African Experiences: Country Case Studies

This series of books highlights promising experiences that are taking place on the African continent. The case studies are generally carried out by teams within African Ministries of Education and concern a wide variety of subjects: experiences related to access, equity, relevance and effective management and use of resources; strategies to scale up and sustain effective policies and practices; promising initiatives to fight HIV/AIDS and to improve the quality of education.

Impact of the Primary Education Reform Program (PERP) On the Quality of Basic Education in Uganda 
by EILOR, Joseph ; WEVA, Kabule (Country Coordinator) and KINYANJUI, Kabiru (ADEA Coordinator)Members of the country team: HE. OKURUT, Martin OPOLOT, Cathbert MULYALYA, Jane NANSAMBA, J. NAKAYENGA, C. ZALWANGO, O. OMONGIN, O. NANTUME, F. APOLOT 
Research conducted by the Ministry of Education and Sports, Uganda. African Experiences Country Case Studies series No.9. ADEA Secretariat. 2005. Also exists in French. 

This publication presents the results of a study of the Uganda Primary Education Programme (PERP), which was launched in 1993 to redress the declining quality of basic education. The study highlights the design of PERP, its objectives, implementation strategies and process; and results obtained. Furthermore, it describes initiatives related to the implementation of PERP. The main ones include: The Teacher Development and Management System (TDMS); Universal Primary Education (UPE); Education Management Information System (EMIS); the Medium Term Budget Framework (MTBF) and the Sector-Wide Approach (SWAp) in the Education Sector.

An Approach to Improving the Quality of Education in Mauritania 
By HAMOUD Abdel, WEDOUD Kamil, NEBGHOUHA Mint, MOHAMED Vall (national coordinators) WEVA, Prof. Kabule (ADEA coordinator)

In 2000, Mauritania launched its National Program to Develop the Education Sector (PNDSE). It covers the period 2001-2010 and is aimed at improving the quality of education. This publication describes how Mauritania established a department responsible for implementing strategy, coordination and management of the different activities so as to ensure the universality and sustainability of the reform program. The study also suggests what it considers to be the keys to success: commitment by the authorities; mobilization of actors and resources; political validation of program content on time; and quality of leadership.
Study conducted by the Ministry of Education of Mauritania. African Experiences Country Case Studies series No8. ADEA Secretariat. 2005. 
(Available in French only for the moment) 

Using EQF Norms for Monitoring the Quality of Education in Benin.
Research coordinated by the 'Direction de la Programmation et de la Prospective' of the Ministry of Primary and Secondary Education, Benin.
African Experiences Country Case Studies series No.7. ADEA Secretariat. 2005. ISBN 92-9178-066-9 
(Available in French only for the moment)
This case study describes how variations of the Critical-Practitioner Inquiry, a method of training and supporting teachers, have been used in three teacher education projects in Namibia. The study uses data from an ongoing assessment, and there is evidence that the critical-practitioner inquiry has influenced the classroom practice of some Basic Education Teacher Diploma (BETD) graduates and provided them with skills that they apply in their teaching. Teachers reflect critically on their own practice, and there is a positive relationship between self-assessment scores and outside observers’ scores on their performance.
Research coordinated by the 'Direction de la Programmation et de la Prospective' of the Ministry of Primary and Secondary Education, Benin.
African Experiences Country Case Studies series No.7. ADEA Secretariat. 2005. ISBN 92-9178-066-9 

Investigating Quality Factors in Private Schools in Gambia
Research coordinated by the Republic of the Gambia; Department of State for Education. Advisors for the study in The Gambia: Jatta, Ann-Therese Ndong; Bojang, Karamo; Sire-Jallow, Yaya. Authors/contributors: Njie, Fatou; Boye, Baboucarr; Jallow, Muhammed; Gaye, Jawara; Sey, Pay; Sanneh, Momodou;Jatta, Nuha; John-ceesay,Anna; Jeng, Momodou; Joof, Ibraham. Thematic Coordinator: Naidoo, Jordan.
African Experiences Country Case Studies series No.6. ADEA Secretariat. 2005. Also exists in French. 

As part of an Education For All (EFA) 2000 Assessment, the Gambia conducted a Monitoring of Learning Achievement (MLA) study to assess the condition that may influence learning. The study sought to answer why private schools performed better then government and missions schools during the MLA survey and similar national assessments. The findings suggest that : School management style; availability of basic teaching and learning resources; quality of monitoring and supervision; professional support provided for teachers may explain the disparity in performance.The study also analyses head teachers, teachers, pupils and parents' views about the choice of the schools, the results and outcomes.

Practicing Critical Reflection in Teacher Education in Namibia.
Research coordinated by The National Institute for Educational Development (NIED): Namibia. Authors/contributors : Pomuti, Hertha; Leczel, Donnakay; Liman, Mohammed; Swarts, Patti; Van Graan, Mariana (Team Leader).
African Experiences Country Case Studies series No.5. ADEA Secretariat. 2005. Also exists in French 
This case study describes how variations of the Critical-Practitioner Inquiry, a method of training and supporting teachers, have been used in three teacher education projects in Namibia. The study uses data from an ongoing assessment, and there is evidence that the critical-practitioner inquiry has influenced the classroom practice of some Basic Education Teacher Diploma (BETD) graduates and provided them with skills that they apply in their teaching. Teachers reflect critically on their own practice, and there is a positive relationship between self-assessment scores and outside observers’ scores on their performance.

