Eighth Conference of Ministers of Education of African Member SlatesD,r-es-S,I"m 2-6 December 2002

challengeTaking u thecatio

in Africa.

From commitmcnrs to action.

F ~ A L REP 0 R T

~

~ ~ [~~ ~ United Nations Educational, Scientific and

Cultural Organization

EIGHTH CONFERENCE OF MINISTERS OF

EDUCATION OF AFRICAN MEMBER STATES

(MINEDAF VIII)

(Dar-es-Salaam, Tanzania, 2 - 6 December2002)

FINAL REPORT

FINAL REPORT OF EIGHTH CONFERENCE OF MINISTERS

OF EDUCATION OF AFRICAN MEMBER STATES

Table of contents

PagesI. THE CONFERENCE: TOPIC AND CONDUCT 7

• Scope of the Conference 7• Preparation of the Conference 7• Preliminary activities B• Opening of the Conference .9• Proceedings of the Conference 12• Closing of the Conference 12

11. ISSUES AND STRATEGIES IN EDUCATION DEVELOPMENT 15

• Changes in education to meet regional commitmentsin the context of African Union and NEPAD 17

• Universalising education for children and adolescents ~ 20• Promotion of adult education in the context

of lifelong learning 24• Secondary and higher education 27• Improving the relevance and quality of education 30• Mobilizing and managing financial resources for

the implementation of EFA 33• Regional cooperation in education 36

Ill. SPECIAL AND CROSSCUTIING THEMES 39

• HIV/AIDS and Education 41• Education in Situation of Emergency and Crisis 43• Multilinguism, Language Policies and Education 45• Microscience experiments: an African example ~u ••••••• 47• Open and Distance Learning , 49• Early Childhood Care and Development 51• Constitutional/legal bases of the Right to Education

as a Fundamental Human Right.. 54• Partnership between Governments and Civil Society 56• Balsa Escola Experience for Education Development 60• Guidance, Counselling and Youth Development.. 62

IV. DAR-ES-SALAAM STATEMENT OF COMMITMENT 65

• The Education to Build the New Africa 67

V. ANNEX 69

• Speeches 75• Programme :111• List of documents 113• List of participants 117

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PART I

The Conference: topicand conduct

Retrospective of MINEDAF Conferences

The Conference of Ministers of Education of African Member States (MINEDAF)is a regional inter-governmental conference on educational policies andcooperation in Africa. It was held on the following topics:

MINEDAF I:

MINEDAF 11:

MINEDAF Ill:

MINEDAF IV:

MINEDAFV:

MINEDAFV:

MINEDAF VII:

MINEDAF VIII:

Overview of the Development of Education in Africa,Addis Ababa, 15-29 May 1961

Financing Educational Plans, Abidjan 17-24 March1964

Education and Scientific Training, Nairobi 16-27 July1968

Reforms and innovations in the Area of Education,Lagos 27 January - 4 February 1976

Education and endogenous development in Africa,Harare 28 June - 3 July 1982

Educational strategies for the 1990s promotion ofliteracy and basic education for the development, Dakar8-11 July 1991

Life-long Education forAfrican Renaissance in the XXIcentury, Durban 24-28 April 1998

Taking up the challenges of education in Africafrom commitments to action within the frameworkof the New Partnership for Africa's Development(NEPAD), Dar-es-Salaam 2· 6 December 2002.

THE CONFERENCE: THEME AND CONDUCT

"Strategies for taking up the challenges ofeducation in Africa, in the New Partnership forAfrica's Development: how best to move fromcommitments to action?" The Eighth Conferenceof Ministers of Education ofAfrican Member States,MINEDAF VIII met on this theme from 2 to 6December 2002 at the generous invitation of theUnited Republic of Tanzania.

In pursuance of Resolution 3, paragraph 1(a)(ii), adopted by the General Conference ofUNESCO at its 31 st session and in accordance withthe decision 7.1.1 adopted by the Executive Boardat its 163rd session, the purpose of MINEDAF VIIIwas to strengthen the mobilization of AfricanGovernments and all stakeholders in Africaneducation development to achieve the educationfor all goals.

The Conference gathered 350 participants,among them representatives of 48 Member Statesand 39 of them ministers.

SCOPE OFTHE CONFERENCE

The Conference falls within the dynamics ofmajor events forAfrica in general and for educationdevelopment in particular. For Africa, this is on theone hand the turning of the Organization ofAfricanUnity (OAU) into African Union (AU) with a view touniting African Countries and on the other hand theadoption by the African Member States of the NewPartnership forAfrica's Development (NEPAD). Thisexpresses the political will of Africans to achieveeconomic growth and sustainable development oftheir continent. The actual African commitments arepart of the international commitments, namely thosemade on the occasion of the Millennium Summit(September 2000) and the World Forum onEducation for All (April 2000) when the Educationfor all objectives by the year 2015 were clearly spelt.

Lastly, the Conference coincides with one of thedeadlines of the Dakar Framework for Action,concerning the drawing up EFA national plans bythe end of 2002. Thus MINEDAF VIII ought to be apowerfully symbolic occasion for everyone devotedto the cause of Education for all ; an opportunity toshow how collective commitments are being andwill be met through the continuous mobilization ofall actors.

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PREPARATION OF THE CONFERENCE

The specificity of MINEDAF VIII within the seriesof the regional conferences on education policy andcooperation is that it was prepared and organizedin partnership with all main education stakeholdersin Africa.

Ministers of Education were consulted on thethemes to be dealt with in the main workingdocument, the first draft of which, was submitted tothem. Through the website, several ministersindicated their expectations from the conference.

Consultations were made with the institutionalpartners in organizing MINEDAF namely theAfricanUnion and the United Nations EconomicCommission for Africa (ECA). The financialinstitutions: the African Development Bank and theWorld Bank were contacted to make specificcontributions to the substance.

Particular arrangements were made to enablethe Civil Society organizations and the group ofNGO's operating in the field of education to havedeliberations on the themes of the conference andprepare a reference document reflecting their views.

The choice of panels for conducting thediscussions implied considerable preliminary workin order to distribute tasks within the UNESCOSecretariat at headquarters and in the field and toidentify main contributors while respectinggeographical, language, gender and otherbalances.

Extensive documentation was prepared and putat the disposal of the participants. The Secretariatprepared:

- The main working document entitled "Taking upthe challenges of education in Africa, fromcommitments to action" (ED 02/MINEDAF/3) ;

- The statistical analysis document entitled"Universal Primary Education, Goal forAII" (ED­02lMINEDAF/4); it is worthy to note that thisdocument is an output of the cooperationbetween UNESCO Dakar, UNESCO Institute ofStatistics, the World Bank and the FrenchCooperation;

- The reference document "Synthesis of theprogress made in Africa in the planning andachievement of education for all" (ED-02/MINEDAF/REF/3);

- The proposal of "Follow-up mechanism ofMINEDAF VIII" (ED-02/MINEDAF/REF/8).

