WGDEOL and UNESCO BREDA launch OpenED, ambitious digital training program
From February 10 to 12, the Working Group on Distance Education and Open Learning (WGDEOL), the UNESCO Regional Bureau for Education in Africa (BREDA), and the Francophone Digital Campus (CNF) hosted in Dakar, Senegal a workshop to launch the OpenED (Open Education) Initiative, an ambitious program to use information and communication technology in education (ICTE). OpenEd, which will involve 17 countries in its initial phase and eventually cover the entire continent, will employ digital media to train the large number of qualified African educators needed to achieve quality primary education for all. In addition to expanding Africa's teacher training capacity, the initiative is designed to train African educators in the creation, management, and evaluation of teaching/learning content that is endogenous, contextualized, and accessible from a distance. Such content is envisioned for use in both formal and non-formal education and in literacy programs. At this preparatory workshop, 11 high-level African experts specializing in distance training worked under the coordination of Senegal's Inspector-General of ICTE to analyze and finalize OpenED, construct the open-source course management system (CMS), prepare modules, and produce interactive multimedia content for the training program.
Additional information: OpenEd press release
Contacts: Nieshaakema James-Sarr, WGDEOL Coordinator, firstname.lastname@example.org,
Kaviraj Sukon, WGDEOL Coordinator, email@example.com, Geneviève Puiségur-Pouchin, WGDEOL Technical Committee, firstname.lastname@example.org
ADEA lays groundwork for new African Education Research Award
Because of the importance of research for education policy and reforms, ADEA would like to promote excellence in the production of relevant and quality research within African universities, research institutes and networks, and also among the African Diaspora working and studying in universities in other parts of the world. In line with this goal, ADEA will launch in 2010 the Education Research Award (ERA), which seeks not only to reward excellence in education research in Africa, but also to strengthen the link between African education research and African education policy-making. The ERA will encourage Africa-based researchers to publish and support policy-making in their countries. It will also provide researchers working on the same topics an opportunity to share experiences and participate in ADEA Trienniales with a view to facilitating interaction with decision-makers who can use research results in defining policies and making policy decisions.
The concept of this award will be further refined in consultation with the Educational Research Network for West and Central Africa (ERNWACA) and the Educational Research Network for East and Southern Africa (ERNESA), as well as the Africa Special Interest Group (ASIG) of the Comparative and International Education Society (CIES). A road-map towards the establishment and launch of the award will be developed in the coming months.
Contact: Hamidou Boukary, Education Program Officer, ADEA Secretariat, email@example.com
Mission to the Republic of Korea fosters new partnerships
From January 26 to 29, 2010 the Executive Secretary of ADEA, Ahlin Byll-Cataria, joined the Minister of Basic Education of Burkina Faso and the coordinator of the ADEA Working Group on Non-Formal Education (WGNFE) on a mission to Seoul, Korea. In addition to giving a presentation on education's role in alleviating poverty in Africa at an international education conference, Mr. Byll-Cataria also met with the President of the Korea International Cooperation Agency (KOICA) to discuss partnership opportunities and extend an invitation to ADEA’s Steering Committee meeting in May 2010. Mr. Byll-Cataria also met with the presidents of the Korean Educational Development Institute (KEDI), the Korea Institute for Curriculum and Evaluation (KICE), and the National Institute for Lifelong Education (NILE), as well as the Secretary of Education of South Korea. All expressed keen interest in developing partnerships with Africa in the field of education. The Korean government seeks to sponsor education research in Africa and to share its expertise on how the Korean education system has contributed to the development of its country. ADEA is already facilitating discussions between KEDI and the Ministers of Education of the Democratic Republic of Congo and Ethiopia. A memorandum of understanding between ADEA and KEDI was signed during the mission.
