Basic Education for Africa Programme: The Kigali Call for Action

Mrs Ann-Therese Ndong-Jatta

UNESCO

Basic Education in Africa Programme BEAP

Presentation layout 1. Part 1 Description of the context and problem identification in brief 2.

Part 2 outlines the highlights of the ‘Kigali Call for Action’ and instrument of implementation —BEAP 3. Part 3 On-going implementation of BEAP 4. Conclusion and recommendations

Policy Dialogue on Reform of Basic Education

• Subject of many international conferences since 2001 (Mauritius)-- Context • Focus should shift from compilation of evidence to action and more action for success – Kigali Call for Action • How to create the link between what takes place in schools, realities of labour market intelligence and socio-cultural needs- BEAP Ann-Therese Ndong-Jatta UNESCO 3

Problem Identification

• High student-drop out rates, poor quality, low performance for life-long learning, the world of work or further education • System of education designed to prepare students for higher education however on average less than 20% go to university • Increased demand for secondary school places means increased levels of investment • Expanding access no solution to address Ann-Therese Ndong-Jatta 4 performance, relevance and quality issues

Limited Success of the Educational System in Africa

• Increased access but quality still poor and not relevant to needs • Fragmented education delivery, coherence and continuity at different levels questionable • Present basic education partly a patchwork of curriculum for primary school and lower secondary organised around examination syllabi • Over 50% of students enrolled fail to acquire basic generic competences and skills to excel Ann-Therese Ndong-Jatta UNESCO 5

Research on Employment Opportunities Shows

• Unemployed or underemployed graduates • Most skills used in micro-enterprises have no relationship with skills acquired in school and are generally non-technical • Basic education graduates lack the requisite knowledge, generic competences/skills and attitudes for post basic learning, professional training and the world of work Ann-Therese Ndong-Jatta UNESCO 6

Objectives of Basic Education in Africa Programme (BEAP)

• Not a project • Not donor driven • Not for the privileged few • Not for unemployment

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• • •

BEAP is

An implementation instrument of the ‘Kigali Call for Action’ for a 9/10 year uninterrupted basic education of quality and relevance A strategy for reform of basic education through development of a curriculum framework premised on competences, entrepreneurship philosophy, employability, social integration, living together A country led initiative with well coordinated and harmonised donor input efficiently utilised Ann-Therese Ndong-Jatta UNESCO 8

General Objectives

• Support improvement of existing curriculum for Basic Education to enhance quality learning outcomes • Incorporate latest curriculum-related initiatives and research • Supplement in-country resources and initiatives to address improvements and priorities identified by pilot countries • Build in-country capacity to plan, implement and monitor • Support in-country teams in building into the MTF funding implications of implementing improvements to Basic Education to benefit from SWAps and budget support • Encourage South-South cooperation and sharing of available expertise • Ensure a proper ownership at national level of the BEAP Ann-Therese Ndong-Jatta UNESCO 9

Programme Design: Principles

– Change to be initiated as a matter of urgency and that is sustainable – Coordinated support of UNESCO and its partner agencies focussing on country priorities and needs – South-South cooperation for exchange of experience and expertise between countries Ann-Therese Ndong-Jatta UNESCO 10

Expected Outcomes

• A system of inclusive 9/10 years basic education with consideration of at least one year of pre-school • A curriculum framework for 9/10 years

uninterrupted

basic education with syllabi designed to combine knowledge, skills, attitudes and values using entrepreneurship approach right from kindergarten or pre-school.

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Expected Outcomes…

• Political will and action to increase mobilisation of additional domestic and external • Country leadership for curriculum reform, development of requisite capacities of education personnel • Increased financial and technical assistance more targeted to quality learning outcomes Ann-Therese Ndong-Jatta UNESCO 12

Progress since Kigali

• • • Launch of the implementation of BEAP with the pilot countries in the Gambia from the 21st to the 25th of April: Draft Road map prepared Planning for Ethiopia’s stakeholders meeting is underway Rwanda’s is envisaged later in the year. Ann-Therese Ndong-Jatta UNESCO 13

• • • •

Priority Areas of Focus

Curriculum framework for a relevant nine/ten year basic education of quality Skills and competency based curriculum and syllabus development for 9/10 years

uninterrupted

basic education with due cognisance of using mother language as medium of instruction in early grades wi Capacity development using the cascading approach for curriculum developers, head teachers, monitors and teachers Communication strategy Ann-Therese Ndong-Jatta UNESCO 14

• • • • • • • • • •

Critical factors for success

A Re-think of the purpose of education and reduced examination syllabus driven teaching Integration of the BEAP into the Strategic and medium term plan of the government A core team of curriculum developers and teacher trainers A curriculum framework for 9/10 years basic education with appropriate assessment tools for monitoring learning A competency based curriculum and integrated subjects syllabi embedding the philosophy and practice of entrepreneurship A Communication strategy and increased support for BEAP Enhanced levels of learning and competences for transition to higher levels of education and the world of work Increased social integration through acts of citizenship and the appreciation of volunteering Multiple entry points for competency based inclusive curriculum for formal, informal and non-formal Transfer of lessons learnt in BEAP to expansion of secondary education for quality assurance Ann-Therese Ndong-Jatta UNESCO 15

Recommendations

• Working together by all parties concerned for the success of all learners • Efficient utilisation of existing domestic resources for success in 9/10 years BE • Curriculum design to make the leap from access to success in education as a right • Bringing together all UNESCO initiatives— LIFE, TTISSA and EDUCAIDS within BEAP Ann-Therese Ndong-Jatta UNESCO 16

Thank you for your kind attention!

Ann-Therese Ndong-Jatta UNESCO 17