutries, teacher educatio colleges are beig closed dow. However, the view that teacher shortages are a problem of moey, ot umbers may be too arrow a view the issue of teacher shortages eeds to be see i broader terms. These terms iclude the quality of teacher traiig, the availability of permaet positios stable jobs, coditios that keep teachers i the service of educatio, career possibilities the matter of geder. Though geder represetatio i teachig varies from coutry to coutry, there is a overall miority of wome i teachig, especially at maagemet levels. But the geder issue exteds to coditios of service, promotio, social cultural attitudes to wome, the educatio of girls as well as the cotet ature of the curriculum teachig learig materials. A focus o teacher shortages goes h i h with addressig the eeds of the existig stock of educators: their competece, their currecy, their retetio i the system plus support to them i the process of life log learig. Such support should use all the available resources such as distace educatio, face-to-face egagemet techology i mixed mode delivery. Further qualificatios, it is believed, also ecourage a forgig of a career path for teachers for expig the repertoire of teachig skills icludig ICTs their use. Teachers eed both academic competece pedagogic traiig. With regard to welfare, teachers eed stability i their posts job satisfactio apart from better remueratio. Such coditios are likely to lead to retetio of may more teachers i the system tha is presetly the case. Research is critical for providig fudametal data o educatio i each coutry as well as essetial iformatio about istructioal practice i school classrooms. Teacher educatio istitutios should be egaged i research of a high order as well as traiig teachers to do actio research withi their ow classrooms. Amog the research eeds i the fields of pedagogy, teacher
traiig teacher performace, there is the eed for research ito effective teachig istructio i Africa, the teachig/learig eviromet. This research should be coducted i Africa by Africas geerate evidece based improvemet strategies that ca be adapted used by teachers i differet member states. Priority areas for the Secod Decade of Educatio are therefore as follows: Icreasig umbers of teacher Improvig the competece of teachers Ehacig school leadership Addressig teacher welfare Research i pedagogy traiig 2.4 Tertiary Educatio Support for Higher Educatio (HE) has bee o the declie i the last decade a half. However, there has bee reewed iterest i HE based o the recogised lik betwee high-level huma resources, kowledge productio sustaiable developmet. Active stakeholder collaboratio towards the revitalisatio of HE i Africa has already begu to evolve i terms of a practical strategy. Drivers of reewed iterest i HE i Africa iclude the ew visio of the Africa Uio, ackowledgemet of the icreasig role of kowledge iovatio i the world ecoomy, the role of H.E. as a core resource base for the attaimet of the Milleium Developmet Goals. Higher educatio has to begi to be see to provide Africa solutios to Africa problems, cotribute to Africa s collective visio. I the Secod Decade of Educatio, focus will be o the followig priorities: 1. Promotio of origial kowledge productio i Higher Educatio. 2. Promotio, developmet assurace of quality i Africa Higher Educatio i all its dimesios. 3. Advocacy for icreased fudig of the Higher Educatio sector To address these issues, a systems approach has to be developed o the followig bases: A ew social cotract betwee Africa Higher Educatio Africa states; a cotract which advaces academic freedom, istitutioal autoomy, public accoutability, stakeholder participatio adequate resourcig. The developmet of appropriate policies to address issues of global sigificace impact, icludig cross-border educatio. The promotio of edogeous kowledge productio amog role players other stakeholders.