Contact: Koumba Boly, WGNFE Coordinator, firstname.lastname@example.org
WGTP joint study on school leadership shows more training needed for school principals
Head teachers and school principals need new skills to adapt to a changing work environment that reflects the complex and changing world of education, according to the Needs Assessment Analysis Report on School Leadership, a joint study conducted by the Working Group on the Teaching Profession (WGTP) and the Commonwealth Secretariat. Trust building and collaboration, instructional leadership and human resource development, and school improvement and development were identified as the greatest needs for school leaders in Botswana, Namibia, Tanzania, Uganda, Ghana, and countries from other regions of the world (Barbados, Jamaica, Malaysia, Singapore, and St. Lucia). Senior officials from these countries met in London from January 18 to 29, 2010 to review the study and agree on the process and steps for the second phase of the project, which includes developing training materials on school leadership and designing a training program. The study, which covers Commonwealth countries from Asia and the Caribbean, paves the way for inter-regional collaboration and cross-fertilization of experiences in the area of school leadership. The study is set to be published soon.
Contact: Virgilio Juvane, WGTP Coordinator, email@example.com
WGDEOL Steering Committee calls for enhanced collaboration with other working groups, particularly in the area of ICTs
On January 19, the Working Group on Distance Education and Open Learning (WGDEOL) held its Steering Committee meeting to plan its scope of work for the year. Committee members emphasized that “technology is a common thread that can link all the ADEA working groups, enhance their visibility, and create synergies." With this in mind, WGDEOL is actively reviewing other working groups' 2010 work plans to identify opportunities to collaborate and provide technical support.
The Working Group on the Teaching Profession (WGTP), which attended the meeting, and WGDEOL agreed on implementing joint activities that include the training of teacher trainers with ICT-enhanced programs. WGTP is planning to review the status of teacher training institutions in Africa to gain relevant information on their current capacity, programs offered, and the like. To support this effort, WGDEOL will help fill in the ICT gaps. In the very near future, both working groups will endeavour to design online courses in different knowledge areas to support teacher trainers at teacher training institutions. This is planned within the framework of the WGDEOL/UNESCO BREDA OpenED project.
Contact: Akema James-Sarr, WGDEOL, firstname.lastname@example.org
and Jean Adotevi, WGTP Regional Coordinator West Africa, email@example.com
WGEMPS redefines its vision, mission and priorities for medium term strategy
From December 9 to 11, 2009, a small group including members of the ADEA Secretariat joined the Working Group on Education Management and Policy Support (WGEMPS) in a planning session to discuss repositioning WGEMPS in terms of its vision and mission. Participants also deliberated on the working group's medium term strategy, noting the need to embrace the principle of country ownership and renewing the focus on capacity building at sub-national, national and regional levels. Also stressed was promoting advocacy and policy dialogue in the areas of systems management, finance, and sector analysis.
Contact: Angela Arnott, WGEMPS/NESIS Coordinator, firstname.lastname@example.org
SADC Ministers decide to implement EMIS based on documents developed by WGEMPS
At a meeting of SADC Ministers responsible for Education and Training, which took place in Kinshasa, DRC, March 15-19, several decisions were made regarding monitoring progress of education in the SADC region. Among these, the Ministers approved the recommendations by the Technical Committee on EMIS (TCE), which are based on the findings of the EMIS Assessment survey carried out by the Working Group on Education Management and Policy Support (WGEMPS) in 2008. They urged Member States to adopt and implement them in their EMIS systems. The Ministers also approved three key EMIS documents developed by WGEMPS on behalf of the SADC Secretariat:
- The Regional Education and Training Implementation Plan (RETIP) Monitoring Framework, the prioritised list of indicators to be used in the short-term, and the SADC/AUC Reporting Template for Member States;
- The Regional EMIS Norms and Standards: the Ministers mandated the TCE to develop the assessment framework and tool for monitoring adherence of the Norms and their standards;
- The Regional EMIS Capacity Building Strategy: the Ministers mandated the TCE, in collaboration with UNESCO and WGEMPS, to mobilze resources and start its implementation.