Various partners also prepared referencedocuments:

- "Implementation of the Decade of Education inAfrica" (ED-02/MINEDAF/REF/1) by theAfricanUnion;

"Re-thinking the brain drain inAfrica in the lightof recent events and findings" (ED-02/MINEDAF/REF/2) by the United NationsEconomic Commission for Africa;

"HIPC debt relief in African countries: scope forfinancing education" (ED-02/MINEDAF/REF/4)by the World Bank;

"Evaluation of the Additional Funding Needs:Ways and Means of Mobilizing New Resources"(ED-02/MINEDAF/REF/5) by the AfricanDevelopment Bank;

"The Challenge of achieving EFA in Africa, civilsociety perspectives and positions to MINEDAFVIII" (ED-02/MINEDAF/REF/6) by the NGOs.

Other documents of great interest were put atthe disposal of participants:

- United Nations Literacy Decade, Education forAll: International Plan of Action (ED-02/MINEDAF/REF/7);

EFAGlobal Monitoring Report 2002: "Educationfor All is the World on Track?";

Regional Agenda: Follow-up to the WorldConference on EFA 2001-2006;

Towards an African Response: UNESCO'sStrategy for HIV/AIDS Education in Sub­Saharan Africa;

The New Partnership for Africa's Development(NEPAD) ;

Forward-looking Approaches and InnovativeStrategies to promote the Development ofAfricain the Twenty-first century ;

EFA National Plans ofAction preparation in Sub­Saharan Africa - Case Studies;

Proposal for a Sustainable, Africa-Wide AfricanAcademic Exchange Programme;

Evaluation of UNESCO African AcademicExchange Pilot programme.

Finally, the existence of MINEDAF VIII websiteshould be noted. Thus an E-forum was launchedeven prior the holding of the conference.

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PRELIMINARY ACTIVITIES

The agenda of the conference of Ministersstarted on 2 December 2002 with activitiespreceding the inaugural ceremony on 3 DecemberThe Bureau of the Conference was composed of:

• Chairman (United Republic ofTanzania): Or PiusNG'WANDU, Minister of Science, Technologyand higher Education

• Vice-chairman (Nigeria): Prof. BababolaBORISHADE, Federal Minister of Education

• Vice-Chairman (Chad): Mr YokabdjimMANDIGUI, Minister of Education

• Vice-Chairman (Morocco): Mrs Najima THAYTHAY GHOUZALI, Secretary of state in chargeof Literacy and non -formal Education.

• Vice-Chairman (Mozambique): Mrs TelminaPAIXAJ, Vice-Minister of Education

• Vice-Chairman (Mauritius): Mr Louis StevenOBEEGADOO, Minister of Education andScience

• Rapporteur general (Niger): Mr. Ibrahima ARY,Minister of Basic Education.

The then elected Bureau was to be MINEDAFVIII follow-up Intergovernmental Committee. It heldfour sessions for consultations and took decisionson specific items included in its agenda and at thesame time daily monitored the smooth running ofthe conference.

Following the adoption of the agenda and rulesof procedure, there were two substance activitiesin the first day. The first activity consisted in a specialsession on HIV/AIDS to discuss the impact of thepandemics in Africa and responses to be given toit. The Director of UN/AIDS, Or Peter PlOT, amongothers, made a contribution to it. Report of thesession is contained in section III of this report.

The second activity was the Ministers/Parliamentarians round table. Indeed, theMINEDAF VIII Conference had the characteristicof being preceded by the general constitutiveconference of the Forum of African Parliamen­tarians for Education (FAPED) which was held inDar-Es-Salaam from 27 November 2002, to beconcluded with a round table between theParliamentarians and Ministers on 2 December2002. The objective of the round table was amongothers to promote shared understanding ofeducation development issues, of constraints andmeasures necessary to attain education for all inAfrica through strengthened partnership betweenministers of education and parliamentarians.

Following this round table, the Director-Generalof UNESCO presided over the closing ceremonyof the General Constitutive Conference of theForum of African Parliamentarians for Education.

OPENING OF THE CONFERENCE

His Excellency, Mr. Benjamin WilliamMKAPA, President of the United Republic ofTanzania presided over on Tuesday 3 December,the official inaugural ceremony, surrounded byeminent personalities who in turn made significantaddresses to the participants.

Mr Koi"chiro MATSUURA, Director-General ofUNESCO, who was the first to take the floordeclared that the Conference was a goldenopportunity to strengthen the political will ofministers of education and of many developmentpartners for a common cause, namely: to makeeducation the priority of Africa and make Africaneducation the priority of its partners.

The Director-General reviewed educationalproblems in Africa. Those that originated fromoutside the education system itself included wars,internal conflicts, political instability, weak economicperformance, widespread poverty, devastatingpandemics such as HIV/AIDS, tuberculosis andmalaria, fragility of democracy and goodgovernance; the destructuring of the social fabric.All these problems have a direct impact on thedevelopment of education. But then for the Director­General what strikes with great clarity is that foreach of these problems education is not simply thevictim but also part of the solution.

To address Africa's educational challengesinvolves not a stroll in the foothills but a real scalingof the Kilimanjaro. Indeed the quantitative scale ofthe challenges facing education in Africa isimpressive. Sub-SaharanAfrica alone accounts forover 40 million out of school children, over one third(37 per cent) of the world's total of 115,4 million.Of the 25 countries that recorded net enrolmentratios below 70%, 18 are located in Sub-SaharanAfrica. Millions of children do not complete theminimum of four or five years schooling deemednecessary for a secure literacy acquisition. Theseissues are placed high on the agenda of theconference.

Governments and their development partnersmade the commitment on the occasion of the 2000World Education Forum of achieving the sixEducation for all goals not later than 2015. Themillennium Assembly made commitments, at thevery highest level of political will on a range of

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development goals whose achievement wouldtransform the world. Two of the Millenniumdevelopment goals concern specifically education(pertaining to universal primary education andgender equality in education). The Montereyconference held in February 2002 is an importantelement of the follow-up to the MillenniumAssembly.

The Director-General laid emphasis on somespecific points:

- The importance of an integrated policy for earlychildhood care and education, foundation oflifelong learning and an integral part of basiceducation;

The need for diversified primary educationsystem in order to meet the educational needsof all children;

The need for a holistic sector-wide approach ofthe educational system to ensure a linkagebetween all educational aspects and levels:basic, secondary; technical and vocational; andhigher education;

Priority to literacy and in particular for womenand girls;

The negative impact of HIV/AIDS which wrecksto a great extent the successes made in theeducational development and more seriouslydestroys development capacities;

The fundamental role of teachers, at least threemillion additional teachers will be needed by2015 in Sub-Saharan Africa if EFA goals are tobe minimally met; the working conditions ofteachers are the learning conditions of learners;

Discrimination towards women and girlsworldwide, those of Africa in particular who donot enjoy equal rights to education.

