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.

Africa's education systems aren't just full of problems and failures. There are also valuable experiences worth learning from and sharing. Since 1998, ADEA has initiated the Prospective, Stock-Taking Review of Education in Africa, an ongoing process that engages Ministries of Education across Africa to look back, assess, and analyze what has worked in their countries. This exercise has produced a rich stock of experiences, taken from the work of 25 country teams and five ADEA Working Groups, that will help countries build on past and present accomplishments.

The synthesis document of the Prospective, Stock-Taking Review and the following reports, classified by country and Working Group are now available online.  

Established since 1994, the Intra-African Exchange Program (IAEP) was designed to help African ministries of education use existing regional capacities in order to learn from each other’s innovations and solutions to common educational challenges. For African education professionals, IAEP can be a precious source of expertise.

How IAEP works

The program sponsors:

• Study visits and exchanges of educational personnel between African countries, thereby enabling experience to be shared among them.

• Missions by senior African educational professionals to provide advice and technical assistance.


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Policy dialogue is an essential component in ADEA’s efforts to assist African countries engaged in the development of education and training systems. It conducts policy dialogue through the following mechanisms:

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The 2012 Triennale recommendations are predicated on the assumptions and understanding that the ownership and responsibility for their implementation rests with each African country. The role of ADEA and its partners is to support the initiatives by each country in the implementation process. ADEA would also monitor the progress made in the implementation in policies, strategies and practices. In consequence, there is a need ab initiofor a common understanding in terms of recommendations, vision, critical skills and key levers of change. Furthermore, there is a need for quick wins or results in the implementation of recommendations because success will enable African governments to project themselves beyond 2015. The expectations of stakeholders are high.

There is just one goal for all these projects and all this work. To ensure that every individual in a country is capable of understanding that intellectual and technological knowledge is essential to the development of peace, but that this is true only of the short term because in the longer run only knowledge of self and one's own fundamental needs, re-spect for dignity, the courage to express firm positions, and love of other people can guarantee development for future generations.

Every participant in this training is now convinced of this, which means that they have made enormous progress. The students no longer waste their time in empty acts of rebellion because they have understood that happiness, letting-go and action are much more effective remedies for the problems of Africa.

During the continuing session, 5 hours each, the participants pursue their training on another set of themes and develop several pilot projects (see lists in Box 6 and details of each project are available in the linked project information sheets) to match the training needs of the group. The participants also visited workplaces and met with other contributors. They worked also on the studies for the introduction of working methods into school manuals. (See Box 6 for contents)

The first three sessions of the training took place over the period February to May 2010 with 25 participants in attendance (9 hour course ), the latter having been chosen by Professor André Masiala ma Solo and the Ministry of Education. They hold high-level posts in various domains (formal and non-formal education, justice, child protection, church, and so on). They are all seeking ways to help children, families and people in civil society to assimilate the suffering and inequality in order to achieve peace in their country. (See Boxs 2 and 3 for the stages and main components of the training sessions)