More information :
Contact : Shem Bodo, email@example.com or Lomthandazo Mavimbela, firstname.lastname@example.org
WGEMPS mission to Zanzibar carries out EMIS diagnosis
March 15-16, 2010, the Working Group on Education Management and Policy Support (WGEMPS) carried out a diagnostic mission in Zanzibar to look at ways of improving on their EMIS. Their revised data collection instrument was re-examined to ascertain whether all the required outputs could be produced from data items on the questionnaire. A new database was developed based on the new data collection instrument.
Contact : Alassane Oueadrogo, GTGEAP, email@example.com; Simplisio Rwezuva, GTGEAP, firstname.lastname@example.org
WGBLM continues research on book procurement and selection in Africa
In an effort to more effectively influence book procurement policies across Africa, the Working Group on Books and Learning Material (WGBLM) is researching book procurement methods in Southern, Eastern, and Northern Africa. WGBLM has conducted the Nigerian leg of the study, and will begin field work in Mozambique in March 2010. To date, 18 countries have sent information on their book procurement. From this data, as well as case studies, WGBLM expects to draw some rich conclusions about effective models of book procurement in Africa. Once all fieldwork is completed and analyzed, the WGBLM will hold workshops to refine the study’s findings and present results to the participating countries. The study will then be published and disseminated as widely as possible for maximum impact on book procurement policies in Africa. WGBLM has also produced a training manual on book selection, which was piloted in Nigeria in November 2009. The training will be rolled out this year to ministries of education and other stakeholders in the book industry.
Contact: Nadine Hugo, WGBLM Coordinator, email@example.com
Other activities and partnerships
Results of the 2008 Biennale on Post-Primary Education are presented at CIES Conference
The Comparative and International Education Society (CIES), which includes more than 2000 academics, practitioners, and students from around the world organizes each year a conference that is a unique opportunity for networking and exchange on research and practice in education around the world. The 2010 Conference, held this year in Chicago March 1-5, 2010 discussed the theme « Re-imagining Education ».
ADEA presented the results of the 2008 Biennale on Post-Primary Education, which took place in Maputo, May 5-9, 2010, during a panel that presented three papers:
- the first paper provided the context of post-primary education development in Africa. It presented the dynamics of post-primary expansion within the wider socio-economic environment, addressing key issues in post-primary education reform in Africa and the lessons learned over the years.
- The second paper presented the conceptual framework developed by the 2008 Biennale for reviewing post-primary education. It addressed the three main sub-themes explored by the Biennale: (i) Towards 9-10 years Education for All: Promising policies and strategies ; (ii) Skills development and the world of work : Challenges for education and training, and; (iii) Preparing knowledge workers for Africa’s development: Articulating secondary education with higher education.
- The third paper focused on the strategic directions for Basic Education-Post Basic Education and Training (BE-PBET) development advocated by ADEA. The indicative policy framework developed by the Biennale and descriptions of conducive environments for implementing these policies were also presented.
The panel highlighted the paradigm shift proposed by ADEA - in both the substance of post-primary education and the structure of its provision - as a basis for further expansion of post-primary education, and the improvement of its quality and relevance.
Contact: Hamidou Boukary, Education Program Officer, ADEA Secretariat, firstname.lastname@example.org
ADEA participates in launch of 2010 EFA Global Monitoring Report in Switzerland
On 3 February 2010, ADEA Executive Secretary Ahlin Byll-Cataria participated actively in the Swiss launch of UNESCO's 2010 EFA Global Monitoring Report (GMR), which focuses this year on education for marginalized groups. The report was presented by the GMR Director, Kevin Watkins. The aim of this event was to instigate a discussion on the theme of the report between ADEA, the International Bureau for Education (IBE), ENDA Tiers Monde and Swiss stakeholders (the Swiss cooperation agency DDC, NGOs, members of parliament, universities) and to appeal for their support in tackling the challenges facing education for marginalized people. The speakers discussed the exclusion of marginalized persons, not only from education but also, and most importantly, from society. Governments have not yet managed to satisfy their right to education and to offer them an education system that goes beyond a mere two to four years of schooling, thus condemning these people to a poor or unsuitable education that considerably reduces their chances of becoming integrated in society. Yet solutions do exist: they range from the diversification of education and training to the adoption of multilingual education policies to the inclusion of NGO-inspired innovations in national education plans.