Given all these challenges, the Director-Generalconsiders the creation of the African Union and theadoption of NEPAD as promising developments. InNEPAD's Plan of Action, the Heads of Statesreaffirmed that "Africa's development begins withthe quality of its human resources". Translating thisinterest into action is the dearest wish of theinternational community and UNESCO wouldgreatly contribute to it , said the Director-General.

Mr Amara ESSY, Interim Chairman of TheAfrican Union Commission recalled the roleplayed by UNESCO, which provided the peoplesof Africa at the beginning of independence with theweapons for cultural liberation at the same time theywere fighting for national liberation. The sameUNESCO is today on the side of Africa, when

His Excellency Abdelaziz BOUTEFLlKA,President of the People's Democratic Republicof Algeria, could not to his great regret personallyparticipate in the Conference. He sent a messagedelivered by Mr. Rachid Haraoubia, Minister ofHigher Education and Scientific Research ofAlgeria.

Algeria being the coordinating country ofNEPAD's human development Programme, the

Civil Society's perspective, the greatest concernand cause for anxiety is that the very planningprocesses expected to have created a sure basisfor implementation of the expanded vision andrenewed commitments, have fallen short of theassurances made in the Dakar Framework forAction.

In this respect, Ms Jennifer CHIWELA laidemphasis on:

- The absence of political will and apathy in manyAfrican countries in finalizing EFA plans;

- The tendency not to take into account theindivisibility of the EFA goals but to limit them tothe two related to universal primary educationand gender parity;

- Low priority given to education in terms ofbUdgetary allocation;

- The need for an educational paradigm shift tothe principle "learn to learn";

- The involvement of the civil society from theformulation to the evaluation of EFAprogrammes;

The need for development partners support tobuild a solid basis for sustainable development.

Ms Jennifer CHIWELA concluded her addressby mentioning some of the Civil Society priorityrecommendations to MINEDAF VIII that shouldencourage the countries to:

- shift education to the top of priorities withconsistent budgetary allocations;

- keep to the principle of the indivisibility of theEFA goals;

- resort to participatory processes in the field ofEFA and institute partnership with NGO's andCSO's;

- lay emphasis on gender equity, povertyreduction, the fight against HIV/AIDS, conflictresolution;

- remind donors of their promise to support EFA;

- provide the African Region with a plan of actionand a follow up mechanism to the Dakar Forum.

through the African Union and its NEPAD pro­gramme, the continent is at turning point. Indeed,The context is favourable to the convergence ofAfrican political will to be translated into action inorder to take up the challenge for the sustainabledevelopment of the continent.

Mr Amara ESSY reaffirmed that the AfricanUnion was decided to bear its share of responsibilitywhen it comes to mobilizing efforts to implementthe political commitments made byAfrican leaders.To this end, The African Union tries to implementthe priority lines of the Decade of Education inAfrica1997-2006. These priorities are more or less thesame as in the Education for all Programme. In thisrespect, Mr. Amara ESSY advocated for areinforced cooperation between the variousorganisations, despite their particularities, tostrengthen the partnership for the development ofeducation in Africa.

Ms Carol BELLAMY, Executive Director ofUNICEF, laid emphasis on the urgent character ofone of the education for all goals namely theelimination of gender disparities at the primary andsecondary school level by 2005. She declared this I ­was the first test of the capacity of the world to meetthe goals of Education for all and the MillenniumDevelopment goals.

To this end, she announced that UNICEF wasgoing to launch a drive to help the 25 of the most atrisk countries among which 15 are African toeliminate gender disparities in primary andsecondary education by 2005.

Mr. Peter PlOT, Executive Director of UNAIDSin his address declared that AIDS stands not onlyas the most catastrophic disease the world has everfaced and the most serious challenge to thedevelopment ofAfrica, but also as one of the biggestobstacles to achieving Education for All. Childrenare our window of hope for the future and shouldbe protected from AIDS.

An AIDS response needs to become imbeddedat the core of education policies but it has a costwhich amounts to about one billion additional dollarsper year. AIDS can be defeated. Encouraging signscome from South Africa, Zambia, Uganda and fromany other place where young people have been atthe fore front of change.

Ms Jennifer CHIWELAexpressed the profoundappreciation of the Non-governmental and the CivilSociety Organizations she represented for theopportunity to participate in MINEDAF VIII soundingthe loudest wake up call one could ever getsummoning Africa to get up and move fromcommitment to action, that is to say implementingthe Education for all objectives by 2015. From the

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message of the PresidentAbdelaziz BOUTEFLlKA,presented the main aspects of this programme.TheNew Partnership forAfrica's Development has seta number of fundamental priorities the thrust ofwhich education, health, and the fight againstpoverty.

More than ever training men and women hasbecome an imperative for all nations which decidednot to be at the margin of the modern world. Toprovide basic training to all school age children,expand access to secondary and higher educationare NEPAD's top priorities, coming closely akin tothe objectives of the April 2000 Dakar Forum. TheAfrican school should be innovative through itspedagogy, steadfastly oriented towards the futurethrough its teaching contents and efficient inmanaging method. The development and masteryof new knowledge and know how are fundamentallyat stake in the development strategies. If theAfricancontinent wants to accede to the knowledge sociel)(it should mobilize all its potentialities. It is thereforenecessary to keep African cadres on the Africansoil thanks to an appropriate solution of the braindrain phenomenon.

At the very time Africa should take up theEducation for all challenge, it remains a breedingground for serious endemic diseases such astuberculosis, malaria, and in particular HIV/AIDS.It is necessary to adopt a global approach towardshealth and education issues. To facilitate care andexisting treatments, develop the capacities of thepublic health systems, implement preventionprogrammes based on health education are amongothers the main lines of the NEPAD programme.

New education and health policies would remainineffective if they are not combined with povertyreduction policies. In this respect, in addition tonational and international direct investments,NEPAD advocates for specific poverty reductionpolicies encouraging community initiatives.

To Mr. BOUTEFLlKA's message was attacheda document highlighting a number of issues to betaken into consideration by MINEDAF VIIInamely:

- monitoring, quality, participation, mobilization;

- HIV/AIDS and the education sector;

- the excluded and the forgotten :

- gender equality ;

- mainstreaming of education and sustainabledevelopment.

President Benjamin William MPAKA in hisopening speech thanked UNESCO for the honourgranted to Tanzania to host for the first time this

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important conference in Dar-Es- Salaam. Hewelcomed all participants to the city.

According to President Benjamin WilliamMPAKA, we live in a world that demands arevolution in our traditional way of deliveringeducation to our people and supplying humanresources to our pUblic services, to our industryand to the business community. We need a kind ofeducation that can change with time, and respondto the new demands of the market in a globalizingworld. This Conference will be worthwhile, if itshows how to move from commitments to action,action at once local, national, regional and global.We must bear in mind the fact that Education forall encompasses not only primary education, butalso early childhood, literacy and lifelong educationprogrammes. It involves creating and prOVidinglearning opportunities through differentapproaches, the formal, the non-formal and theinformal. Additionally, an active commitment hasbeen made to target the poor, people withdisabilities, orphans, and all distressed andchallenged people including those alfected by HIVIAIDS.

