December 2004 ADEA Briefs
Colloquium in Harare focuses on t each ing in a world
of AIDS
Under
the banner “Teaching in a world with AIDS”, the UNESCO Harare
Cluster Office in collaboration with the UNESCO Division of teacher
Education and ADEA met in Zimbabwe from November 29 to December 1, 2004
for a sub-regional colloquium.
Participants
identified five key needs:
- To disseminate information on the Global Initiative
on HIV/AIDS Prevention Education
- A renewed focus on the role of teachers in prevention
- University preparedness for research and teacher training
-
A new approach to managing personnel in the face of HIV/AIDS, and
-
Strengthening links between schools and local communities
Besides the Zimbabwe
teachers, the meeting was attended by representatives of the Ministries
of Education and Higher Education, Teachers
Unions and National AIDS Council and other
participants from five countries: Botswana, Malawi, Mozambique, Zambia
and Zimbabwe.
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Second global Consultation on Education
in Crisis and Early Reconstruction considers best way to ensure mimimal
education standards during emergencies
The
Inter-Agency Network for Education in Emergencies (INEE) organized the
2nd Global Consultation on Education in Crisis and Early
Reconstruction in Capetown, South Africa, December 2-4, 2004.
ADEA
participated as part of the follow-up to the June 2004 Ministerial Conference
on Education in Crisis and Post-Conflict Situations, which took place
in Mombasa.
Besides the Ministerial
Round Table organized by the Commonwealth Secretariat and ADEA, the
meeting offered a high-visibility event for announcing publication of
the “Minimum Standards for Education in Emergencies, Chronic Crises
and Early Reconstruction.” The document gives guidelines for maintaining
minimum quality and access, and provides a strong advocacy tool with
which to promote education as a core element of humanitarian assistance
to humanitarian organizations, governments, donors and populations affected
by crisis.
INEE
was founded in 2000 after the World Education Forum in Dakar as an open
network of UN agencies, non-governmental organizations, community members,
practitioners, experts, donors and researchers working together to ensure
the right to education in emergencies and post-crisis reconstruction.
Through advocacy, communication, information-sharing and the distribution
of materials, INEE promotes improved collaboration and effectiveness
in education responses during crisis and
post-crisis reconstruction.
> Minimum
Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
http://ineesite.org/
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ADEA
Participation in External Meetings |
Seminar at UNESCO focuses on t ecognizing
the value of experiential and professional learning
December 9-10 2004, ADEA participated in
an “International Seminar on the Recognition of Experiential and
Professional Learning” held in Paris and organized by the French
National Commission for UNESCO.
The Seminar brought together representatives from five continents (Africa,
North and South America, Europe and Asia) and major multilateral and
bilateral agencies, NGOs and associations.
The challenges discussed ranged from how
to put in place national accreditation frameworks and coordinate the
different types of programs, to what types of skills should be recognized.
A framework for further collaboration on this issue between countries
and specialized agencies was thus initiated.
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ADEA explores closer cooperation
with the UNESCO-NGO Reflection Group on EFA
At the invitation of the UNESCO NGO Reflection
Group on EFA, ADEA presented the activities of its Working Group on
Quality Education at their meeting held on December 13, 2004.
Activities include work carried out by ADEA
in preparation of its 2003 Biennial Meeting focused on improving the
quality of basic education in sub-Saharan Africa, and follow-up activities.
Discussions centred on the role of governments, civil society and NGOs
in improving literacy programs at school, and because of the shared
interests the NGO-EFA Reflection Group was asked to contribute to preparations
in view of ADEA’s next Biennial Meeting.
The NGO-EFA Reflection Group has been asked
to identify and describe concrete experiences with regard to quality
improvement of literacy programs at school and class level.
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Senegal completes review
of its 10-year education and training program
The fifth annual review of the first phase
(2000-2004) of Senegal’s 10-year program of education and training
(PDEF) took place in Dakar on 7 and 8 December 2004. Moustapha Sourang,
the Minister of Education presided, joined by four other ministers responsible
for education.
The opening ceremonies included speeches
by the Coordinator of PDEF, a representative of the lead funding agency,
a representative of community associations, and the Ministers of Education
and Economy and Finance.
The review highlighted notable progress
in improving access to education (the gross enrolment rate (G ER) went
from 69% in the year 2000 to 80% in 2004 )and many new classrooms were
built, new education volunteers were recruited, financing improved and
the gap between boys and girls’ enrollment in primary school decreased.
However, it was clear that huge inadequacies remain in the quality of
learning, higher education and in managing education in a context of
decentralization. Phase II will focus on these issues.
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Mali, Niger, Guinea and
Burkina Faso consult on teacher training and promoting bilingual education
Are there appropriate strategies for teacher
training in the area of bilingual education? What factors hold back
scaling up bilingual education? These questions were at the center of
discussions between education specialists coming from Mali, Niger, Guinea
and Burkina Faso at a workshop held in Ouagadougou on December 19, 2004.
The Executive Secretary participated in
this workshop organized by UNESCO and Burkina Faso’s Ministry
of Basic Education and Literacy (MEBA).
The workshop focused on relevant strategies
and methodologies for teacher training and obstacles holding back the
scaling up of bilingual education (costs and sources of financing, training
materials, teacher mobility, challenges posed to the s caling up to
other geographical regions and other languages) .
At the end of the workshop participants
recommended that a framework for the sharing of experiences between
countries that are engaged in bilingual education be set up in order
to consolidate achievements.
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