The developmet of dialogue, etworks, cooperatio, collaboratio parterships betwee Africa Higher Educatio public, civil society corporate sectors. The buildig of parterships etworks amog Africa istitutios orgaisatios, with those i the South North. The mobilisatio of fuds for ivestmet i ifrastructure across Higher Educatio istitutios. 2.5 Techical vocatioal educatio traiig Goal: To re-alig educatio systems i Member States so that youg people are provided with compulsory basic educatio which imparts key geeric competecies, skills attitudes that lead to a culture of lifelog learig etrepreeurship i order to empower idividuals to live i peace harmoy, egage i the world of work, alleviate poverty pursue further learig. Techical vocatioal educatio traiig (TVET) is primarily cocered with preparig youg people adults for the world of work. It is a brach of educatio that caot be left uderserved i Africa coutries if their peoples are to be empowered to egage i icome-geeratig occupatios alleviatio of poverty. I the kowledge society of the 21 st Cetury, domiated by iformatio commuicatio techology where labour market dems are costatly chagig, providig relevat TVET programmes to both boys girls is deemed cetral to the effort to foster sustaiable developmet attai MDG-1 eradicatig extreme poverty huger i Africa. TVET is a meas of empowerig idividuals to take cotrol of their lives i both urba rural commuities should costitute a itegral part of everyoe s geeral educatio. A soud programme of TVET should be based o a foudatio of (i) a soud geeral educatio, (ii) a soud geeral/itroductory techical educatio, (iii) specialised techical traiig, (iv) the possibility of credit trasfer to further educatio traiig. I the absece of sufficiet opportuities for wage employmet i Africa, formal o-formal TVET programmes augmeted by etrepreeurship traiig career guidace cousellig ca help people, icludig those margialised by coflict or HIV/AIDS, to become self-employed by settig up their ow busiesses. Such programmes could also eable those workig i the iformal ecoomy to streamlie their busiesses itegrate them i the formal ecoomy. TVET also offers immese possibilities for rebuildig societies after times of coflict disaster. Quality TVET that respods to the dems of the labour market eed to be desiged delivered by educatioal istitutios other providers i
close partership with prospective employers. These programmes are cosidered vital for equippig the icreased umbers of youg people completig basic educatio programmes as a result of the EFA process, with the skills for eterig the world of work. Give that vast umbers of youg people are outside the formal school system, itegrated o-formal learig cosistig of literacy TVET programmes, especially for girls wome, have the potetial to ehace the well-beig of commuities throughout Africa. TVET also offers a aveue for preservig fosterig idigeous kowledge cultural practices, for istace by promotig addig value to traditioal arts crafts. TVET will therefore be a high priority area for ivestmet i the Secod Decade of Educatio for Africa. The actios proposed are expected to brig atioal TVET systems ito sychroy with local labour market dems as well as to lauch research developmet mechaisms to take advatage of the work opportuities that globalisatio may brig. The followig priority itervetio areas will therefore be addressed i the Secod Decade of Educatio: Equitable access to TVET for all; Quality relevace of atioal TVET systems programmes; No-formal educatio: literacy TVET; vulerable groups; Capacity buildig; Fiacig TVET; Usig etwork strategies. 2.6 Curriculum, teachig learig materials Educatio curriculum icludes what happes i the classroom outside the classroom. Curriculum comprises teachig learig cotet methodology, as well as the meas to facilitate teachig learig. It reflects the values, attitudes geeral well-beig of a coutry, ought to be grouded i culture. Oe area of major cocer i curriculum is Sciece Techology, cosiderig that it is the most importat tool available for addressig challeges to developmet poverty eradicatio, participatig i the global ecoomy. Ideed, to achieve MDGs, there is o alterative to kowledge, skills huma resources i sciece techology. For Africa to etrech a culture of sciece, techology, research iovatio i its people, the teachig learig of sciece techology must be reformed at all levels. Teachig methods should ecourage likages betwee sciece techology o oe h, with the learer s culture eviromet o the other. This will be oe way to improve learig outcomes i sciece techology, to icrease the umbers of girls pursuig
careers i these fields. It will also be istrumetal i validatig idigeous kowledge techology for sustaiable developmet. Laguage is aother area of cocer i Africa educatio systems. The prepoderat use of foreig laguages as media for istructio disadvatages learers erects barriers betwee school commuity. It has bee show that learig outcomes are higher for childre who lear i their veracular i the early years of school. The use of Africa laguages as medium of istructio is hidered by the sheer umber of laguages spoke, the lack of published material i may laguages, urbaisatio leadig to the use of Europea laguages as a ecessity for commuicatio, the lack of support from parets who view Africa laguages as iferior, the apparet ecoomic advatages of Europea laguages, the associated costs of itroducig Africa laguages. As laguage embodies a people s culture supports their digity, it is imperative that Africa laguages are developed promoted through their use as media of istructio wherever possible, as subjects of study. The usefuless of Natioal, Regioal Iteratioal laguages is ot to be overlooked, however. Sig laguages should also be icluded. Life-log learig should also be a part of regular curricula. Importat areas to be covered iclude life skills employmet skills; etrepreeurship educatio; techical vocatioal educatio; youth empowermet health educatio i view of the threat of HIV/AIDS drug abuse. Leadership skills should be icorporated ito the Curriculum to address issues relatig to corruptio. I additio, there is eed for a Africa model of democracy. Childre eed to lear that leadership implies accoutability, participatio resposibility. Africa Kowledge systems should be ifused ito every aspect of curriculum, to permeate the social atural scieces. 2.7 Quality Maagemet Goal: To build implemet a soud quality maagemet system i Africa. Ratioale: The provisio of the right to educatio of good quality for all childre is embedded i the Africa charter of huma rights, access to quality educatio empowers learers to trasform themselves their social, evirometal ecoomic reality toward greater sustaiability. Sadly, however may learers i Africa coutries leave school without masterig the basic competecies i literacy, umeracy life skills.