In all these respects, the local, rather nationalcapacity has to be multi-faceted and all-inclusive.It has for instance, to include capacity to put upand maintain the necessary infrastructure forexpanded school enrolment; capacity to trainquality teachers; capacity to monitor and assesslearning achievements based on the set targets.Achievements of these desirable qualities needsstrong commitments from governments and the civilsociety and considerable support from the donorcommunity.

President illustrated his remarks with theexample of his own country Tanzania whichspearheaded the policies of Education for Self­reliance and achieved, with substantial support ofthe donors, Universal primary education in the early1980s. But this effort could not be maintained.Nevertheless, for the past two years, the countryhas been implementing a five-year PrimaryEducation Development Plan that articulates thevision of Universal Primary Education and whichis anchored in the wider Education and TrainingPolicy, the over-arching Poverty ReductionStrategy, and the Tanzanian Development Vision2025. The results obtained in one year wereimpressive as shown by the following data:

- 1,624,316 pupils enrolled against the 500,000target;

- gross school enrolment rate went from 84.4%to 100% and net school enrolment rate from65.5% to 85% between 2001 and 2002;

- recruitment of 7135 qualified teachers and 6919teacher trainees;

- 2228 new teachers' houses constructed.

The significant successes attained in only oneyear result from government commitment andprioritisation of EFA on the one hand, and on theother hand remarkable partnership between theCentral, Local Government, the people anddevelopment partners. And yet there are stilltremendous challenges related to the qualificationof teachers, the number of teachers, and the lowcapacity of secondary schools to absorb primaryschools graduates.

Another challenge but no means the least isfunding for education. In Tanzania, a quarter of thestate budget goes to education. But what does aquarter mean if the budget remains small? So, thepursuit of Education for all targets must beaccompanied by national strategies to enhanceeconomic growth and development. I

President MPAKA mentioned the unpreced­ented development of Science andTechnology andin particular of the NICT's which increase the gapbetween the rich and the poor. He insisted on theresponsibility of countries to put in place educationalsystems that will help to narrow the gap and enablethe people to face both the academic, as well associo-economic challenges of the new Millenniumwith greater confidence.

President MPAKA declared that the vision ofEducation for all exhorts us to wider dimensionsand higher degrees of awareness. He called uponthe Conference in order to attain the Education forall objectives by 2015, to share knowledge andexperience, before he concluded by these words"shared knowledge is not lost knowledge, it is moreknowledge".

PROCEEDINGS OF THE CONFERENCE

In accordance with its agenda, the Conferencediscussed 7 substance items introduced by themain working document (ED-02/MINEDAF/3).

The working method adopted by the Conferencewas that of panels. Each theme was introduced byinterveners who were identified during theConference preparation process. The discussionwas organized in such a way that each theme wasdealt with from various convergent angles : theministers' political view, the technical point of viewof specialists of the issue, the point of view ofdevelopment partners, the point of view of

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representatives of the civil society. Then the debatecould be launched, observations made,experiences exchanged, challenges identified andstrategy combined with appropriate recommen­dations sought.

The synthesis of the discussions is presentedin the report as section 11 entitled "EducationDevelopment issues and strategies".

Another specificity of the MINEDAF VIIIConference consisted in organizing several specialsessions devoted to various themes. Most of thesethemes are of crqsscutting nature and could not bedealt with in an exhaustive way in the main workingdocument nor in the panels on "EducationalDevelopment Issues and Strategies". Ten specialsessions were organized adopting the panelmodality. A rundown of the special sessions entitled"Special and crosscutting themes" is presented insection Ill.

Concerning the substance of the Conferenceanother element was the preparation and adoptionof the Dar-Es-Salaam declaration. In conformitywith the suggestions, made for organizing theconference work, document ED-02MINEDAF-INF/3, the Ministers Caucus set up right from thebeginning a drafting committee provided withguidelines to prepare a statement of commitment,statement containing the views and conclusions ofthe conference.

The transformation of the Organization ofAfricanUnity (OUA) into the African Union (AU) on the onehand and on the other hand the adoption of theNew Partnership for Africa's Development, fallwithin dynamics of the construction of a newAfrica.In this respect, some duties befall on educationwhich should change. The scope, depth, andurgency for change depend on countries' individualcontexts; but in great many cases they call for anecessary "rethinking the foundations of education".This is the meaning of the invitation to change theparadigms - the very concept and defining features- of education inAfrica. It is in this line that the Dar­Es-Salaam Declaration "Education to build the newAfrica" was written. The text was considered andamended by the Ministers Caucus before beingpresented and adopted in plenary session. TheDeclaration is Part IV of the present report.

CLOSING OF THE CONFERENCE

The closing ceremony of the Eighth Conferenceof Ministers of Education of the African MemberStates (MINEDAF VIII) occurred on Friday, 6December 2002 under the chairmanship of the

Chairman of the Conference, The HonourableAmbassador Dr Pius Yasebasi NG'WANDUMinister of Science and Technology and Highe~Education of the United Republic of Tanzania,surrounded by the members of the Bureau. TheDirector-General of UNESCO was represented byMs Aicha BAH DIALLO, DeputyAssistant Director­General for Education at UNESCOs Headquarters.

The session took place in three stages:

• handing over of EFA national action plans;

• presentation of the oral report;

• closing addresses

First act:

The floor was given to the Secretary-General ofthe Conference, Mr Armoogum PARSURAMEN,Director of the UNESCO Regional Office in Dakar.He recalled that December 2002 was the deadlinefor the preparation of the Education for all plans ofaction and expressed satisfaction that 28 countries Iwere able to meet the deadline. To acknowledgepublicly the efforts made by the countries, he invitedto hand in symbolically to the chairman a copy oftheir EFA plan of action.

Second act:

The Rapporteur general of the Conference MrIbrahim ARY, Minister of Basic Education of Nigergave an oral report. In brief, he declared thefollowing: MINEDAF VIII, an act of Africancooperation, takes place "under a lucky star" orbetter a dynamic constellation: the establishment Iof the African Union, the adoption of NEPAD, thesetting of FAPED, the massive participation of highlevel delegates with convincing strong messagesthat there was need for taking up the educationchallenges and go from commitments to action.Twoelements made the conference successful: it wasrich and original.

Rich and high quality preparatory documents,rich interventions, exchanges and debates, richhuman encounters, partaking. Ail this is reflectedin the final declaration.

Original through wide opening to all educationstakeholders, and multiform organization accordingto a methodology conducive to interaction..

