ADEA Secretariat Publications
How to Order Publications
Newsletter
In order to keep the African education community and development
agencies abreast of its activities, ADEA publishes a quarterly Newsletter.
Each issue focuses on one topic, with special emphasis given to ADEA
Working Group themes and activities. Topics covered in recent issues
include: ADEA Working Groups; Communication and Education; Education
Statistics; The Johannesburg Biennale; Education Finance; Government
and Agency interactions in Education Policy Formulation and System Management;
Higher Education in Africa.
ADEA Newsletter
Published quarterly. Also
exists in French.
Every two years, ADEA holds the Biennale on Education,
a major event for cooperation in the field of education in Africa. The
Biennales bring together African Ministers of Education, funding agencies,
NGOs, CSOs and education professionals and researchers. Each meeting
focuses on a theme of main concern for the development of education
in Africa. ADEA publishes the proceedings of the meetings and compiles,
in a separate volume, the papers and studies that were presented and
discussed.
Biennial
Meeting, 2006
More and Better
Education. What Makes Effective Learning in Schools and in Literacy
and
Early Childhood Development Programs?
Proceedings of the ADEA Biennial Meeting (Libreville, Gabon ,
March 27-31, 2006).
ADEA Secretariat 2006. ISBN : 978-92-9178-075-4. Also Exists in
French
Download
the full document (in PDF Format 1,8 Mo)
The ADEA Biennial Meeting held in Gabon in 2006 explored the
three main themes of effective literacy programs,
effective schools and improvement of quality, and ECD programs
that can be scaled up in Africa. 536 people from 38
countries in sub-Saharan Africa took part in the meeting, including
41ministers and deputy ministers and 108 officials.
Also in attendance were representatives of various development
agencies, foundations, non-governmental organizations
and civil society organizations, as well as, researchers, academics
and resource persons from Africa and elsewhere.
This document gives an account of the proceedings of the meetings.
|
Biennial
Meeting, 2003
The
Challenge of Learning: Improving the Quality of Basic Education in Sub-Saharan
Africa
Document prepared for the 2003 ADEA Biennial Meeting. (Grand Baie, Mauritius,
December 3-6, 2003).
PDF Format, 3 408 Ko
Edited by VERSPOOR, Adriaan. Contributions by DEMBÉLÉ,
M.; GREANEY, V.; KELLAGHAN, T.; MINGAT, A.; MOULTON, J.; NAIDOO, J.;
NDOYE, M.; OXENHAM, J.; SCHUBERT, J.; SEDEL, C.; VAN UYTHEM, B.
ADEA Secretariat, 2005. ISBN: 92-9178-049-9. Also exists in French.
This book is based on 22 country case studies documenting
experiences with quality improvement programs in Africa, forty background
papers and a review of unpublished African literature. It summarizes
research findings on quality and quality improvement, equity and gender
and documents changes in the way external agencies help countries make
progress towards the EFA goals. It reviews experiences in sub-Saharan
Africa related to the following issues: "Investments in inputs that
are most cost-effective"; "Curriculum reforms to enhance relevance";
"Changes in instructional strategies and teacher development to improve
school effectiveness"; and "Differentiation of programs and diversification
of providers to improve equity of results". It explores how the emphasis
on quality and equity affect the way education systems are financed
and managed, and how student's learning progress is measured and monitored.
Finally it provides a strategic framework for quality improvement. A
summary of this book also exists (ISBN: 92-9178-052-9)
Click
here to download the Introduction to chapter 4 of the document in PDF
format, 937 Ko
Click
here to download chapters 5-8 of the document in PDF format, 613 Ko
Click here to download Chapters 9-14 of the document in PDF format,
701 Ko
Click
here to download the Appendix of the document in PDF format, 190 Ko
A
summary of this book also exists (PDF Format 589 Ko).
The
Quest for Quality: Learning from the African Experience.
Proceedings
of the ADEA Biennial Meeting (Grand Baie, Mauritius, December 3-6, 2003).
PDF Format, 763 Ko
ADEA Secretariat, 2004. ISBN: 92-9178-048-0. Also
exists in French.
This publication is a report of ADEA's 2003 Biennial
Meeting, which explored the theme of "Improving the quality of education".
A number of country case studies and documents prepared by education
specialists, working groups, and bilateral and multilateral agencies
were presented and discussed. Close to 400 participants including 35
ministers and deputy ministers were present at the meeting which was
held in Grand Baie, Mauritius.
