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.

How to Order Publications

This Working Group's program consists of several components: The Forum for African Women Educationists (FAWE), the African Academy of Sciences (AAS), Female Education in Mathematics and Science in Africa (FEMSA), the Partnership for Strategic Resource Planning in Africa (SRP), and the Alliance for Community Action on Female Education (ACAFE). Publications are listed by component.


Teaching Profession Resource Materials for Multi-Grade Teaching Edited by QUIST, Dawn



Promoting Reading !
This handbook of case studies on book promotion in Africa is a compilation of various types of experiences from within SSA countries that have been involved in promoting and encouraging reading. The experiences highlighted here can serve as useful knowledge for future endeavors in reading promotion.
Perspectives on African Book Development Series, No 18. ADEA Working Group on Books and Learning Materials, 2008. (Available in English only) 

This report is almost entirely based on studies that were commissioned by ADEA-WGHE for the creation of AHERS. The contribution of the following authors of the reports of these studies is gratefully acknowledged: Ernest Acheampong, George Afeti, Neil Butcher, Sarah Hoosen, David Hornsby, Peter Mabande, Njuguna Ng’ethe, Catherine Ngugi, Peter Okebukola, Moses Oketch, Olusola Oyewole, Juma Shabani, George Subotzky, Mark Swilling and Kevin Urama. 

This report contains three in-depth studies of tertiary education institutions (a) The Kwame Nkrumah University of Science and Technology (KUNST) in Ghana; (b) the Jomo Kenyatta University of Agriculture and Technology (JKUAT) in Kenya and (c) the Polytechnic of Namibia (PoN). 

Box 1: Training Program

The program is based on in-depth work aimed at understanding and eliminating the effects of war on the collective uncon-scious of a country and protecting future generations from their on-going repercussions. It includes a study of the causes and symptoms of the individual and collective emotional programming of a people (fears, lack of self-confidence, distrust, feelings of injustice and rejection, passivity, etc.) that manifest themselves in the various areas of society, along with detailed working methods.

Between 1998 and 2000, the working group embarked on consultations with education policy-makers and managers, and undertook regional and sub-regional needs assessment and training workshops. This activity reached about 250 journalists and ministry communication officers in 30 African countries. Between 2001 and 2005, the working group focused on national-level training workshops, using a 6-module curriculum validated by a network of trainers in 2001. Media coverage of more than 15 major education events in 2003-2005 helped to enhance the capacity of more than 120 African media practitioners and journalists to understand and report on varied issues in education, and to strengthen their commitment to specializing in education reporting and to reinforce networks of communicators for education.