The deliberations were underlied by clearrealism and self criticism, due to present situation,and the affirmation of political will for the future.The approach resulted from the wish and need totranslate declarations into projects, programmesand concrete action, through the national educationdevelopment plans which should be credible. In this

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respect, MINEDAF VIII gave a few key elements tosuccess among which:

• a global and systemic approach to problems andimplementation of both sectoral and inter­sectoral policies;

• policy dialogue, distribution of responsibilitiesand tasks within the framework of efficientpartnerships;

• emphasis absolutely laid on quality.

MINEDAF VIII ends, but in reality things stari.The commitments to translate into action are firstindividual to each country, they are also commonas regards the future of all Africa, just they areequally international. Indeed, a quality educationfor all, all over the world, also concerns the worldcommunity within the globalisation process.

"Education is the key to life" was sung in Swahili,English and French at the opening of MINEDAFVIII to praise education for all.

Third Act :

Ms A"icha BAH DIALLO, in her address firstthanked on behalf of the Director-General ofUNESCO, the people and Government of theUnited Republic ofTanzania for the warm hospitalitybestowed on participants in MINEDAF VIII and forthe efforts made to make the conference a success.

She expressed satisfaction at the quality of thework carried out and paid tribute to all those whowere the architects of the success first of allministers of education and their teams, then allparticipants in particular the civil societyorganizations and finally all organizers membersof the National Commissions or UNESCOs staffmembers.

Ms Aicha BAH DIALLO mentioned the lot of acategory of African children. This is the child, whocannot be educated because his parents are pOOtdisease has wiped out those in charge ofsupervising him (family, elders, teachers.) This isthe child who cannot go to school because of warat the doors of his village. This is also the child,who has poor school results because his parentsare illiterate or because the educational system isnot sufficiently prepared to receive him. For all thesechildren's sake, our resolutions should be translatedinto concrete action. It is fortunate that theinternational community be ready to support themthrough programmes such as the fast track initiativeto implement EFA.

Ms A'icha BAH DIALLO concluded her address

with what she called the moto of MINEDAF VIII"Action nothing else but action".

The HonourableAmbassador Dr. Pius YasebasiNG'WANDU, full of humour expressed his concern,whether as the last speaker of the conference, hewill be able to keep the audience in the hall up tothe end of his speech?

On behalf of the Tanzanian Government, hethanked all participants in the conference, andexpressed satisfaction at the presence of membersof the diplomatic corps, representatives ofinternational organizations, as well as of non­governmental organizations. He also laid stress onthe fortunate occasion afforded to ministers andparliamentarians to have exchanges on strategiesfor developing education in Africa.

Concerning the substance of the conference,the Honourable Pius NG'WANDU highlighted thefollowing points:

• From the preoccupation for access, we havegone to a balanced approach between accessand education and learning quality.

• The concept of education for all should beexpanded to include early childhood, primaryand secondary, adult and non formal education.

• Emphasis should be laid on the improvementof the quality of education but "in the race forquality, there is no finish line".

• The status of teachers: number, qualification,status and career was given due attention.

• The need to change the African educationalsystems so that they meet national needs.

• The issue of the teaching medium wasconsidered from diverging views. But then, could

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we not agree on the fact that the mostappropriate language is the one that is easilyunderstood by many people, a dynamiclanguage, easy to use and able to expresscomplex scientific ideas? Within the prospectof African Renaissance and in line withNEPAD, it is high time for Africa to consideradopting languages such as Kiswhahili, Zulu,Hausa, which are of African origin.

The Honourable Pius NG'WANDU also notedthat regional cooperation was discussed at theconference in the very philosophy of NEf¥o.D.MINEDAF VIII Conference itself is a cooperationmechanism. UNESCO should be thanked forhaving initiated and organized it during these pastforty years. In addition to UNESCO, bilateral andmultilateral agencies, the Civil Societyorganizations, international and local organiza­tions which, are part and parcel of educationaldevelopment actively participated in MINEDAFVIII and in its success. Their contribution andconstant support will lighten the EFA burden forgovernments.

MINEDAF VIII has just come to an end, butthe work towards EFA was just given a newimpulse through the adopted recommendations.At the next MINEDAF conference, the story ofEFA implementation will be different. It shouldshow greater achievements and signal a brighterfuture. On this wish, the Chairman, PiusNG'WANDU declared MINEDAF VIII conferenceofficially closed.

PART 11

Issues and strategies• in education development

"Today we live in a changed and ever-changing world. It is a world that demands

a revolution in our traditional mechanisms for the delivery of education to our

people, and the supply ofquality human resources to our public service, to our

industry and to the business community Knowledge-based technologies are

transforming our world in ways that would have been unheard of not too long

ago. These developments have naturally pushed education to the centre of

our development efforts... »

Benjamin William Mkapa

This sets the tone to the debates which were carried out on the issues and

strategies in education development and which related in particular to the

following subjects:

• Changes in education to meet regional commitments in the context ofAfrican

Union and NEPAD

• Universalising education for children and adolescents

• Issues and strategies for the promotion of adult education in the context of

lifelong learning

• Seco~dary and higher education

• Improving the relevance and quality of education

• Mobilizing and managing financial resources for the implementation of EFA

• Regional cooperation in education

Panel 1 : Changes in education to, meet regional commitments"in the" context of African Union and NEPAD .

«with the African Union

and its programme on

NEPAD, it is witnessed aparticularly favourable

moment for the

convergence of political

will among Africans and for

translating this will

resolutely into concrete

action ".

Amara Essy

I. ISSUES

The transformation of the Organizationof African Unity (OAU) into AfricanUnion (AU), intended to unify thecountries ofAfrica and streamline theirdevelopment policies and strategies onthe one hand and on the other theadoption of the New Partnership forAfrica's Development (NEPAD), arenewed expression of African'spolitical will to achieve sustainabledevelopment imply responsibilities toeducation which should change.

The scope, depth and urgency of thesechanges depend on countries'individual contexts; but in a great manycases what they call for is a necessary"rethinking the foundations" ofeducation. This is the meaning of theinvitation to change the paradigms - thevery concept and defining features - ofeducation in Africa.

Part of that process is trying to answerthe following questions:

• What are the essential social andcultural features of the Africancontext that can be drawn on for abasic Education for All that cancontribute to an African Renais­sance in the twenty-first century?

• According to present estimates,more than half of theAfrican popula­tion have no access to basiceducation. How do we meet thischallenge at the same time astackling the new problems ofglobalisation and the new revolutionin communication and information?

We can look at the process of change,the issue this panel is addressing, fromfive major angles:

17

• Economic problems, including thenegative economic impact of HIV/AIDS;

• Cultural and social concerns;• Governance and management

issues;• Community involvement;• Regional commitments.