Biennial Meeting, 2001
Reaching
Out, Reaching All: Sustaining Effective Policy and Practice for Education
in Africa, Fighting HIV/AIDS
Papers from the ADEA Biennial Meeting (Arusha, Tanzania,
October 7-11, 2001).
ADEA Secretariat, 2005. ISBN: 92-9178-045-6. Also
exists in French. (PDF Format, 2 683
Ko).
Edited by the ADEA Secretariat. Contributions by Akoulouze,
R; Badcock-Walters, P.; Dembélé, M.; Galabawa, J.; Mafela,
L.; Niane, B.; Opubor, A.E.; Perlman, H.; Rugalema, G.;. Samoff, J.;
Sack, R.; Sebatane, E. M.; Sow, P.M.; Wright, C.
How can educational policies and practices that have proved effective
be scaled up and sustained? This question, examined in depth by ADEA
in 2000-2001, is reviewed in these pages, which bring together the major
documents presented at ADEA's 2001 Biennial Meeting. Among the topics
covered are: "Scaling up educational reforms"; "The role of communication
for increasing participation by the stakeholders"; "Educational networks
in Africa"; "Leading educational programs; the impact of HIV/AIDS on
education"; and, "Identifying the most promising approaches for overcoming
HIV/AIDS through education".
Click
here to download the Introduction of the document in PDF format, 291
Ko
Click
here to download Part 1 of the document in PDF format, 1 660 Ko
Click
here to download Part 2 of the document in PDF format, 903 Ko
Reaching out, Reaching All
- Sustaining Effective Policy and Practice for Education in Africa
Proceedings of the ADEA Biennial Meeting (Arusha, Tanzania, October
7-11, 2001)
ADEA Secretariat, 2002. ISBN: 92-9178-026-X. Also
exists in French
ADEA's 2001 Biennial Meeting reflected on how to sustain
and expand policies and practices that have proved effective. This document
gives an account of the proceedings of the meeting which took place
in Arusha, Tanzania, October 7-11, 2001
Biennial
Meeting,1999
What
Works and What's New in Education: Africa Speaks!
Report from a Prospective, Stocktaking Review of Education in Sub-Saharan
Africa (Johannesburg, South Africa, December 1999)
ADEA Secretariat, 2001. ISBN: 92-9178-026-X. Also
exists in French.
The 1999 Biennial Meeting focused on lessons learned
from successful African experiences. This report is the synthesis of
case studies reported from 26 country teams and 7 ADEA Working Groups.
The case studies are the outcome of an exercise referred to as ADEA's
"Prospective, Stock-Taking Review of Education in Africa". For this
exercise, ADEA asked all African Ministries of Education and its Working
Groups to identify initiatives that had been successful in addressing
issues of access, quality, and capacity building.
What Works and What's New in Education: Africa Speaks!
Proceedings of the ADEA Biennial Meeting (Johannesburg, South Africa, 5-9 December 1999)
ADEA Secretariat, 2000. ISBN: 92-9178-024-3.Also exists
in French.
This document gives an account of the proceedings
of the 1999 Biennial Meetings, where African countries were challenged
to identify and analyze what has worked in tackling the issues of access,
quality and capacity building. Twenty-six countries and seven Working
groups presented their findings in Johannesburg.
Partnerships for
Capacity Building and Quality Improvements in Education Papers from
the ADEA
Biennial Meeting (Dakar, Senegal, October 1997)
Edited by the ADEA Secretariat. Contributions by:
Carlson, S.C.; Colclough, C.; Coustère, P.; Dembélé,
M.; Diawara, B.; Diouf, A.; Easton, P.; Kulpoo, D.; Mc Ginnis, L.; Makwati,
G.; Marope, M.; Namuddu, K.; Naudet, J.-D.; Sack, R.; Samoff, J.; Sawyerr,
H.; Stavenhagen, R.; Taylor, N.; Tung, K.-C.; Volan, S.
ADEA Secretariat, 1999. ISBN: 92-9178-0.15-4.
Also exists in French.
The ADEA Biennial Meeting in Dakar, Senegal, provided
an opportunity to look into the operational meanings of ëpartnerships’
in building capacities and improving the quality of education. This
included developing common understandings on the actions and responsibilities
of the partners. This volume comprises papers that were presented and
discussed at the meetings. It explores the different aspects of partnerships
by looking at the mechanics involved, its theory and practice. Attention
is given to both domestic and international partnerships. Drawing from
concrete examples, the issues of capacity building and partnerships
for quality improvement are also addressed. .
