Recent Blogs

Why are girls and women under-represented in science related fields in Africa?

Copyright: 2010 FAWE | Photo Editing: ADEA

February 11 is the International Day of Women and Girls in Science

This is the second blog post in a series of collaborations between ADEA and the Global Partnership for Education (GPE)

The International Day of Women and Girls in Science promotes the full and equal participation of women and girls in education, training, employment and decision-making processes in science fields.

Key issues on Agenda 2063 and their relevance to the education sector in Africa

Most of these girls in the Central African Republic said if they could not come back to school, they would have to spend time on doing household chores. ©UNICEF CAR/2015/KIM

The 50-year vision of the African Union puts people first, including through better education and skills

This is the first blog post in a series of collaborations between ADEA and the Global Partnership for Education (GPE).

We cannot teach children science; we can only help them experience it!

In the words of Henri Poincare, “An accumulation of facts is no more science than a heap of stones is a house”, the need to train teachers as agents of change is considered very crucial in the process of developing the science culture for national development towards peaceful societies. Young people are full of energy, ready with why questions, with an urge to create and innovate. The 21st century demands from all us to make personal and corporate decisions that are informed by science. The quest for solutions hinge on what science knowledge is relevant and reliable in a given situation, and how that knowledge was created and its limits. All these aspects inform what climate and culture that mathematics and science classrooms should embrace...

#RuralWomenDay: Education a key driver of rural women development

It goes without saying in typical African traditional societies women are marginalized, discriminated upon and sometimes deprived of their rights. This is something they have endured for decades. The situation gets worse when we learn that world illiteracy levels are highest among rural women. In fact according a joint 2010 report by FAO, IFAD and ILO, women make up over two-thirds of the world’s 796 million people who are illiterate, and many of them live in rural areas. This, even as literacy and education are considered powerful tools in the fight against poverty...

Conflict disrupted my education but I did not give up

My name is Agnes Feima Kenneh. I was born on the 16th February, 1993 in Sierra Leone. In 1991, war broke out in Sierra Leone that lasted for 11 years. My mother and father were in Kailahun District located in the Eastern Province of Sierra Leone. As a child, I was out playing with my friends we heard gunshots & saw people running shouting in our native language “we are dead! We are dead! The rebels have stepped their feet on our land”. So we all left running for our lives into the bush leaving everything behind. We spent nights and days travelling through bushes and vacant villages in search of refuge until we finally arrived at our country’s border and crossed over to our neighboring country, Guinea...

Libraries and Literacy… Is there a connection to quality education?

Early this year I was a participant at a UNESCO sponsored workshop dubbed – How do Libraries support National Literacy efforts? The event was organized by the UNESCO Institute for Lifelong Learning (UIL) and held at their offices in Hamburg Germany on 5-6 April 2016. Thanks to the Association for the Development of Education in Africa (ADEA) through the Working Group on Books and learning Materials (WGBLM), I was given this auspicious opportunity to attend...

Should we reconsider the faces of research in teaching? Retelling a teacher’s story in Senegal

"What nobler employment, or more valuable to the state, than that of the man who instructs the rising generation?" Asks Marcus Cicero in praise of teachers. The Economist magazine recently acclaimed the contribution of teachers in not just educating children and nurturing the future, but even in shaping the economy. The argument is clearly raised, that many factors shape a child’s success, but in schools nothing matters as much as the quality of teaching. While the profession is noble, it takes a good teacher to deliver the desired change...

Comment peut-on développer des leaders en alphabétisation afin qu'ils disposent de la recherche et soient suffisamment préparés pour relever les défis mondiaux en alphabétisation?

La pertinence des actions d’alphabétisation transcende la simple maitrise des connaissances instrumentales. Elle peut mieux s’apprécier à travers son impact dans la vie des populations, en termes d’autonomisation, de production d'effets multiplicateurs sur le niveau d'amélioration des revenus des personnes alphabétisées, de leurs conditions d’existence et de travail, ou encore à partir de leurs contributions efficaces à la réalisation du développement durable, aux divers plans social, culturel et économique… de leur milieu. C’est pourquoi, l’alphabétisation doit être davantage liée aux initiatives de développement local qui exigent son utilisation et en développent l’usage...

Skilling Africa: The Paradigm Shift to Technical and Vocational Skills Development

The primary objective of technical and vocational education and training (TVET) is the acquisition of employable skills for the world of work. Without job-related skills, young people and adults cannot benefit from employment opportunities that offer a decent income. The large numbers of young people who are not in education, employment or training is not only an indictment on the efficiency of national education and training systems but also a national security concern...

Africa and the Education Post-2015 Agenda: what roles for competencies and skills development?

Since 2008, ADEA has embarked on reshaping the debate on the role of education and training in socioeconomic development. The Association began first by underscoring the importance of post-primary education at the time when many thought it was too premature given the unfinished business of Universal Primary Education (UPE). At its 2008 Biennale in Maputo, Mozambique the Association advocated for a holistic, integrated and diversified education system where post-primary education is defined as “not only about what follows after primary education, but also about the reconsideration of ‘primary’ education as it is currently structured”...