The Executive Secretary reminded the participants that in many African countries, marginalized groups make up a considerable proportion of the population – rural peoples, nomads, ethnic minorities and women who do not have access to education – and that education for these groups is becoming a real challenge for economic and social development. He spoke of the challenges tackled by ADEA to improve marginalized groups’ access to an education of good quality: ensuring that quality learning spreads to the majority of schools and literacy centers, so that the students who leave them will not simply rejoin the ranks of the marginalized; establishing linkages between education, training and skills development to promote the social, occupational and economic integration of young people. The Executive Secretary finally encouraged the Swiss stakeholders to pursue their efforts towards the education of marginalized populations, while keeping the specificities of their action in this area, i.e. long-term support, cooperation with civil society actors and adapting the provision of education to the needs and conditions of the different groups.
The afternoon was devoted to identifying avenues to improve research, programs and advocacy strategies in favor of the education of marginalized groups. The launching event was organized by the Swiss Network for Education and International Cooperation and UNESCO's International Bureau on Education (IBE) with support from the Swiss Agency for Development and Cooperation (SDC).
Additional information: www.efareport.unesco.org, www.sdc-education.net,
Contact: Mary-Luce Fiaux Niada, Working Group on Non-Formal
Education (WGNFE) leader
ADEA attends 9th Meeting of the High Level Group on Education For All (EFA)
The EFA High Level Group meeting brings together high-level representatives from national governments, development agencies, UN agencies, civil society, and the private sector. This year’s event, which took place from February 23 to 25 in Addis Ababa, was organized with the African Union and the government of Ethiopia and focused on marginalized groups and the impact of the financial crisis on education. ADEA facilitated preparation of a study on the financing of education in Africa, which explored in more detail the lessons learned during the Conference of African Ministers of Education and Finance organized by ADEA in March 2009. ADEA's Working Group on Education Management and Policy Support (WGEMPS) also facilitated a side meeting on the AU's Outlook on Education Report for ministers and key partners.
The UNESCO director-general joined with education ministers from several African states and education specialists from around the world in a final communiqué that said governments should resist cuts on education funding. “On the contrary, national governments and donors should multiply their efforts in the current global context to safeguard the hard-won gains made in education over the last decade and offset national revenue losses in the world’s poorest countries,” they said. “Unless the global community takes determined and targeted action to reach the marginalized, there will be an estimated 56 million children still out of school in 2015.”
Contact: Angela Arnott, WGEPS/NESIS Coordinator, email@example.com
CONFINTEA VI Belém Framework for Action gives direction to adult learning
From December 1 to 4, 2009, 156 states joined representatives of civil society organizations, social partners, multilateral agencies, and the private sector to participate in the Sixth International Conference on Adult Education (CONFINTEA VI) in Belém do Pará, Brazil. National reports submitted to CONFINTEA VI have shown some progress and innovation in adult learning and education within a perspective of lifelong learning. Adult learning flourishes when states implement decisive initiatives in alliance with key civil society institutions, the corporate sector, and workers’ associations. To strengthen and reinforce these efforts, CONFINTEA VI adopted the Belém Framework for Action. It offers recommendations on adult literacy, policy, governance, financing, participation, inclusion and equity, quality, and monitoring the framework's implementation. A clear emphasis has been placed on literacy actions for women and highly disadvantaged populations, including indigenous people and prisoners, with an overall focus on rural populations. As chairman of the Belém Framework drafting committee, the Executive Secretary of ADEA played a key role in the development of this document.