Partnerships for Capacity
Building and Quality Improvements in Education
Proceedings of the ADEA
Biennial Meeting (Dakar, Senegal, 14-18 October 1997)
ADEA Secretariat, 1998. ISBN: 92-9178-002-2. Also exists
in French.
This document gives an account of the ADEA Biennial
Meeting which was held in Dakar, Senegal in October 1997. The theme
was: "Partnerships for Capacity-Building and Quality Improvements
in Education". Three panels were organized during the Biennial
Meeting, exploring the following topics: (i) the theory and practice
of partnerships; (ii) partnerships for capacity-building; (iii) partnerships
for quality improvement.
Biennial
Meeting,1995
Formulating Educational
Policy in Sub-Saharan Africa
Proceedings of the DAE Biennial Meetings (Tours, 18-22 October 1995)
DAE [Donors to African Education (original name of ADEA)], 1996.
Also exists in French.
A summary of the main sessions and topics discussed
at the Biennial Meeting held in Tours, France, 18-22 October 1995.
Formulating Education
Policy: Lessons and Experiences from Sub-Saharan Africa
Six Case Studies and Reflections from the DAE Biennial Meetings (October
1995 - Tours, France)
DAE [Donors to African Education (original name of ADEA)], 1996.
Also
exists in French.
This document explores the processes of policy
development in six African countries: Benin, Ghana, Guinea, Mauritius,
Mozambique and Uganda. In addition to the six case studies, the introduction
provides an analysis of the processes of policy formation based on the
case studies, and on lessons for education policy formation.
Biennial
Meeting,1993
Improving the Implementation
of Education Projects in Africa through Ownership
Proceedings of the DAE Task Force Meetings (Angers, France, 22-24 October
1993)
DAE [Donors to African Education (original name of ADEA)], 1994. Out
of print. Also exists in French.
Issues
in the Implementation of Education Sector Programs and Projects in sub-Saharan
Africa, with reflections from the DAE Task Force Meetings
DAE [Donors to African Education (original name of ADEA)], 1994. Also
exists in French.
African
Experiences: Country Case Studies
This series of books highlights promising experiences
that are taking place on the African continent. The case studies are
generally carried out by teams within African Ministries of Education
and concern a wide variety of subjects: experiences related to access,
equity, relevance and effective management and use of resources; strategies
to scale up and sustain effective policies and practices; promising
initiatives to fight HIV/AIDS and to improve the quality of education.
Impact of the Primary
Education Reform Program (PERP) On the Quality of Basic Education in
Uganda
by EILOR, Joseph ; WEVA, Kabule (Country Coordinator)
and KINYANJUI, Kabiru (ADEA Coordinator)Members of the country team:
HE. OKURUT, Martin OPOLOT, Cathbert MULYALYA, Jane NANSAMBA, J. NAKAYENGA,
C. ZALWANGO, O. OMONGIN, O. NANTUME, F. APOLOT
Research conducted by the Ministry of Education
and Sports, Uganda. African Experiences Country Case Studies series
No.9. ADEA Secretariat. 2005. Also exists in French.
This publication presents the results of a study of the Uganda Primary
Education Programme (PERP), which was launched in 1993 to redress the
declining quality of basic education. The study highlights the design
of PERP, its objectives, implementation strategies and process; and
results obtained. Furthermore, it describes initiatives related to the
implementation of PERP. The main ones include: The Teacher Development
and Management System (TDMS); Universal Primary Education (UPE); Education
Management Information System (EMIS); the Medium Term Budget Framework
(MTBF) and the Sector-Wide Approach (SWAp) in the Education Sector.
An Approach
to Improving the Quality of Education in Mauritania
By HAMOUD Abdel, WEDOUD
Kamil, NEBGHOUHA Mint, MOHAMED Vall (national coordinators) WEVA, Prof.
Kabule (ADEA coordinator)
In 2000, Mauritania launched its National Program to Develop the Education
Sector (PNDSE). It covers the period 2001-2010 and is aimed at improving
the quality of education. This publication describes how Mauritania
established a department responsible for implementing strategy, coordination
and management of the different activities so as to ensure the universality
and sustainability of the reform program. The study also suggests what
it considers to be the keys to success: commitment by the authorities;
mobilization of actors and resources; political validation of program
content on time; and quality of leadership.
Study conducted by the Ministry of Education of
Mauritania. African Experiences Country Case Studies series No8. ADEA
Secretariat. 2005.
