Knowledge and Resources

A state-of-the art cross-national analysis of policy and practice in 16 countries.

This compendium of country experiences on Promoting the Education and Training Continuum is a major contribution to the knowledge base that the ICQN-TVSD has been building to provide African countries with an inventory of innovative policies and practices that can be drawn upon to address common and pressing challenges in education and training. In this particular case, the Node has engaged its member countries in an investigative and reflective exercise on the underlying issues and factors that explain the lack of articulation between education and training in order to have not only a better understanding of how to restore the broken link between the two concepts in Africa but also to stave off the ensuing negative consequences on educational and socioeconomic development.

This report was commissioned to examine the general context of literacy and reading culture in Africa while focusing on the contribution of printed books and digital materials. It explores their challenges and suggests interventions that optimize reading of printed books and digital content to improve literacy for a better reading culture in Africa both in international and national languages.

Book shared during the 3rd ADEA WGHE Webinar: Financing Model for Higher Education in Africa

The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs). It also shows that education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education...

This document is a report of the 2nd Ministerial Forum on the integration of ICT in education and training. The Forum was held in Abidjan from 7th to 9th June 2016. This report was prepared by Claude LISHOU, the Forum’s general rapporteur.

GRALE III provides policymakers, researchers and practitioners with compelling evidence for the wider benefits of ALE across all of these areas. In so doing, it highlights some of the major contributions that ALE can make to realizing the 2030 Agenda for Sustainable Development.

The Results for Development Institute (R4D) and International Education Partners Ltd. (IEP) partnership led the feasibility study and analysis. The findings, interpretations, and conclusions expressed herein do not necessarily reflect the views of the United States Agency for International Development (USAID), the Norwegian Agency for Development Cooperation (Norad), the United Kingdom Department for International Development (DFID), and the Global Reading Network (GRN).

CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field.

This Gender Report provides detailed evidence of how much has been achieved in the past 15 years towards gender parity and reducing all forms of gender inequalities in education but also where considerable – some quite intractable – challenges remain. It highlights notable progress in gender parity in primary and secondary education, particularly in South and West Asia, while underscoring the persistent barriers to achieving gender equality in education...

Declaration of the Kigali Ministerial Conference of the Inter-Country Quality Node on Technical and Vocational Skills Development (ICQN-TVSD) on "PromotingInvestment in Skills and Competencies acquisition by trainers and entrepreneurs in African countries.

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