11. STRATEGIES

Development theories, in particularthose on the role of education in humandevelopment, are well known today.Several regional and sub-regionalinstitutions (African Union, NEPAD,SADC), and global internationalconferences (Dakar forum, Millenniumforum, Harare programme of action ... )have been propounding these theorieson a large scale. NEPAD, by makinghuman development central to itspriorities, also puts education, healthand poverty reduction at the forefrontof its concerns. Donors have developeda response for education issues throughthe fast track initiative. Internationalinstitutions, such as UNESCO and itseffort towards education for all,endeavour to combine the answerseducation provides to these problemsby synergizing the frameworks for actionproposed in successive conferencesand ensuring that actions are coherent.Development agencies, such as theAfrican Development Bank, seek to playan interface role betwe~n the policiesdeveloped and the action plans andprogrammes that implement thosepolicies on the ground. The task todayis to translate our long reaffirmedpolitical will into concrete actions on theground.

Challenges and problems

• There is a clear link betweeneducation and development,

because education is a key lever for fightingagainst poverty.

• The other factors that contribute towardsdevelopment include economic growth, peaceand stability, space for freedom of speech andespecially for dialogue.

• In a context where resources are scare anddevelopment aid is on the downwards trend, weneed to advocate for the preservation of theresources allocated to development, andespecially for more efficient use of availableresources.

• There are a number of challenges inherent inexisting education systems:

- All citizens do not have equal access toeducation; ITeachers need better conditions of training Iand pay;

Schools require material and humanresources proportionate to their needs.

• Globalization can have good or bad elects forAfrica. It all depends on the way we build onthe positive aspects. From the NEPADperspective, which proposes the creation of anew Africa, the challenge is to learn how tocreate this new Africa and build a critical massof qualified human resources to do so, usingeducation as a key entry point.

Ill. RECOMMENDATIONS

1. Promote and institutionalize a participatoryapproach: create a forum for dialogue wherepartners in education and civil society participatein school management: communities, NGOs,teacher unions, parents and teachers'associations.... with each partner (public secto~

private sector and communities) having a clearlydefined role that enables the system to last inthe long term.

2. This forum should identifyAfrica's social valuesand help to shapeAfrica's cultural identity in theway we wish to see it transferred to our childrenvia education. Women should be empoweredand their roles redesigned as a key first stepfor more equitable access to education for boysand girls, and as a way for countries to promotesustainable development.

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3. Tackle the problem of the brain drain: we needto analyze the positive and negative elects ofthe brain drain before seeking ways to keep ourexperts in Africa. In any case, it is hard to thinkAfrica will produce education of good quality ifresearchers, who should improve conditions forteaching/learning, leave their countries to workabroad. For, this is counter-productive at alllevels of the education chain.

4. Create the conditions for promoting qualityeducation for.all, for example, by:

- Improving conditions of work for teachers togive them adequate training of good qualityand attractive salaries;

Providing free basic education and adequateteaching materials;

Using local languages in the early years toensure higher levels of understanding;

Giving scholarships at the other levels(secondary, technical and higher);

Closing the gender gap in access toeducation.

5. Review education policies aiming, in particula~

to:

• Create opportunities for learning and proposesuitable curricula at each level (notably byusing a community-based approach toincrease access to pre-primary education sothat it benefits more than just a privilegedfew);

• Redynamize technical and vocationaleducation, both of which are necessary foreconomic development, ensuring that thequality of education meets job marketrequirements;

• Promote the use of new technologies anddistance learning;

• Ensure that the costing systems in place arefinancially affordable (procurement ofteaching materials).

6. Reinforce institutions and systems for monitoring

• Evaluate the quality of education delivered;

• Analyze the first results obtained throughregional cooperation and disseminate thefindings of this analysis;

• Set up inter-country technical groups andoperational networks on selected issues,

such as re-supplying teaching materials andpromoting decentralized co-management ofeducation by teachers and communities.

7. Improve coordination of donor involvement atlocal level. Donors must not try to impose theirpriorities and projects. On our part, we shouldnot push them too hard to deliver on theircommitments. At least 50% of the resourcesgathered from debt relief mechanisms shouldbe redeployed in the education and healthsectors.

8. Network regional institutions

NEPAD and AU should synergize their actionstowards education for all. We also need toexplore chances of establishing regional higherinstitutions for learning. Almost all of them havedisappeared, whereas having them guaranteesthe economies of scale our systems absolutelyneed to continue operating.

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Moderator:

- Honorable Minister Rachid Haraoubia, Algeria

Panellists:

- HonorabJe Deputy Minister Telmina Paixaj, Mozambique

- Or Aboubacar Sarr, African Development Bank

- Mr. Adimu Obandoh, ELlMU

- Ms Fay Chung, lICBA

Organizers:

- Mr. Lupwishi Mbuyamba, UNESCO Maputo

- Mr. Boubacar Camara, UNESCO Accra

Rapporteurs:

- Mr. Noel Chicuecue, UNESCO Maputo

- Ms Made Dorleans, UNESCO Dakar

- Ms lyabo Fagbulu, UNESCO Abuja

Panel 2 : Universafis.ing ec:i.ucati.on.for chilqren and a.dofescents .'

"Education for al/: is the world

on track? A high-risk group

consists primarily ofcountries

in sub-Saharan Africa..."

EFA Global MonitoringReport 2002

I. ISSUES

Universalising quality primary educa­tion implies the following:

• aiming not only at a 100% grossenrolment ratio but also 100%completion of primary school; atpresent, this latter figure is notabove 56,6% in Africa;

• promoting girls' access andcontinuing attendance and encou­raging the demand for education inpoorer rural areas and among themost underprivileged socialgroups;

• taking account of the impact of HIV/AIDS on education, especiallythrough the loss of teachers andthe greater number of orphans;

• attending to adequate provisionand targeting of resources.

The countries of the region havedifferent distances to go to meet theirEFA targets by 2015 and that entailsdifferences in strategy. What appro­priate strategy for each specificsituation? From this global question,derive many others such as thefollowing:

• For countries with 100 % grossenrolment ratio in Primary Educa­tion,- What are the critical strategies

that would enable the educationsystems to ensure learning for allchildren?

- What policies and actions areneeded to ensure sustainedimprovements in primary educa­tion quality and retention ofchildren?

• For countries that have less than100 % gross enrolment rates inprimary education,

- What changes are needed ineducation policies and practicesso that education can reach andrespond to the needs of childrenin various c,ircumstances by

20

2015? How can countries accel­erate the provision of educationto reach the EFA target?

- What actions will lead tosustained improvements inprimary education and will benefitboth publicly funded primary

.education and that of privateproviders.

• How can balanced educationpolicies ensure top priority for basiceducation, as well as ensuring theprogress needed in other sectors ofeducation?

11. STRATEGIES

Background and objectives

Universalising Primary Education(UPE) is critical to unlocking individualand societal potential. It is a prerequis­ite for sustainable development.Several international gatherings haverecommended UPE as a priority. Inparticular:

• The Education for All Forumparticipants collectively committedthemselves to "ensuring that by2015, all children, particularly girls,children in difficult circumstancesand those belonging to ethnicminorities, have access to completefree and compulsory primaryeducation";

• Achieving Universal Primary Edu­cation and the Education for Girlsare among the priorities of theMillennium Development Goals;

• The New Partnership for Africa'sDevelopment (NEPAD) under­scores the importance of educationfor the development and stability ofAfrica.