(Available in French only for the moment)
Using EQF Norms for Monitoring the Quality of Education in Benin.
Research coordinated by the 'Direction de la Programmation et de
la Prospective' of the Ministry of Primary and Secondary Education,
Benin.
African Experiences Country Case Studies series No.7. ADEA Secretariat.
2005. ISBN 92-9178-066-9
(Available in French only for the moment)
This case study describes how variations of the Critical-Practitioner
Inquiry, a method of training and supporting teachers, have been used
in three teacher education projects in Namibia. The study uses data
from an ongoing assessment, and there is evidence that the critical-practitioner
inquiry has influenced the classroom practice of some Basic Education
Teacher Diploma (BETD) graduates and provided them with skills that
they apply in their teaching. Teachers reflect critically on their own
practice, and there is a positive relationship between self-assessment
scores and outside observers’ scores on their performance.
Research coordinated by the 'Direction de
la Programmation et de la Prospective' of the Ministry of Primary and
Secondary Education, Benin.
African Experiences Country Case Studies series No.7. ADEA Secretariat.
2005. ISBN 92-9178-066-9
Investigating
Quality Factors in Private Schools in Gambia
Research coordinated by the Republic of the Gambia; Department of
State for Education. Advisors for the study in The Gambia: Jatta, Ann-Therese
Ndong; Bojang, Karamo; Sire-Jallow, Yaya. Authors/contributors: Njie,
Fatou; Boye, Baboucarr; Jallow, Muhammed; Gaye, Jawara; Sey, Pay; Sanneh,
Momodou;Jatta, Nuha; John-ceesay,Anna; Jeng, Momodou; Joof, Ibraham.
Thematic Coordinator: Naidoo, Jordan.
African Experiences Country Case Studies series No.6. ADEA Secretariat.
2005. Also exists in French.
As part of an Education For All (EFA) 2000 Assessment, the Gambia conducted
a Monitoring of Learning Achievement (MLA) study to assess the condition
that may influence learning. The study sought to answer why private
schools performed better then government and missions schools during
the MLA survey and similar national assessments. The findings suggest
that : School management style; availability of basic teaching and learning
resources; quality of monitoring and supervision; professional support
provided for teachers may explain the disparity in performance.The study
also analyses head teachers, teachers, pupils and parents' views about
the choice of the schools, the results and outcomes.
Practicing
Critical Reflection in Teacher Education in Namibia.
Research coordinated by The National Institute for
Educational Development (NIED): Namibia. Authors/contributors : Pomuti,
Hertha; Leczel, Donnakay; Liman, Mohammed; Swarts, Patti; Van Graan,
Mariana (Team Leader).
African Experiences Country Case Studies series No.5. ADEA Secretariat.
2005. Also exists in French
This case study describes how variations of the Critical-Practitioner
Inquiry, a method of training and supporting teachers, have been used
in three teacher education projects in Namibia. The study uses data
from an ongoing assessment, and there is evidence that the critical-practitioner
inquiry has influenced the classroom practice of some Basic Education
Teacher Diploma (BETD) graduates and provided them with skills that
they apply in their teaching. Teachers reflect critically on their own
practice, and there is a positive relationship between self-assessment
scores and outside observers’ scores on their performance.
Zambia’s
Primary Reading Program (PRP): Improving Access and Quality in Basic
Schools.
(PDF Format 388 Ko)
Research coordinated by The Ministry of Education. Author : Sampa,
Francis K.
African Experiences Country Case Studies series No.4. ADEA Secretariat.
2005. ISBN: 92-9178-055-3.
Also exists in French
The study is about the Zambia Primary Reading Program
(PRP), which uses a variety of approaches to teaching literacy. These
include Zambian New Breakthrough to Literacy, which uses the seven local
languages to teach initial literacy skills. Reading and writing tests
conducted in 1999 before the program started and repeated in 2002 show
encouraging results. The PRP has been been built into every level of
the ministry’s system, including the zone level. The ministry
also has a financial plan for sustaining the program after international
assistance terminates.
Improving
the Quality of Nomadic Education in Nigeria.Going
beyond access and equity
(PDF Format 260 Ko)
A study conducted by the Federal Ministry of Education of Nigeria.
National Coordinator: Atolagbe, Samuel Atoyebi Bamidele. Coordinator
of the study for ADEA: Halaoui, Nazam.