Besides the lik betwee quality of educatio ecoomic performace, the growig cocer o quality has bee triggered amog others by cultural relevace, impact o populatio, poverty HIV/AIDS, cotributio to the developmet process i rural areas, life-log learig achievemet of MDG goals. I the past, quality was measured by the quatity level of ivestmet i educatio. Today however, the quality of educatio is measured by its impact i terms of cogitive emotioal developmet as well as promotig values attitudes. A umber of factors such as the ecoomic, socio-cultural religious cotext ca facilitate or hider the learig teachig process. Quality is a dyamic cocept where the learig teachig process is at the cetre of quality educatio. Quality is depedet o the followig: Physical ifrastructural resourcig, to the processes of teachig learig; Characteristics of the learer, the qualificatio motivatio of the teacher, the relevace of the learig cotet Relevace of teachig learig materials Supervisio good school goverace Addressig quality i the Secod Decade will therefore be based o the followig: Coverage of the whole educatio system at all levels Progressive evaluatio of the educatio system Likages with other themes of actio pla Cross-cuttig issues of geder culture, icludig laguage idetity, poverty HIV/AIDS Huma Rights based approach Priorities for the Secod Decade are therefore: Developmet of a model of stards orms for quality maagemet i Africa Capacity buildig for educatio quality maagemet Moitorig measurig learer achievemet the quality of Teachig/Learig 3. MATRIX OF ACTIVITIES Below is the matrix of activities based o the foregoig ratioale.
4. MATRIX OF ACTIVITIES 1.GENDER AND CULTURE Thematic/ Priority Areas 1 Promotio of a eviromet for the applicatio eforcemet of huma rights 2 Uiversal access i basic secodary educatio reductio i the umber of out of school childre youth with special focus o persos with disabilities, To ehace advocacy for the implemetatio of huma rights istrumets their maistreamig ito educatio policies plas To develop advocacy tools for resource mobilsatio i order to reduce geder disparities i access retetio performace i basic secodary levels Actios/itervetio s Develop a system of moitorig the implemetatio of huma right istrumets their applicatio. 1.Develop geder sesitive idicators for use as guidelies for the developmet of a data base /EMIS for moitorig achievemets of EFA goals 5 MDG goals 2&3 2. Documet share experieces from coutries with high male or female participatio high GPI of 1 Strategy/Level of implemetatio AU/RECs: establish a review committee for moitorig the traslatio applicatio eforcemet of legal istrumets AU: Use data for mappig, advocacy, resource mobilisatio Idetify successful examples documet share across coutries Idicators/ Bechmarks Traslatio ito atioal legislatio its eforcemet Erolmet rates GPI f 1, performace rates Outputs/ outcomes Natioal legal frameworks exist Equal opportuiti es Existece of a guidelies data base frame 2006-2014 AU/RECs Promote itermiisterial 2006-2008 guideli es Respose participatio AU, REC Natioal govermet AU/RECS; CIEFFA member states
Priority Areas situatios of coflict margialized groups etc. Actios/itervetio s 3. Advocate for the implemetatio of policies to rehabilitate favour the reetry full participatio of girls or boys i difficult circumstaces (pregacy, drugs, child soldiers etc.) Strategy/Level of implemetatio policy dialogue documetatio of best practices Idicators/ Bechmarks Outputs/ outcomes frame guideli es Respose participatio 4. Advocate for resource mobilizatio at regioal iteratioal levels to address eedy cases AU/RECs develop a strategy for resource mobilizatio Reduce sociocultural ecoomic 5. Build capacity i geder aalysis maistreamig 6. Advocate for the establishmet of social protectio mechaisms (HIV/AIDS, costs, etc) for the protectio of girls other vulerable groups Advocate for the abolitio of egative cultural practices that Provide geder sesitive traiig maistreamig to decisio makers AU/REC: Map problems develop a Idetificatio of egative practices mappig by At the cotiet regioal 2006-2008 AU/CIEFFA; RECS/CIEFF A/member
Priority Areas 3. Ehace literacy competecie s cultural idustries for ecoomic empowerme t of wome me barriers that impede access & participatio of girls childre with disabilities i school by x %. To icrease the ecoomic social empowermet of me wome through literacy the use of sciece, ICT, distace educatio moder techology To lik literacy, vocatioal techical traiig o-formal educatio to atioal developmet eeds, the Actios/itervetio s impede female participatio i private public life Develop literacy assessmet moitorig tools 1.Review the curriculum of literacy programmes, vocatioal traiig etc. to esure that they use moder techology, ICT, log distace learig methods, are relevat Strategy/Level of implemetatio commuicatio strategy for their abolitio for use by decisio makers, particularly me, at the cotietal, regioal atioal levels. AU/REC: Use data to advocate for Literacy for all to ehace ecoomic develop growth RECs Seek techical assistace from uiversities to review curriculum; share kowledge o log distace Idicators/ Bechmarks regio the strategy developed Level of literacy acquisitio life skills developmet Icreased exteral level of fudig domestic budgetary allocatio to o formal local crafts skills developmet Outputs/ outcomes atioal levels these issues are opely discussed deployed i all fora the media. Icrease umbers of literate adults wome girls High quality Well fiished marketable products for local exteral frame 2006-2014 2006-2014 guideli es Respose participatio states AU/RECs/Nat ioal govermet
