Lessons Learnt :
Lessons in NFE :
Next Steps? :
Promising Trends
Case studies and successful innovations highlight ways to improve learning and training systems. Good exploitation and management of what works, how and what people learn and the way that they apply that knowledge will become an increasingly powerful asset in improving human development and livelihoods.
Lessons learnt
WGNFE has proven that it can be a viable platform for networking and information flow and capacity building either through Country Working Groups or though policy dialogues with Ministry officials, NFE practitioners and other stakeholders. Though it does not directly implement projects, it has played a role in shaping initiatives, adding value to local, national or sub-regional activities, as well as supporting or funding local events in non-formal education. The range of NFE areas of concern has been widened from basic literacy to new areas of provision such as out of school youth and street children. The agenda for NFE has been also greatly advanced by a new focus on exploring the link between formal and non-formal provisions in education; and on a stronger emphasis on the need to work for integrated diversity in the provision and management of basic education for all. In some countries, WGNFE has also extended its partnerships beyond Ministries of Education, as very often different ministries (Ministry of Labour, Ministry of Gender etc.) cater for non-formal education. It has also greatly encouraged and supported the involvement of NGOs in NFE policies and issues.
Lessons in NFE
An assessment of the various experiences show that it is important to move the NFE agenda beyond what have been traditional priority areas, though some initiatives can take time to mature. A shift from routine practice to reflection and action about NFE can be effectuated by bringing NFE practitioners together. NFE actors can be made to step outside of the old barriers and begin to see their work as an integral part of a diverse range of educational provision. Another positive outcome is cost-effectiveness: low cost projects can have multiplying effects in terms of visibility and capacity. The reality of the existing multiple entry and exit points in the educational system, as expectations of access, relevance and quality increase, was acknowledged through the conclusions of the ADEA Biennale (Arusha, Tanzania, 2001), which showed the commitment of the Ministers of Education to a wider vision of an education 'system' that would allow for a diversity of learning opportunities and pathways, including also "alternative modes of learning" following non-formal approaches. Given the evidence of the unsatisfactory role that education systems and schools are playing in promoting inclusion, it is necessary to elaborate on the existing conceptualisation of education and learning, on modes of educational delivery, on educational processes in order to identify effective traditional and innovative practices, as well as on past and current educational reforms at country level.
Next Steps?
It is therefore timely for WGNFE to reflect on its future strategy and elaborate guidelines to maximize its program and activities, in synergy with ADEA's reflection about its future. Indeed, ADEA's paper on its Vision for the Future calls for adaptation to a changing world and a changing African context which was already greatly diversified. How can we best respond to the numerous challenges and needs facing educational cooperation? ADEA's Vision for the Future stresses the fact that nearly everywhere in Africa, in social sectors such as education, endogenous potential is used to develop alternative strategies through non-formal response to the needs of those neglected by the official system. In the era of globalisation: " popular strategies allow for diversified development paths that are in opposition to both single-track thinking and renunciation of the struggle to end poverty". The policy dialogue within ADEA about national reform has pointed to the need to look at the economic, social and cultural dimensions of education; as well as to have comprehensive view on education reform and to involve the different stakeholders in the process of planning and decision-making about education. The new collective engagement taken at the Dakar Forum indicates that priorities should be redirected towards those with the most pressing needs: rural and peri-urban populations, women and girls, children in difficulty.
There are 3 promising trends:
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progress of democratisation and the rise of a new generation of political leaders who are looking forward and calling for modernisation of the state and society;
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rise of civil society, and it its stride, new freedoms such as freedom of the press and freedom to associate which in turn induce societies demanding respect for human rights and citizenship; transparency and accountability in the management of public affairs (good governance); a sense of responsibility and participation in those decisions that affect citizen's daily life;
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policies of decentralization based on the notion that local organisations know best how to respond to local planning and development needs. The ADEA Paper points out that these trends, which are factors and sustainable conditions of development in Africa, face major challenges and needs:
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Poverty (lack of adequate food, education and health, vulnerability and inability to influence decisions).
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Gender issues (initial access and retention of girls at all levels of schooling)
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Wars and civil strife -HIV/Aids and Technological lag
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Overall resource constraints
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The Core Team of the ADEA WGNFE is therefore having a wider consultative process through an open electronic discussion forum in the Workspace. The process is intended to stimulate discussion concerning the role, future orientation and objectives of the ADEA WGNFE in order to review its Mission Statement and elaborate its mid-term strategy (2003-2007). This 2nd phase electronic dialogue is an extension of a closed discussion previously held with members of the Steering Committee & Advisory Board. The outcome of the 2nd discussion and the mid-term strategy will be shared with members and partner agencies (ministers, associations, NGOs, Universities, agencies and ADEA) during a future workshop. top
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