African Experiences Country Case Studies series No.3. ADEA Secretariat,
2005. ISBN: 92-9178-054-5.
Also exists in French
The Nomadic Education Program (NEP) was designed to give
nomads access to high-quality basic education. The study describes efforts
to provide basic education to 3.1 million school-age children of the
nomadic people of Nigeria. It elaborates on the innovative approaches
and the accomplishments achieved. The study gives the goals targeted,
strategies employed and results obtained in initiatives to improve teacher
training, adapt the curriculum and create new materials using local
languages.
Decentralizing the
Management of Education and Diversifying Supply: The Faire-Faire Strategy
in Senegal
by Ministry of Education, Ministry of Public and Private Vocational
Training, Literacy and National Languages. Department of Literacy and
Basic Education (DLBE). Thematic Coordinator: Niane, Boubacar. National
Coordinator: Ndiaye, Alassane. Members of the Technical Team: Ibra,
Diop; Faye Waly; Gueye, Cheikh Pathé; Henaine, Salim; Mara, Mamadou;
Ndiaye, Boubacar.
African Experiences Country Case Studies series,No.2. ADEA Secretariat.
2005. Also exists in French
The fall in the economic growth rate, along with a galloping
population rate and rampant urbanization, leading to increased demand
for social services, the Senegalese minister of Literacy and National
Languages has prepared a strategy to respond to the challenges and in
particular that of the quality and relevance of teaching. This document
analyses the fundamental elements that promotes quality learning. The
authors also recognize the weaknesses in the program and propose solutions
to solve them.
The
Reform of Pre-Service Primary Teaching Training in Guinea: Assessing
implementation
by the Ministry for Technical Education and Vocational Training:
Bah, Elhadj Alpha Mamadou; Diané, Baba, Fofana, Misbabou; Fofana,
Djibril; Bar, Ibrahima; Fernandez, Sékou; Bah, Kadiatou. National
Coordinator: Thiam, Faoura.Thematic Coordinator: Dembélé,
Martial
African Experiences Country Case Studies series No.1. ADEA Secretariat.
2005.
Also exists in French.
The massive recruitment of primary school teachers for
the 10 years ahead is an objective of many African ministries of education.
This study describes the way in which the officials in Guinea took on
the challenge to train over 2,000 teachers per year, given that, until
1997, they were only able to train 200. This resulted in the lack of
teachers and low rates of schooling. This study describes the positive
results of a two-year model based on the dual system of professional
training, conceptually oriented by active pedagogy, learning-centeredness,
reflective practice, and socio-constructivism.
The Redeployment of Teachers in Guinea
Operational Management and Results
By Condé, Alamah and Sow, M.A.
Successful Experiences Series. ADEA Secretariat, 2001 ISBN: 92-9178-030-8.
Second edition.
Also exists in French.
The report describes how Guinea carried out the
redeployment of its teaching staff between 1992 and 1993, drawing attention
to the social and political aspects of adjustment. As a result of this
experience, significant efficiencies were developed that led to increased
enrollments in both urban and rural schools without increased costs.
Further to the success of the first edition prepared in 1996, this second
edition was prepared to provide a more complete and comprehensive report
of interest to the entire African education community. It includes additional,
updated information, and highlights issues involved in management and
communications, and brings to light the results obtained since the teacher
redeployment process was completed.
The Redeployment of Teachers
in Guinea
by Condé, Alamah.
Successful Experiences Series. DAE [Donors to African Education
(original name of ADEA)], 1996. Also exists in French. Out of print.
First edition.
Uganda: The Integration of Child
Soldiers into the School System
by Colonel Kale Kayihura.
Successful Experiences Series. ADEA Secretariat, 2000. ISBN: 92-9178-018-9.
Also exists in French.
This document describes the objectives and strategies adopted to integrate the children into the school system. It outlines the steps taken to make the program operational, its successes, the difficulties encountered and the lessons learned. Although the process of integrating child soldiers in Uganda was dictated by the country's own circumstances, it may serve as a useful example for other countries facing similar circumstances.
Country-Led Aid Coordination
in Ghana
by Harry Sawyerr.
Successful Experiences Series. ADEA Secretariat, 1997.
Also exists
in French.
Countries in Africa are hard pressed to provide
basic educational services in a context of many demands and scarce resources.
External funding is thus important for African educational development.
However, a major criticism of foreign aid is that it is donor-driven.In
the early 1990s, Ghana initiated a process to gradually reform its relationship
with funding agencies. The process is documented in this ADEA Successful
Experience paper written by Hon. Harry Sawyerr, former Minister of Education
of Ghana.