Priority Areas global market moder techology for 50% of participats by 2008 Actios/itervetio s adapted for today s market social eeds 2. Create a eviromet that facilitates wome s etrepreeurial activities Strategy/Level of implemetatio learig, techology esure that they respod to atioal developmet eeds are geder culturally sesitive Idicators/ Bechmarks Outputs/ outcomes markets frame guideli es Respose participatio REC: facilitate improve commuicatio, travel etc, across states regios. REC: ecourage the creatio of etworks of wome etrepreeurs likig them to busiess opportuities, fiacig, traiig maagemet across coutries regios
Priority Areas 4. Icreasig syergy betwee culture educatio (to be cosidered for iclusio i the workpla o curriculum teachig material) To itegrate culture ito educatio systems as a meas of promotig reiforcig our cultural idetities values for preservig our cultural heritage Actios/itervetio s Review the use of local laguage, folklore other cultural modes of trasmittig iformatio i the school curriculum Strategy/Level of implemetatio AUC: Advocate for the promotio preservatio of positive cultural values, medical scietific kowledge, laguages as a medium of istructio, traditios etc. REC: Documet, record preserve local laguage, history, traditioal practices that value the huma beig with the aid of higher educatio istitutios Idicators/ Bechmarks Outputs/ outcomes frame 2006-2014 guideli es Respose participatio Productio of books learig materials 5. Higher To icrease 1. Establish affirmative Set guidelies 2006- AU/REC:Nati
Priority Areas educatio Sciece Techology for wome. (for cosideratio by higher educatio sector) female participatio at all levels across all disciplies of higher educatio Actios/itervetio s actio i admissio, fiacial support, guidace couselig metorig etc. to icrease the umber capacity of wome i higher educatio (academics; researchers, maagers, studets, etc.) 2. Coduct research o issues that impact o wome s developmet i areas such as agriculture, trade, poverty, HIV/AIDS etc; 3. Idetify mechaisms for usig educatio to trasform society ito equitable just eviromets where wome me are empowered. Strategy/Level of implemetatio stards for wome s admissio, grats, scholarships other protectio mechaism i uiversities Use uiversities as agets for social trasformatio through research, geder sesitive teacher educatio, promotig public dialogue advocacy o geder relatios icludig the study of masculiity femiiity, culture geder relatios i courses. Idicators/ Bechmarks Outputs/ outcomes frame guideli es 2014 oal Respose participatio
Priority Areas Actios/itervetio s Strategy/Level of implemetatio REC: Idetify stregthe the capacities of uiversities istitutios to coduct research i areas that impact o wome eg. agriculture, cultural idustry, oformal markets, etc. Idicators/ Bechmarks Outputs/ outcomes frame guideli es Respose participatio Provide fiacial opportuities for placemet ito the AU, iteratioal orgaisatios for voluteerig to ecourage cultural diversity, tolerace, etc for youg professioals
2. EDUCATION MANAGEMENT INFORMATION SYSTEMS Thematic/ priority areas 1. Developig the utilisatio of evidecebased plaig decisiomakig i educatio. Coduct a situatioal aalysis Actios/itervetio s Activity 1: Developig a shared validated assessmet framework to assess the status of EMIS i the cotiet. Activity 2: Traiig of regioal staff o the use of the agreed upo assessmet framework. Strategy/Level of implemetatio AU to coordiate the brigig together of IIEP, NESIS, UNESCO UIS. A cascadig process of traiig of traiers will be followed AU to ivolve developmet parters i carryig out the traiig supervisig the assessmet. /i dicators/ Bechmarks Assessmet framework developed validated Traiig programme developed implemeted. Traiers capable of traiig atioal staff i carryig out their EMIS assessmet. Outputs outcomes Assessmet diagostics carried out published frame Withi the first year, approximat ely 2 weeks. I the first year, 2 weeks for the traiig of regioal staff o the use of the assessme t framework. Guidelie s 1 week workshop for parters EMIS core group (20 people) 1 week workshop with member coutries (60 people) 2 weeks workshop for 2 people per regios parters (25 people) Resposibilit y parters AU Secretariat AU i collaboratio with regioal iteratioal parters 1. 1 These are parters ivolved i EMIS i Africa those that have expertise i this regard such as NESIS, UNESCO, UIS, so o.