Contact: Koumba Boly Barry, WGNFE Coordinator, firstname.lastname@example.org
ADEA Executive Secretary attends FAWE 8th Donors' Consortium Meeting
The Forum of African Women Educationists (FAWE) held its 8th Donor meeting March 22-23 in Kampala, Uganda. On this occasion, it presented its annual report and the findings from a research conducted on girls’ education and gender parity in the school environment and in the work place. Plans for the coming year were also presented.
Two major presentations were given: one on the use of gender audits to ensure that gender equity is given more consideration in development programs and above all in the planning and allocation of budget resources; the other on the reality of gender issues in primary, secondary and higher education and in university governance, as shown in the findings of recent research by FAWE. These findings have the following implications for ADEA: to introduce, as planned, the gender dimension in the African Education Research Award to be launched by ADEA this year; to contribute to the training of women researchers in education; to offer internships for young women researchers within ADEA.
Now an associate member of ADEA, FAWE was created at the instigation of ADEA’s former Working Group on Female Participation. Its vision is "a world in which all African girls have access to education, perform well and complete their studies, and gender disparities in education are eliminated". FAWE operates in 32 African countries to empower girls and women through gender-responsive education. It has developed interventions that aim to provide greater educational opportunities for girls and to positively transform the environment in which girls learn. It also works to mainstream the best practices emerging from these interventions into national education systems and practices. FAWE’s interventions include the development of models that have demonstrated what works in improving girls' access, retention and performance in school and their introduction in a number of countries; a program of bursaries to disadvantaged girls and boys; targeted programs such as those addressing HIV/AIDS and conflict situations; and, research on issues related to genderand education to more effectively direct its program activities.
More information on Fawe at http://www.fawe.org
Contact: Marema Dioum, Program Officer, FAWE West Africa Sub regional Office (FAWE WASRO), email@example.com
WGEMPS participates in Côte d'Ivoire's UNESCO-CapEFA Project
WGEMPS is involved in the UNESCO-CapEFA framework in Côte d'Ivoire, and has strongly contributed to the audit and diagnosis of the country's entire Education sector EMIS. February 13 - 27, 2010, following recent activities and the outcome of the EMIS audit, WGEMPS staff, together with the UNESCO Institute of Statistics (UIS) and national partners (ENSEA), reviewed the data collection instrument and also met the main financial and technical partners (among them the World Bank and UNICEF) and discussed a holistic approach in supporting the improvement of the production of education statistics among the six ministries. The meeting raised awareness on the need to undertake necessary institutional and organisational reforms to improve the functioning of the Central Statistics Office. It called for efficient coordination among key partners in supporting statistical data production. An Information and Indicators needs Assessment document was developed with a list of indicators, and a draft proposal of data collection instruments produced for each of the six Ministries (National Education, TVET, Higher Education, Social Affairs, Sport, and Culture and francophonie).
Contact: Alassane Ouedraogo, WGEMPS, firstname.lastname@example.org
Robbert Van de Waerdt leaves ADEA Secretariat
Robbert Van de Waerdt, Education Specialist and Program Officer, is leaving the ADEA Secretariat for new horizons. Robbert's responsibilities included following up on the Working Groups on Books and Learning Materials, Communication for Education and Development, Early Childhood Development and Non-Formal Education. He also played a key role in the preparation of the 2008 Biennale on post-primary education when he joined the ADEA Secretariat in Paris. He joined ADEA in 2007, with the support of the Netherlands Ministry of Foreign Affairs. We wish all the best to Robbert in his future endeavors.
ADEA 2010 Catalogue of Publications
The ADEA catalogue of publications comprises publications and other resources (including videos) produced by the ADEA Secretariat and Working Groups. Publications by former Working Groups are also included.
Download the catalogue from the ADEA home page at www.adeanet.org
ADEA resources on African languages and education
ADEA has produced a wealth of knowledge on African languages and education. These can be downloaded from the ADEA web site pages related to the "Conference on the integration of African languages and culture into education" (Ouagadougou, January 2010), the 2004 Biennale and the 2006 Biennale, both of which focused on improving education quality.