Zambia’s Primary Reading Program (PRP): Improving Access and Quality in Basic Schools. 
(PDF Format 388 Ko)
Research coordinated by The Ministry of Education. Author : Sampa, Francis K.
African Experiences Country Case Studies series No.4. ADEA Secretariat. 2005. ISBN: 92-9178-055-3. 
Also exists in French 
The study is about the Zambia Primary Reading Program (PRP), which uses a variety of approaches to teaching literacy. These include Zambian New Breakthrough to Literacy, which uses the seven local languages to teach initial literacy skills. Reading and writing tests conducted in 1999 before the program started and repeated in 2002 show encouraging results. The PRP has been been built into every level of the ministry’s system, including the zone level. The ministry also has a financial plan for sustaining the program after international assistance terminates.

Improving the Quality of Nomadic Education in Nigeria.Going beyond access and equity 
(PDF Format 260 Ko)
A study conducted by the Federal Ministry of Education of Nigeria. 
National Coordinator: Atolagbe, Samuel Atoyebi Bamidele. Coordinator of the study for ADEA: Halaoui, Nazam.
African Experiences Country Case Studies series No.3. ADEA Secretariat, 2005. ISBN: 92-9178-054-5. 
Also exists in French 
The Nomadic Education Program (NEP) was designed to give nomads access to high-quality basic education. The study describes efforts to provide basic education to 3.1 million school-age children of the nomadic people of Nigeria. It elaborates on the innovative approaches and the accomplishments achieved. The study gives the goals targeted, strategies employed and results obtained in initiatives to improve teacher training, adapt the curriculum and create new materials using local languages.

Decentralizing the Management of Education and Diversifying Supply: The Faire-Faire Strategy in Senegal
by Ministry of Education, Ministry of Public and Private Vocational Training, Literacy and National Languages. Department of Literacy and Basic Education (DLBE). Thematic Coordinator: Niane, Boubacar. National Coordinator: Ndiaye, Alassane. Members of the Technical Team: Ibra, Diop; Faye Waly; Gueye, Cheikh Pathé; Henaine, Salim; Mara, Mamadou; Ndiaye, Boubacar.
African Experiences Country Case Studies series,No.2. ADEA Secretariat. 2005. Also exists in French 
The fall in the economic growth rate, along with a galloping population rate and rampant urbanization, leading to increased demand for social services, the Senegalese minister of Literacy and National Languages has prepared a strategy to respond to the challenges and in particular that of the quality and relevance of teaching. This document analyses the fundamental elements that promotes quality learning. The authors also recognize the weaknesses in the program and propose solutions to solve them.

The Reform of Pre-Service Primary Teaching Training in Guinea: Assessing implementation 
by the Ministry for Technical Education and Vocational Training: Bah, Elhadj Alpha Mamadou; Diané, Baba, Fofana, Misbabou; Fofana, Djibril; Bar, Ibrahima; Fernandez, Sékou; Bah, Kadiatou. National Coordinator: Thiam, Faoura.Thematic Coordinator: Dembélé, Martial
African Experiences Country Case Studies series No.1. ADEA Secretariat. 2005. 
Also exists in French. 
The massive recruitment of primary school teachers for the 10 years ahead is an objective of many African ministries of education. This study describes the way in which the officials in Guinea took on the challenge to train over 2,000 teachers per year, given that, until 1997, they were only able to train 200. This resulted in the lack of teachers and low rates of schooling. This study describes the positive results of a two-year model based on the dual system of professional training, conceptually oriented by active pedagogy, learning-centeredness, reflective practice, and socio-constructivism.

The Redeployment of Teachers in Guinea 
Operational Management and Results By Condé, Alamah and Sow, M.A.
Successful Experiences Series. ADEA Secretariat, 2001 ISBN: 92-9178-030-8. Second edition.
Also exists in French.
The report describes how Guinea carried out the redeployment of its teaching staff between 1992 and 1993, drawing attention to the social and political aspects of adjustment. As a result of this experience, significant efficiencies were developed that led to increased enrollments in both urban and rural schools without increased costs.
Further to the success of the first edition prepared in 1996, this second edition was prepared to provide a more complete and comprehensive report of interest to the entire African education community. It includes additional, updated information, and highlights issues involved in management and communications, and brings to light the results obtained since the teacher redeployment process was completed.

The Redeployment of Teachers in Guinea by Condé, Alamah.
Successful Experiences Series. DAE [Donors to African Education (original name of ADEA)], 1996. Also exists in French. Out of print. First edition.

Uganda: The Integration of Child Soldiers into the School System by Colonel Kale Kayihura.
Successful Experiences Series. ADEA Secretariat, 2000. ISBN: 92-9178-018-9.
Also exists in French.
This document describes the objectives and strategies adopted to integrate the children into the school system. It outlines the steps taken to make the program operational, its successes, the difficulties encountered and the lessons learned. Although the process of integrating child soldiers in Uganda was dictated by the country's own circumstances, it may serve as a useful example for other countries facing similar circumstances.

Country-Led Aid Coordination in Ghana by Harry Sawyerr.
Successful Experiences Series. ADEA Secretariat, 1997.
Also exists in French.
Countries in Africa are hard pressed to provide basic educational services in a context of many demands and scarce resources. External funding is thus important for African educational development. However, a major criticism of foreign aid is that it is donor-driven.In the early 1990s, Ghana initiated a process to gradually reform its relationship with funding agencies. The process is documented in this ADEA Successful Experience paper written by Hon. Harry Sawyerr, former Minister of Education of Ghana.