priority areas Actios/itervetio s Activity 3: Natioal staff will be traied by the regioal staff o the use of the methodology to carry out their ow diagostic studies Activity 4: Coduct a assessmet of the status usig the agreed upo framework Activity 5: Sharig validatig assessmet framework. Strategy/Level of implemetatio Traiig workshop. Orgaise workshop(s) of developers heads of EMIS, heads of educatio plaig parters to validate the idicators. AU to orgaise a workshop. /i dicators/ Bechmarks Traiig programme developed implemeted Report o the status of EMIS i the cotiet. Idicators developed. Outputs outcomes frame I the first year I the first year, the every 2 years. First year Guidelie s 1 week workshop per regio (5 regios) 2 20 people per regio Member states to take care of ow assessme t 1 week workshop per regio (5 regios) 20 people per regio. Resposibilit y parters Regioal staff i collaboratio with iteratioal parters Coutries Regios, Techical parters coutries. 2 Regios still to be clearly defied.
priority areas Promote evidecebased plaig decisiomakig Actios/itervetio s Activity 6: Publish results of assessmet o website, brochures articles o a mothly basis to sesitise decisio-makers of the importace of EMIS. Activity 1: Collectig available educatio statistical data publicatios for a Africa database of idicators. Activity 2: Lauchig of the observatory to sesitise Miisters of Educatio o the importace of evidece-based plaig decisio-makig, o the status of curret data quality. Strategy/Level of implemetatio /i dicators/ Bechmarks Outputs outcomes frame Guidelie s Publicatios. First year Website cost Icluded i the observator y cost Publishig iformatio o the coutries EMIS status data quality to sesitise Miisters decisiomakers o efforts to be udertake. Miisters decisio makers workshopped sesitised Observatory lauched Miisters ready to support the iitiative To be ready with the assessme ts / diagostics (first year). Ed of first year 100 brochures per coutry cost Icluded i the observator y cost Icluded i the COMEDA F meetig Resposibilit y parters AU AU, regios member states. AU, regios, member states iteratioal techical parters.
priority areas Actios/itervetio s Activity 3: Coduct periodic rouds of assessmets (diagostics). Activity 4: Updatig the observatory. Strategy/Level of implemetatio /i dicators/ Bechmarks The Observatory is regularly updated Outputs outcomes frame Every 2 years Guidelie s Lauchig a ew roud of diagosis durig a COMEDA F meetig Resposibilit y parters Member states. AU 2. Capacity buildig Cotietal targeted capacity buildig strategy. Activity 1: Coutries to develop their pla of actio i lie with the diagosis doe based o the priciple of sectorwide, itegrated approach. Activity 2: Validatio cosolidatio of plas of actio. Coordiated targeted Capacity Buildig programs developed implemeted 1 moth after the diagostic Additioal cascadig traiig workshops for 1 week (60 people) Coutries activities 1 week 1 week workshop per regio (5 regios) 20 people per regio. Idividual member states. Regios idividual member states.