Contact: Thanh-Hoa Desruelles, External Relations and Communication, ADEA Secretariat email@example.com
ADEA CV Experts
Consolidating information on experts in education in Africa
In order to respond efficiently to its partners' increasing requests for the services of African/Africanist education experts, the ADEA Secretariat has developed an on-line curriculum vitae information system, called, CV EXPERTS, which allows one to quickly identify specialists in education.
Through CV EXPERTS, ADEA aims at developing a tool to:
- Serve as a focal repository of profiles of African/Africanist experts involved in the development of education in Africa;
- Manage in real-time information on African/Africanist education experts for ADEA’s partners;
- Promote participation of both young and female African education experts in the development of education in Africa.
CV EXPERTS is a two-pronged tool, that allows the experts to upload on-line their CVs which can then be retrieved by the ADEA partners. CV EXPERTS is accessible via the ADEA website at : http://www.adeanet.org/cvExpert/accueil/welcome.jsp
We encourage all African/Africanists education experts to contribute to the database by adding their CVs in ADEA CV EXPERTS.
For more information, contact Beedeeanun Conhye, Knowledge Management Officer, ADEA Secretariat, firstname.lastname@example.org
Newsletter of the Working Group on Education Management and Policy Support (WGEMPS)
The January-March issue of the WGEMPS Newsletter is now available.
March 1 to April 23, 2010
Specialized Courses Programme (SCP)
Organized by UNESCO International Institute for Educational Planning (IIEP)
The IIEP annually offers eight specialization courses through the SCP to respond to the needs of professionals interested in intensive, short-term, specialized training in specific areas of educational planning and management. The SCP targets educational planning and management professionals working in ministries of education and other government and non-government organizations. It also caters to professionals involved in the design, implementation, and management of education programs and projects in bilateral and multilateral agencies, as well as to specialists in education planning and management from training institutions and universities.
March 22-24, 2010
Conference on Multi-Grade Teaching
Wellington/Paarl, South Africa
Organized by the Working Group on the Teaching Profession (WGTP), the Cape Peninsula University of Technology (CPUT), and the Commonwealth Secretariat and hosted by the Centre for Rural Education of the CPUT
While developing countries in Africa and beyond are confronted with teacher shortages, teacher supply at the national level is marked by regional disparities at the expense of remote rural schools where living and working conditions are difficult. Multi-grade teaching has been identified as a strategy to combat this disparity. This conference aims to share the challenges and lessons learned in implementing multi-grade teaching in African countries and elsewhere. It will focus on policy implications and curriculum adaptation to suit and enhance the multi-grade teaching context. The conference will help raise awareness on the importance of multi-grade teaching as a strategy to improve teaching and learning and address teacher shortages in some education conditions. Over 100 participants are expected to attend the conference, mostly from Africa. Participants are also expected from Asia, the Pacific, the Caribbean, Australia, Europe, and Latin-America.
Contact: Virgilio Juvane, WGTP Coordinator, email@example.com
March 22-25, 2010
Launch of the UNESCO Basic Education in Africa Programme (BEAP): Mauritius Africa Initiative on Early Childhood Development, Care and Education (MAI)
Organized by UNESCO
Education and socio-human national stakeholders will gather to launch the UNESCO BEAP “Mauritius African Initiative.” In addition to reviewing the status of early childhood development (ECD) and early childhood care and education (ECCE) in Mauritius and in the Indian Ocean countries, participants will identify gaps in capacity development, policy planning, and program implementation and monitoring. Partnerships will be mobilized to advocate for quality, equitable, and inclusive basic education with an emphasis on holistic approaches to ECD and ECCE and on South-South/South-North knowledge exchanges.
Contact: Rokhaya Diawara, UNESCO BREDA, firstname.lastname@example.org
April 12-14, 2010
WGEMPS Steering Committee meeting
Organized by the Working Group on Education Management and Policy Support
The meeting will review the activity and financial reports for WGEMPS for 23009, progress in the merger process and the work plan and implementation strategy dfor 2010.