ADEA
Conferences
Education
Sector Responses to HIV and AIDS : Learning from good practices in Africa
Prepared by RISPEL, Laetitia with LETLAPE, Lebogang and METCALF,
Carol
The Commonwealth Secretariat, ADEA and the Human Sciences Research
Council, 2006.This document reviews the background and the proceedings
of the Africa regional workshop which was organized jointly by the Commonwealth
Secretariat and ADEA on 12-14 September 2006 in Johannesburg, South
Africa. The aim of the workshop was to provide a forum for sharing and
reviewing HIV/AIDS good practices in the education sector. The report
looks at HIV/AIDS in schools and the impact on teachers and pupils.
It reviews the responses made by education and community programs. Recommendations
emanating from the workshop apply to teaching an learning materials,
curriculum development approaches, teacher training, as well as educational
approaches to out of school youth, and community responses to orphans
and vulnerable children.
Growth and expansion of private higher education in Africa
Edited by VARGHESE, N
UNESCO/IIEP, ADEA, 2006. ISBN: 9*78-92-803-1294-2.The
private sector is a fast growing segment of higher education in many
African countries. Both policy support and increasing social demand
for higher education have created a supportive environment for the growth
and expansion of private higher education institutions in Africa. This
expansion primarily takes the form of self-financing or for-profit institutions,
while some are funded by religious agencies. This publication is based
on IIEP research and a policy forum held in 2004 in collaboration with
the Association of African Universities (AAU) and the Association for
the Development of Education in Africa (ADEA). It analyzes the policy
changes that have taken place in a number of African countries in favor
of the private sector, both as a reaction to and as a stimulus for the
new trends. It examines the patterns in the growth and expansion of
private higher education institutions, and their management and sources
of financing.
Education for Rural People in Africa
FAO, UNESCO/IIEP, ADEA, 2006. ISBN: 978-92-803-1295-9.
Against a background of widespread rural poverty, illiteracy
and food insecurity, the FAO and UNESCO launched in 2002 a flagship
program entitled 'Education for Rural People' (ERP). This led to a number
of initiatives, including the regional seminar on Education for Rural
People in Africa, jointly organized by the FAO,ADEA and IIEP/UNESCO
in September 2005, in Addis Ababa. The seminar, which brought together
ministers of education, agriculture, rural development and fisheries
as well as civil society organizations in Africa, was held to help make
the education of rural people a top priority in national policies and
strategies and provide education and training for rural people by strengthening
policies, capacities and investment in ERP and poverty reduction. This
publication which draws upon the results of the seminar, analyzes the
needs of rural people within their diverse educational contexts and
discusses promising ways of using planning and monitoring to respond
to EFA and rural development challenges.
The ethics
of international cooperation and the effectiveness of human rights.
Acts from an international inter-institutional colloquium, at the university
of Bergamo, Italy.
Edited by GANDOLFI Stefania, MEYER-BISCH Patrice and TOPANOU Victor
University of Bergamo/UNESCO - ADEA - L'Harmattan 2006. ISBN: 2-296
01365 1. In French only.
This publication reports the proceedings of the seminar
held in Bergamo, Italy, from 12 to 14 May 2005. The goals of the seminar
were to study how the degree to which human rights are truly effective
guides the philosophy of international cooperation and partnerships,
to compare the policy objectives of international cooperation, to contribute
to defining a pedagogy of development that promotes sustainable development,
to contribute to the formulation of guidelines of international cooperation
geared toward securing effective human rights and valuing cultural diversity,
and thus to contribute to methods of observation and establishment of
partnerships. To think about the ethics of cooperation, it is necessary
to think about the meaning, purpose and values of the human being, who
is both the fundamental principle and the end goal of development, as
well as about the effectiveness of the standards that define the human
being.
Constitutional
and Legal Bases of the Right to Education Round table.
Conference of Ministers of Education of African Member States (MINEDAF
VIII) December 5, 2002.
UNESCO and ADEA 2005 ISBN 92-9178-073-1
This volume brings together reflections of Ministers
of Education, members of UNESCO's Executive Board and Government experts
who participated in the meeting. It throws light upon various dimensions
of the right to basic education from international, regional and national
perspectives, with a focus on Education for All (EFA) as a high priority.
It also contains Recommendations resulting from the Round Table and
shows how important it is to continue to promote normative action on
EFA.
Other
Publications
Preparation of the Education Sector Development Program in Ethiopia
by John Martin, Riitta Oksanen and Tuomas Takala.