priority areas Stregthe regioal cotietal istitutios of educatioal plaig statistics. Actios/itervetio s Activity 3: Defiig regioal programmes of capacity buildig with the view to meetig coutries eeds idetified i the idividual member states plas of actio. Activity 4: Harmoisig capacity buildig programmes uder a cotietal programme. Activity 5: Fudraisig for capacity buildig programmes Activity 1: Develop materials based o expertise of member states, regios as well as techical parters. Strategy/Level of implemetatio The availability of coutries grouped capacity buildig programs will ease fud raisig Tech. Parters to trai traiers develop materials /i dicators/ Bechmarks Traiig materials developed Outputs outcomes Adequate basket fudig available frame Fud raisig may start as soo as possible AU to coordiate. 1 st Year Guidelie s AU Tech. Parters cotributio AU parters resposibil ity. Member states mobilized. Traiig of traiers 3 istitutios per regio 1 moth course for 30 people Resposibilit y parters Regios iteratioal techical parters. AU iteratioal techical parters. AU fiacial parters Higher educatio istitutios, techical parters AU
priority areas 3. Developmet of compatible EMIS systems. To harmoise EMIS leadig to cotietal resources maagemet sustaiability Actios/itervetio s Activity 2: Itroductio of EMIS statistics programmes i the curriculum of HEIs teacher traiig istitutios. Activity 3: Developig traiig programmes for EMIS staff at all levels from headteachers to decisio makers Activity 1: Study of existig EMIS systems stards i the areas of idicators, data, modellig commuicatio. Activity 2: Promotig the use of these systems stards. Activity 3: Developmet of a cotietal EMIS based o these stards. Strategy/Level of implemetatio Iclusio i the curriculum to capacity the Africa istitutios to trai studets professioals i EMIS related subjects /i dicators/ Bechmarks EMIS courses icluded i curriculum Cotiuous professioal developmet programmes for EMIS staff Outputs outcomes Havig efficiet compatible EMIS. frame First year Guidelie s Istitutios activities To be evaluated by coutries Research work i coordiatio with the support of tech. parters Resposibilit y parters Educatioal istitutios. Educatioal istitutios miistries of educatio i member states. AU, regios techical parters. Cotiuous AU, regios techical parters. Secod year Cotributio of tech. parters AU techical parters.
3. TEACHER DEVELOPMENT, EDUCATION AND TRAINING Thematic/ Priority Areas 1. Shortage of teachers Icrease supply of competet teachers. Progress to 40:1 maximum ratio for basic educatio Actios/ Itervetios Advocacy Moitorig Co-operatio Resource mobilizatio Developmet of Qualificatios Framework. Adaptatio of Commowealth Protocol o teacher mobility Strategy/Level of implemetatio Africa Uio: discuss at highest political level Collaborate with UNESCO COL Mobilise iterally first RECs Cosultatio dialogue i regios. Networkig with teacher educatio providers Co-ordiatio by RECs, build o regioal iitiatives. Idicators/ Bechmarks Progress reports to Heads of State meetigs Report with UNESCO at COMEDAF Protocol for teacher mobility Compilatio of frameworks protocols. Miisterial cofereces. Harmoizatio of qualificatios. Outputs Outcomes Number of coutries moved to 40:1 ratio. Protocol for teacher mobility produced Five frameworks. Five protocols. Frame 5 x 2 years every 2 yrs ogoig ogoig Resposibili ty Parters AU member coutries (Moitor with UNESCO BREDA) 2006-2008 RECs regioal iitiatives
Priority Areas Actios/ Itervetios Teacher traiig with a rage of modes withi the atioal pla of each coutry. Strategy/Level of implemetatio COUNTRY Rethikig TE adaptig to atioal cotext by cosiderig: shorteig preservice traiig; re-balacig pre iservice traiig; explorig otraditioal recruitmet; exploitig potetial of distace educatio; takig affirmative actios to recruit more female teachers Idicators/ Bechmarks Number of traiees per year. Outputs Outcomes Number of teachers Frame Resposibili ty Parters Every 2 yrs Member coutries parters.