However, UPE will only be achieved intoday's Africa if immediate measuresare undertaken to expand access, raisequality and improve equity not only to

meet learning needs of children enrolled inmainstream educational systems but also to carefor the vulnerable, the marginalized and other hard­to-reach children and adolescents that have yet tobenefit from existing provision of education.

The panel comprised two parts:• Part J discussed major issues related to early

childhood education, primary education, girls'education, and alternatives to formal education.

• Part 11 focused on specific programs aiming atresolving specific challenges. Discussionsincluded:

i. The experience of Bolsa Escola, whichprovides financial support to parents topermit the education of their children,

H. Guidance and counselling for psychosocialsupport of the child;

Hi. The BREDAlUIS/the World Bank/FrenchCooperation study on universalising primaryeducation in Africa, and

iv. Civil society contribution to EFA, with a focuson NGO/CSO achievements and the NGO/CSO Capacity Building Joint Program.

CHALLENGES

Education in Africa is facing major challenges:• Early childhood care and education programmes

are not pro-poor and they receive very littleproportion, if any, of pUblic spending ineducation.

• Primary education is still lagging behind becauseof limited access, poor retention andperformance below expectations. Poorlyprepared teachers, insufficient supplies of goodquality books, and inadequate supervision ofschools and little participation of parents in theeducation of their children aggravate these.Education in Africa must strike a balancebetween appropriate traditional practices on onehand and, on the other hand, modernexpectations within national and global spheres.

• While the ultimate aim is to enable all childrenand adolescents to benefit from mainstreameducation, it is still necessary to providealternative models of education that are flexibleand of good quality to meet the needs of thepoorest children, ethnic minorities, street andworking children and those with disabilities.

• Insufficient provision for continuing educationand employment to reach out-of-schooladolescents has resulted in unoccupiedadolescents who are prone to criminal activities

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and to unwarranted civil disturbances. Thestability of many societies will depend largelyon appropriate policies, actions, in order to openvarious opportunities for youth development.

• Enrolment rates, educational achievements andemployment opportunities for girls are belowdesirable levels despite achievements.

Achievements

Existing data and projections suggest that Africamay not be able to achieve Education for All by2015. Forty three countries are likely to miss at leastone of the Dakar Goals and, for twenty of them,classified as "at risk countries", completing UPE islikely to be an utopia unless drastic measures areundertaken right now. African countries have madesome gain in Girls' Education, which wasconsidered as one of the major area needingimprovement in order to achieve UPE. Howeve~prospects are still worrisome not only in PrimaryEducation as a whole, but also in three other areasthat have direct impact on UPE:Adult Literacy andlifelong learning, Vocational/life skills' training, andquality education.

To get education inAfrica back on track, it is criticalthat countries lagging behind stop doing businessas usual. They shall explore new approaches.National, SUb-regional, and regional programs thathas proven their efficiency shall be strengthenedto effectively meet all demands for education. Newinitiatives that are promising and that bear potential,such as the non-formal basic education centres inBurkina Faso (CBNF), the Nafa Centres in Guineaand other education centres for development (CED)in Mali, could be scaled-up and expandedthroughout the continent with a minimum support.Valuable lessons could also be drawn from goodachieving countries and successful regionalprograms.

Ill. RECOMMENDATIONS

Panel 2 discussed the above issues and examinedhow African countries could move from policy topractice on implementing them. The Panel cameup with the following set of recommendations.

1. Effective Government commitments shall betranslated into concrete measures that refocuseducation whenever needed based on demandrather than supply. Such concrete measuresmay include, among others:- Ensuring that education remain high on

national agenda and beyond political

cleavages: a strong commitment of the entirepolitical leadership is at the core of truechanges in the education front;

- Improving the quality and relevance ofeducation as defined by the users;

- Allocating resources that effectively respondto the needs of the system through ensuringthat, wherever education is organized andhas credibility, resources are allocated;

- Opening opportunities for excludeddisadvantaged groups to give them accessto good quality education so that they areempowered and are able to contribute to thedevelopment of their communities, theircountries, and their region;

- Using language of instruction that will enablechildren to learn, first, in their mothertongues;

- Adopting a holistic and community-basedapproach in Early Childhood Care andEducation to include support to parents andto providers other than the parents; ECCE iscritical for physical, social and intellectualpreparation of the schooling of the child.Success in this area will lead to improvedaccess, better learning outcomes andimproved equity in primary education.

2. African countries must diversify their educationalsystems to provide alternative delivery throughvarious pathways while working towardseliminating those factors that give rise toexclusion. At the same time, alternativedeliveries should offer second chanceopportunities for groups that do not participate,for various reasons, in the main stream ofeducation.

3. African countries should take full advantage ofthe Fast Track Initiative to accelerate progressin the expansion and development of education.Success brings success. Positive outcomes willbe exemplary for the financing of other countriesthat are not, at present, benefiting from thisInitiative.

4. FAWE as a regional initiative advancing thecause of education of girls should bestrengthened to support governments toeffectively implement policies and plans aimingat improving girls' full access to good qualityeducation.

5. Bolsa Escola offers an interesting option for poorparents to send their children to school on aregular basis. The many benefits of the program

22

include:It reduces dropout;It increases enrolment;It reduces child labour;It improves performance.

Wherever Bolsa Escola is introduced, efort shouldbe made to extend the program to morecommunities. Other countries should make theprogram known to the decision makers and to thegeneral population.

6. Appropriate legislation and policy frameworkshould be in place to enable the institutionali­sation of guidance and counselling in Africaneducational systems. Guidance and counsellingprograms should be:- Integrated into teacher training;- Given space in the curriculum;- Provided with appropriate staff time;- Allocated appropriate levels of resources that

will permit the provision of effectivecounselling services for children, particularlygirls.

7. Timely and accurate statistics should be madeavailable to African policy makers and partnersworking in education. Effectively analysed andinterpreted, statistics provide (i) early warningsof pending challenges, (ii) a basis for resourcesmobilization and allocation, and (Hi) an overallgood management of education. They arecritical to policy formulation, planning,implementation, monitoring and evaluation ofeducation.

8. Qualitative measurements should be developedand reinforced to complement and supportfindings from Quantitative data. Measures ofefficiency in education should integratequalitative data in order to reflect true progresstowards EFA.

9. The potential of civil society organisations shallbe complemented by capacity building programsas illustrated by the NGO/CSO Capacity buildingprogram which was initiated through acooperation between UNESCO, the V\brld Bank,Rockefeller Foundations and the main EFApartners. Civil society, including professionalaffiliates, parliamentarians, and the privatesector play an important role in the achievementof EFA because of their fleXibility, their capacityto reach out local communities, their ability toeffectively address locally expressed needs, andtheir capacity to develop effective programs in

such areas as advocacy for girls' education, thereinsertion of dropouts, and reaching out theunschooled.