ADEA Secretariat, 2000. ISBN: 92-9178-021-9.
Also exists in French.
The Education Sector Development Program in Ethiopia
(ESDP) is the first five year phase of a 20 year Sector Wide Approach
(SWAP) aimed at increasing access, improving quality, increasing effectiveness,
achieving equity and expanding finance at all levels of education in
Ethiopia. This report records the results of the ESDP self-assessment
by those who were most closely involved in the process. The study provided
all participants-Ethiopia stakeholders, donor representatives and consultants-with
an opportunity to reflect and contribute their views on the design and
preparation of the ESDP.
Government's Coordination of Aid
to Education: The Case of Namibia
by Peter Williams.
This study analyses the situation in Namibia as it stood
at the end of 1994 and documents the process that a government can use
to coordinate external assistance to the national education system.
This can serve as a reference to other African countries as they explore
approaches to improved management of external support for their education
systems. Although there has since been some reorganization of structures
for educational administration and management of external aid in Namibia,
and despite changes in government organization, many of the basic principles
explored in the study remain valid.
DAE [Donors to African Education (original name of ADEA)], 1995. Out
of print. Will be made available on the ADEA Web Site.
Making Debt Work For Education -- How Debt
Swaps Can Contribute to African Education
by Neil Saravanamuttoo and Christopher Shaw.
DAE [Donors to African Education (original name of ADEA)], 1995. Out
of print. Will be made available on the ADEA Web Site. Also exists
in French.
This document explains debt swaps which have been
an alternative for developing countries where the overwhelming volume
of debt precludes full repayment of loans. Using charts, graphs and
concrete examples, the authors outline the basic prerequisites of eligibility
for a swap, as well as mitigating factors and inherent risks. The Technical
Annex includes a description of how Zambia managed a US$ 200 million
commercial debt reduction through a debt swap.
Databases
and Statistical Profiles
ADEA Profile: Database on ADEA activities. (CD-Rom)
ADEA has recently updated and improved the compilation
of information on its working groups and programs in 48 sub-Saharan
African countries. This database contains information on more than 800
activities, including their results and lessons learned. Profile also
lists over 300 references, of which over 200 can be consulted in electronic
format. Beneficiary countries can also be consulted by activity as well
as through the names and roles of agencies/organizations associated
with ADEA. Profile also contains the names and addresses of nearly 1500
contacts from more than 500 organizations/agencies/African ministries
of education who participate directly or indirectly in ADEA activities.
ADEA PRISME
ADEA PRISME 2005. Program and Project Information System on
Education (CD-Rom)
ADEA Secretariat, 2006. ISBN: 92-9178-069-3.
Also exists in French.
ADEA PRISME contains information on education projects in sub-Saharan
African countries. This descriptive database contains information from
28 funding agencies covering more than 2000 projects in 48 countries
of sub-Saharan Africa. The database was originally designed to foster
greater coordination among funding organizations. PRISME 2005 can be
consulted through a user friendly, interactive program., running under
Windows 95 and above. Prisme 2005 is an updated version of the data
contained in the previous version (ADEA
PRISME 2002 ISBN: 92-9178-034-0)
SPESSA 1999
Statistical Profile of Education in Sub-Saharan Africa
CD-ROM and User's Guide, Version 2
ADEA Secretariat, 1999. ISBN: 92-9178-010-3.
Also exists in French.
SPESSA is an interactive database of statistics contained in the ADEA Statistical Profile [see below], along with demographic and economic indicators. SPESSA allows for the creation of graphics comparing data across countries over time. Data and graphics can be copied into other Windows and non-Windows applications using the Windows clipboard. Data sets can be downloaded into formats compatible with most word processing and spreadsheet programs.
Audio-Visual
Productions
Videos have been produced by ADEA for its Biennial Meetings which
are an opportunity to share and learn from promising experiences taking
place in sub-Saharan Africa and other regions of the world. For the
2006 Biennale, ADEA produced four films to illustrate the following
themes: effective literacy programs; successful and affordable early
childhood development programs; parent and community participation;
school leadership. For its 2001 Biennial Meeting, ADEA showed two videos
documenting innovative approaches to EFA in El Salvador, Guatemala,
India and Bangladesh.
The Education Biennale. Sharing and learning, visions and strategies
ADEA's main mission transpires through out this film, shot during
the Libreville Biennale in Gabon (March 27-31, 2006). ADEA's mission is
depicted. The Biennales are Africa's major event on education, a high
point of ADEA's life and an exceptional forum for dialogue and sharing
of educational visions and strategies. They are also a unique venue gathering
Ministers of Education and officials from African Ministries of Education,
representatives from international development agencies, regional organizations,
NGOs, and civil society organizations, education researchers and specialists.