Priority Areas 2. Improvig the competece of teachers 3. School leadership Ehacig the competece of the stock of existig teachers 50% primary 30% secodary wome teachers Cotiuous improvemet usig distace educatio other models of the professioal skills of existig teachers Ehace capacity for leadership support supervisio Actios/ Itervetios Create a sigle assessmet tool Advocacy, Moitorig etworkig Qualificatios frameworks, schoolbased regioal protocols Provide cotiuous school-based traiig workshops Advocacy, moitorig co-operatio. Strategy/Level of implemetatio AU: Network with ODL istitutios Sesitize at the highest level Dialogue cosultatio Cosultatio dialogues Coutry level Moitorig Icetive provisio Idicators/ Bechmarks Iclusio i reports Framework protocols i place Moitorig reports Proportio of uqualified teachers reduced by 50% by 2015 Moitorig reports Number of coutries with programmes i place Outputs Outcomes Greater competece Teachers have access to traiig to upgrade their professioal competece to become multi skilled Number of coutries with good traiig programmes i place Frame Resposibili ty Parters Every 2yrs AU parters Every 2yrs Regios coutries Every 2yrs Member states 2yrs For awards AU IICBA selected coutries
Priority Areas Actios/ Itervetios Idetify successful practices at regioal level Provide awards for successful programmes Strategy/Level of implemetatio Regioal cooperatio i effective desig of programmes Idicators/ Bechmarks Moitorig reports Outputs Outcomes Number of coutries with good traiig programmes i place Frame Resposibili ty Parters 2yrs RECs parters e.g IICBA Develop qualificatios framework for head teachers
Priority Areas 4. Teacher Welfare Improvig the social professioal coditios of teachers Actios/ Itervetios Traiig of traiers programme Improvemet of traiig programmes Highlightig good practice Advocacy, Moitorig, Co-operatio Shared dialogue amog member states i the regios Tripartite dialogue (govermet, teachers uios, PTAs, school maagemet. Icrease educatio budgets Strategy/Level of implemetatio Provide traiig through ODL face to face Dialogue cosultatio regardig teacher welfare Regioal dialogue cosultatio regardig teacher welfare Negotiatios Workshops Iformatio campaig Idicators/ Bechmarks Number of programmes implemeted Proportio of teachers traied Moitorig reports Outputs Outcomes Number of traied school persoel i supervisory support positios Reports o member states Frame Moitorig reports Reports Every 2yrs Reports from teachers uio o teacher welfare Improvemet i budgetary allocatio Improved workig coditio of teachers Resposibili ty Parters 2yrs Member coutries parters Every 2yrs AU Every 2yrs RECs AU Member states
Priority Areas 5. Research i pedagogy traiig Improved capacity for research o: teachig traiig; traieeimplemeted actio research Actios/ Itervetios Stregtheig existig etworks, eg ROCARE, ERNSA, REFORMA AU to source provide scholarships to Africa graduates for research i educatio Stregtheig existig etworks eg. ALESCO ROCARE ERNWCA Regios to provide scholarships for educatioal research Strategy/Level of implemetatio Idetify ceters of excellece for research traiig Fud support research proposals Improve etworks for research result dissemiatio RECs to idetify ceters of excellece Idicators/ Bechmarks Number of research publicatios i referred educatio jourals No. of research programmes realized at cotietal level Ceters of excellece idetified Educatioal research etworks stregtheed Outputs Outcomes Number of scholarships sourced by AU No. of research articles published Cosolidated existig etworks Number of research articles published Number of scholarships sourced by RECs Frame Every 2yrs Every 2yrs Resposibili ty Parters AU parters eg. UNESCO, ADEA, AAU, AVU, UNISA RECs parters eg. UNESCO, ADEA, AAU, AVU, UNISA
Priority Areas Actios/ Itervetios Stregthe research capacity i istitutios Idetify strog research faculties Assist educatioal professioal associatios Strategy/Level of implemetatio Idetify ceters of excellece for research Collaboratio dialogue Idetify champios i istitutios professioal associatios Idicators/ Bechmarks Number of research programmes lauched realized Outputs Outcomes Number of research udertake Quality research articles published Frame Resposibili ty Parters Every 2yrs Member states, bilateral multilateral parters
4. TERTIARY EDUCATION Thematic/ priority area 1. Kowledge productio Promote policies that facilitate the revitalisatio delivery of quality HE Promote HE s cotributio to high-level kowledge productio which geerates wealth Actios/ itervetios Idetify policy gaps challeges i key areas which take ito accout ICT other techologies, geder, culture, HIV/AIDS fiacig Stregthe capacity of Africa Itellectual Property Offices Set up a research fud to be competed for by Africa scholars to udertake studies research idetified as crucial strategic to Africa s developmet. Strategy/ level of implemetatio Promote etworks of kowledge productio Establish a competitive academic exchage fud Provide awards other icetives for excellece Provisio of protectio of itellectual property through patetig Establishmet of fuds to support strategic research idicators/ bechmarks Policies formulated adopted Patet copyrights grated Fuds secured Fuds operatioalised Outputs & outcomes Outcomes HEI cotributig effectively to the productio of kowledge for alleviatio of poverty sustaiable developmet Outputs Publicatios patets Collaborative etworks Regioal sub-regioal programmes at all levels Cetres established frame 2006-2015 guidelies Equipmet Travel Traiig Logistics Scholarshi ps Resposibili ty & parters AU Member states RECs Iteratioal cotietal HEI istitutios Researchers NEPAD Developmet parters Private sector Civil society