Contact: Angela Arnott, WGEMPS Coordinator, email@example.com
April 19-21, 2010
ADEA Seminar for preparation of the Triennale
Organized by the ADEA Secretariat
The Biennales on education in Africa (now Triennales) are the most important event for cooperation in education for Africa and a high point of ADEA's activities. The next Triennale will be held in 2011. The seminar will discuss the themes to be addressed by the Triennale, the format of the Triennale and the tasks to be undertaken before the event in 2011.
Contact : ADEA Secretariat, firstname.lastname@example.org
April 19-25, 2010
Global Action Week on Financing for Education
This year's theme will be Financing for Education, and the campaign is calling upon Northern Donors and Southern governements to keep to their EFA progmises and provide the money needed to pay for teachers, books, classrooms and other essential elements for quality EFA. The Global campaign for Education (GCE) is collaborating with FIFA on the 1-Goal Campaign. Events will kick off during Global Action Week and the campaign's momentum will continue towards the G8 meeting in Septmeber 2010.
More information: https://www.ctf-fce.ca/Events/GAW/?id=625909
April 26-28 , 2010
Conference of Ministers of Labor and Vocational Training of the Western African region
Planned and organized by the Government of the Republic of Mali, the Commission of the West African Economic and Monetary Union (WAEMU) and the Kingdom of Denmark
Under the "Declaration of Abidjan," the WAEMU Commission has established a platform for exchanges and collaboration that will lay the ground work for the creation of a sub-regional Observatory dedicated to Labor and Vocational Education and Training. It has also called a conference for Ministers responsible for labor and vocational training. WAEMU countries, Cape Verde, and ADEA will attend this meeting to define the strategic and operational outline of the Inter-Country Quality Node (ICQN) on the development of technical and vocational skills (DTVS). Participants will also identify the francophone, anglophone, and lusophone countries to be invited to the workshop that will launch the ICQN in Abidjan this year. The ICQN is intended to be a forum for sharing experiences, ideas, and analysis of DTVS between countries.
Contact: Hamidou Boukary, Education Program Officer, ADEA Secretariat, email@example.com
May 10-14 , 2010
CONFEMEN francophone conference on curriculum reform
Organized by the Conference of Ministers of Education having French as a common language (CONFEMEN)
May 10-14 , 2010
Conference on Girls' Education
Organized by UNICEF and UNESCO
The conference will celebrate the 10th anniversary of the United Nations’ Girls’ Education Initiative. The celebrations will be organised by UNICEF and UNESCO, and will take place in Dakar, Senegal.
More information : www.unicef.org or www.unesco.org
May 17-19, 2010
32nd Session of the ADEA Steering Committee
Preparations are underway for the 32nd Session of the ADEA Steering Committee. The Inter-Agency and Bureau of Ministers meetings are scheduled on May 17. Major items to be discussed will include approval of the 2009 Activities report and preparation of the ADEA Triennale.
Contact: Sabine Diop, Budget and Finance Officer, ADEA Secretariat, firstname.lastname@example.org
May 26-28, 2010
5th International Conference on ICT for Development, Education and Training: eLearning Africa
Organized by eLearning Africa under the patronage of the Zambian Minister of Education
This annual event is the largest gathering of elearning and distance education professionals in Africa. It enables participants to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge, expertise, and capacities. Delegates are high-level policy and decision makers and practitioners from education, business, and government—the three key areas driving elearning adoption and innovation. The conference includes plenary sessions with world-class experts, smaller presentation and special focus sessions, practical demonstrations and debates on specific topics, workshops, as well as various informal networking opportunities where practitioners share their experiences, ideas, new information, and perspectives.
Additional information: http://www.elearning-africa.com
June 6-8, 2010
International Working Group on Education (IWGE)
More information: http://www.unesco.rorg/en/edcation/events