Produced and directed for ADEA by "Les films du
passeur", 2006. Film in French and English. Lenghth of film: 30 minutes.
DVD-Rom - price 10 €
Literacy in Burkina Faso: Report on a Village in the Fada regionThis
film looks at a small village of around a hundred inhabitants, approximately
30 young men and women, -the main village workforce-who take part in an
experimental literacy program. In addition to the adjustments due to the
learning process (reading, writing and arithmetic), the family life and
that of the village is also transformed.
Produced and directed for ADEA by "Les films du passeur",
2006. Original language in French with English subtitles provided. Length
of film: 30 minutes. DVD-Rom - price 10 €
Parent and Community Participation in Kinshasa, Congo
This film is based in a poor suburb of Kinshasa where the parent/students
association and the local community have been working together for over
a decade towards the construction and management of the primary school,
including teachers' salaries. This film shows how, despite setbacks, (such
as a teachers' strike) the group pursues plans for the project, parent
participation being, once again, the principal source of financing.
Produced and directed for ADEA by "Les films du passeur",
2006. Original language in French with English subtitles provided. Length
of film: 30 minutes. DVD-Rom - price 10 €
Early Childhood Development in Kassese, Uganda
In a small mountain village inhabited mainly by war refugees, the women,
together with UNICEF, have worked together to create a childcare centre
for pre-school children from 2-5 years. The children will be given the
solid beginnings to an education which will prepare them for the future.
The functioning of this childcare is based on a vast network of solidarity:
the parents benefit in turn from all the advantages that this network
offers: literacy training, information on health, assistance, and support
in financing their projects, and more…
Produced and directed for ADEA by "Les films du passeur",
2006. Original language in English with French subtitles provided. Length
of film: 30 minutes. DVD-Rom - price
10 €
School Leadership in a Primary School in Guinea
This film focuses on a Guinea primary school, where the headmistress chose
to improve the level of teaching of all the primary school teachers in
the school. Training was provided at the school itself, and the teaching
methods were upgraded and reinforced. The headmistress also called upon
other community networks and partnerships ( pupil/parent associations,
neighborhood cooperatives, NGO's) to contribute to the enhancement of
the project.
Produced and directed for ADEA by "Les films du passeur",
2006. Original language in French with English subtitles provided. Length
of film: 30 minutes. DVD-Rom - price 10 €
Sharing and Learning: El Salvador and Guatemala
Produced and directed by ECOLIVET, Katrina J.
This documentary film presents Education for All strategies set up in
Guatemala and El Salvador, which formed part of a broader effort to establish
peace after several years of civil war. The reforms reflect both the government's
political determination and the strong desires of the communities to improve
school coverage and the quality of learning among disadvantaged groups,
particularly in rural areas. The methods used emphasize self-learning,
progressing at the individual's own pace, and self-management by the governing
bodies set up in the schools. In El Salvador, the reforms are also aimed
at expanding access to education, improving the quality of education,
and reducing repetition and dropout rates in disadvantaged areas.
Steps for Mankind Productions for the World Bank with
support from the Norwegian Education Trust Fund, 2000. Available in English.
A bilingual (English/French) version is also available. 26' - PAL -
price 10 $ US
Sharing and Learning: Bangladesh and India
Produced and directed by ECOLIVET, Katrina, J
This documentary film presents the results of two innovative educational
programs in Bangladesh and India, which have achieved important progress
in terms of access and equity in education. The Bangladesh Rural Advancement
Committee (BRAC), set up in 1972 to rebuild and develop rural areas, uses
alternative, results-oriented teaching schemes. Great attention is given
to training the teachers who subsequently benefit from on-going support
and supervision systems as well as regular further education. This large-scale
program gives ample liberty to local districts to define their own needs
and priorities. India has succeeded in reaching the dual goal of meeting
the very diverse learning needs of its minority populations while expanding
mass education. In 1994, the government launched the District Primary
Education Project (DPEP) to improve education access for disadvantaged
children. The program has been an overall success, leading to a rise in
enrolment rates and a drop in repetition rates between 1995 and 1999.
Steps for Mankind Productions for ADEA, with support
from the Norwegian Education Trust Fund, 2001. Available in English. A
bilingual (English/French) version is also available, 20' - PAL - price
10 $ US
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