priority area Actios/ itervetios Promote likages exchages of kowledge resources betwee academia, idustry, the public sector commuities, to support crossfertilisatio, cotiuous learig resposiveess of HE Strategy/ level of implemetatio Facilitate kowledge productio etworks likages at all levels, to advace Africa HE s cotributio to meetig the kowledge eeds of Africa other societies idicators/ bechmarks Idustries usig HEI s for R&D Chairs fuded or edowed by commerce idustry HEIs sigig MoUs iteratioal orgaisatios supportig Africa kowledge etworks Outputs & outcomes Improved quality of graduates frame guidelies Resposibili ty & parters Idetify stregthe existig etworks their activities Advocate for mobilise resources to develop the capacity coectivity of Africa HE i kowledge etworks. Support cotietal, regioal sub-regioal cetres of excellece i key kowledge areas, as well as Iivatios icubatio Cetres Sciece Techology Packs Active etworks Istitutios meetig criteria for excellece Cetres fuded operatioalised Stregtheed etworks meetig regularly
priority area Actios/ itervetios Promote swich programmes Facilitate credit trasfer across borders Ecourage joit programmig betwee HE istitutios Idetify collaborate with iteratioal istitutios orgaisatios workig i the field. Strategy/ level of implemetatio Promote the expasio of post-graduate postdoctoral educatio idicators/ bechmarks HEIs participatig i swich schemes HEIs participatig i credits trasfer schemes Academic staff participatig i joit supervisio across HEIs Active graduate etworks i existece graduate studets participatig Outputs & outcomes frame guidelies Resposibili ty & parters
priority area Actios/ itervetios Promote the developmet of academic jourals Ecourage the developmet of virtual libraries cosolidate database of Africa publicatios Facilitate access of Africa academic jourals i iteratioal idices of publicatios Strategy/ level of implemetatio Promote productio of academic publicatios, dissemiate outputs. Stregthe capacity of Africa publishig houses idicators/ bechmarks Academic publicatios produced Volume of publicatios istitutios with virtual/digital libraries Africa publicatios olie i iteratioal citatio idices Outputs & outcomes frame guidelies Resposibili ty & parters Fudraise ISBN umbers Houses meetig iteratioal publicatio stards Fuds secured
priority area Promote/ facilitate iteratioal, cotietal, sub-regioal cooperatio Actios/ itervetios Create awareess, promote revisio ratificatio guidelies of the Arusha covetio other iteratioal subregioal frameworks for educatio Promote advocacy idetify priorities timeframes Strategy/ level of implemetatio Support create syergy betwee selected relevat agecies / iitiatives / programmes at regioal sub-regioal levels idicators/ bechmarks Outputs & outcomes frame guidelies Resposibili ty & parters Idetify istitutios lik programmes with the capacity to support exchages
priority area 2. Quality assurace developme t Support develop ifrastructure 3 Actios/ itervetios Mobilise fuds for ivestmet advace the cause for appropriate expediture o HE Ecourage cooperatio etworkig to optimise utilisatio of ifrastructure across HEI s Strategy/ level of implemetatio Promote ivestmet i key aspects adequate facilities as well as iovative approaches idicators/ bechmarks Fudig secured Cooperative etworks established I Outputs & outcomes Outcomes Icrease the public stakeholder cofidece i HEI products graduates Reduced brai drai icreased brai saturatio frame 2006-2013 Review: 20013-2015 guidelies AU Member states RECs Iteratio al cotietal HEI istitutios Researcher s Resposibili ty & parters Ecourage HEIs to maistream ICT Assist with formatio of CT maistreamed Outputs Regulatory bodies across the cotiet Istitutios assessed rated NEPAD Developme t parters Private sector Civil society 3 Ifrastructure icludes real virtual/e-libraries iter-library facilities, labs virtual labs equipmet, ICT bwidth physical ifrastructure for teachig learig, as well as studet / maagemet IS
priority area Promote the use of ICT e-learig Promote the capacity of regioal atioal quality regulatory accreditatio bodies agecies Actios/ itervetios use ope source software Negotiate for cheaper software liceces Advocate for moitorig, evaluatio ratig of HEI s Strategy/ level of implemetatio cosortia to egotiate cost of bwidth soft ware Support promote existig virtual istitutios creatio of ew oes Promote peer assessmet mechaisms i Africa HEI s idicators/ bechmarks ito academic programmes Cost of bwidth affordable Software liceces secured Accreditatio bodies established Peer review mechaisms i place HEI s evaluated Outputs & outcomes frame guidelies Resposibili ty & parters