Knowledge and Resources

This is a compilation of Knowledge and Resources in the ADEA Network. The sharing of Knowledge is an important strategic objective of the ADEA. The social capital of all of stakeholders in Education in Africa is developed through exchange of information and the sharing of knowledge within and outside the ADEA network. This section provides a wide range of articles, books, and documents that relate to the development of education and training produced and published in the ADEA network.

This report follows up the first Generation 2030 Africa report, published in August 2014, which outlined pivotal changes in Africa’s child demographics. The new report features population projections showing that by 2050, the continent will account for 42 per cent of all global births and almost 40 per cent of all children under 18. The report presents modelling indicating that if African nations invest in this growing population of children and young people – particularly in their education – and adopt economic policies that foster new jobs, the continent as a whole could see per capita incomes increase up to four-fold. The first, crucial step to achieving this demographic dividend will be to close the gaps that exist within Africa's health and education systems.

The Working Group on Books and Learning Materials (WGBLM) of the Association for the Development of Education in Africa (ADEA) has partnered with Alford Books Publishers to offer all schools across Africa exciting supplementary reading materials. 

UNESCO’s 2017/8 Global Education Monitoring (GEM) Report highlights the responsibility of governments to provide universal quality education and stresses that accountability is indispensable in achieving this goal. The Report warns that disproportionate blame on any one actor for systemic educational problems can have serious negative side effects, widening inequality and damaging learning. 

Compilation of documents produced by the Inter-Country Quality Node on Peace Education (ICQN-PE) in 2017

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It is with immense pleasure and satisfaction that I am presenting the first issue of the Continental Education Strategy for Africa (CESA 16-25) Journal. Indeed, in a continent with as many ambitions as those expressed inCESA’s mission, the stakes arehigh and we could not shy away from our responsibility to step up to the challenge of defining our own objectives vis-à-vis the future we want and in so doing, position ourselves against the global development agenda and goals. 

This bi-annual Journal will be the opportunity to highlight CESA activities that are carried out across the continent in support of education and training; as well as the platform to engage with and draw attention to the reflections and opinions of experts, students, parents and other key stakeholders at the national, regional, continental and international levels.

H.E. Dr. Martial De-Paul Ikounga

Education is an inalienable right of every human being. It promises to free all citizens from the shackles of ignorance, poverty, and disempowerment, and endow them with the capacity to be architects of their own destiny, and catalysts of entrepreneurship, innovation and global citizenship. Education promises to “inherently and instrumentally” improve human capacity, dignity, and individual wellbeing without which there can be no meaningful national development, social progress, and the transformation of the world.

Compilation of documents produced by ADEA in 2016

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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.

National Book Policies (NBPs) as a concept has been with us since the 1970’s. It was propagated by UNESCO ostensibly to urge member countries to formulate and adopt book and reading policies with a view to ensuring that books and other reading materials are developed and made commonplace for the purpose of supporting education, literacy and lifelong learning. NBPs require legal action through the Ministries of Education or Culture, because a law needs to be enacted for setting up a National Book Development Council (NBDC). This body is necessary for regulating the book industry, which is by nature complex. With the government being at the centre, it involves authors, publishers/printers, distributors/wholesalers, booksellers, libraries/archivists and last but not least the user/consumer (see Figure 1below). Today the book chain is even more complex as all actors involved in publishing digital materials would need to be added.