10. North-South co-operation shall bestrengthened and well balanced, noting thatunresolved issues of the South alfect theNorth.

Moderators:

Honourable Minister Mathieu Ouedraogo, BurkinaFaso

Honourable Minister Kgeledi George Kgoroba,Botswana

Panellists:

Honourable Minister Osman Saleh Mohamed, Eritrea

Honourable Minister Najima Rhozali Thay Thay,Morocco

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Honourable Senator Cristovam Buarque, Brazil

Mr. John Daniel, ADG/ED (UNESCO)

Mr. Mamadou Ndoye, Executive Secretary ADEA

Mr. Cream Wright, Director of Education, UNICEF

Mr. Dan Bushamana, Botswana

Mr. Mathieu Brossard, UNESCO Dakar

Ms. Therese Maima Manga Keita, ONGRepresentative

Organizers:

Ms Winsome Gordon ED/BAS/PE (UNESCO)

Mr. Ibrahima Bah-Lalya ED/BAS (UNESCO)

Rapporteurs:

Mr. Ibrahima Bah-Lalya ED/BAS (UNESCO)

Mr. Hilaire Mputu, DFU (UNESCO)

Mr. Paul Mpayimana, UNESCO Yaounde

Panel 3: Promotion of Adult Education in the,Context of Lifelo'rag Learnh19

"Literacy for all has to

address the literacy needs

of the individual as well as

the family, in the workplace

and in the community as

well as in society and in

the nation... "

United Nations Literacy

Decade

I. ISSUES

Promoting lifelong learning in Africaentails the creation of literate societies,the valuing of local knowledge, talentand wisdom, the promotion of learningthrough formal and non-formaleducation, and taking the best advan­tage of the new information andcommunication technologies and thedividends of globalisation. In view ofEducation for all by 2015, there is aneed, as recommended by the DakarFramework for Action, of "achievinga 50 per cent improvement in levels ofadult literacy by 2015, especially forwomen and equitable access to basicand continuing education for alladults". How are the countries of theAfrican region putting this recommen­dation into practice?

What are the responses of theConference to many questions suchas the following:

• In countries plans for Education forAll, what place is accorded toliteracy and life long learning, interms of priorities and resourceallocation? What is the role ofgovernment authorities in thisarea?

• What alternative approaches andstrategies are being implemented,in order to reach, motivate andempower marginalised groupsmost effectively?

• What are the linkages betweenformal and non-formal adultlearning? How could this bepromoted?

• What are the specific strategiesenvisaged to respond to specificlearning needs of girls and womenand to promote gender justice?

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11. STRATEGIES

Background and objectives

The panel discussion on Issues andStrategies for the Promotion ofAdultEducation in the Context of LifelongLearning was organized by theUNESCO Institute of Education todiscuss and share experiences on theplace accorded to adult and literacyeducation within the national EFAplans of action, to propose innovativeapproaches and strategies toempower young people and adults,especially those marginalized.

The specific objectives were:

1. To share ongoing and upcomingactivities related to literacy andnon-formal education addressingthe needs of young people andadults in Africa.

2. To discuss desirable alternativelearning for adolescents and adultsin the framework of lifelonglearning.

3. To prepare proposals to beincluded in the statement ofCommitment and Recommenda­tions for action.

Before introducing the Panelists andthe topics under discussion, theModerator gave a brief overview ofadult education within the context oflifelong learning, and posed a fewquestions that needed to beanswered. One of the questionsraised was the type of methodologiesavailable for adult education in the21 st century and how to enhanceparticipatory democracy.

Achievements/Opportunities

There seem to be an overall lack ofconfidence among African educatorsand adults to participate in local

governance and to promote democracy. It has beenmentioned the importance of adult and literacyeducation within the contexts of poverty reduction,transparency, democracy and participatory edu­cation as well as infusing a culture of human rightsand citizenship within the context of NEf¥..D andAU. Adult education is a human right and must bea part of the global overall approach to povertyreduction.

Adult education should go beyond basic literacy andshould be looked at from a holistic point of view Anexpanded vision of literacy and post literacy couldbe further formulated in the framework of the UnitedNations literacy decade in anAfrican perspective.

There is need to improve quality, delivery, contentand resources for entire adult educationprogrammes at all levels through policyimplementation and advocacy. The use of locallanguages in adult education and literacy shouldnot be underestimated.

Synergy should be built between informal, non­formal and formal education settings so as toempower and provide women, girls, marginalizedand people with disabilities with the opportunitiesto fUlly participate in development. Trainingopportunities and programmes should be linked tolivelihoods such as the micro- credit schemes andvillage banking system in Kenya, the micro creditscheme in Morocco and the Ikhwelo (Xhosameaning call or summon) PovertyAlleviation Projectand Learnerships in South Africa.

It has been stressed the importance of recognizingadult basic education as a means to achievingeducation for all, as well as the emphasis on linkingadult basic education to formal education, therelevance of policies, reform in adult education andadult education in the context of poverty reduction,with particular focus on women and girls.

Ill. RECOMMENDATIONSI THE WAYFORWARD

1. Provide supportive policy, leadership andlegislative environment conducive to the useof local languages and the empowerment ofadult learners, especially the marginalized andvulnerable groups.

2. Develop national youth and adult educationand training programmes through non-formal

25

and informal channels, including corecompetencies in sustainable development,entrepreneurial skills and livelihoods, goodgovernance and critical citizenship,democracy, preventive health (HIV/AIDS, etc).

3. Meet the desires and aspirations of thelearners by diversifying adult education ofers.

4. Create linkages that enable adult learnersmove from informal, non-formal to formaleducation and training settings.

5. Enhance existence of good functioningnational qualifications frameworks in thecontext of lifelong learning.

6. The Right to adult education should beincorporated into national legal frameworks.

7. Embed Adult basic education in nationaleducation priorities and plan it in the contextof sustainable development, EFA, NEPAD etc.

8. Set up a Pan-African coalition of sub regionalnetworks in the framework of NEPAD andUnited Nations Literacy Decade (2003 - 2012)to assist in identifying and promoting successstories in Africa that can be adapted. Withinthe same context, with the support of media,launch (13 February 2003), and implement theInternational Literacy Decade.

9. Increase investment through direct debtcancellation, and create support centres forproViders, workers and planners.

10. Improve training of facilitators andprofessionals by maXimizing existingresources, people and institutions.

11 . Empower and support women through adulteducation to alleviate poverty.

12. Capacity building in the area of training,monitoring and evaluation, and research inadult and literacy education in the frameworkof the United Nations Literacy Decade.

13. Set up information systems and monitoringtools in order to better drive adult educationand literacy policies.

Moderator:

- Honourable Minister Abraham B. Borishade, Nigeria.

Panellists:

- Honourable Minister Anne Therese Ndong-Jatta, TheGambia

- Ms. Blandine Mefane, Deputy Director General/EF A

National Coordinator, Gabon.

- Dr. Brenda Leibowitz, Director, Race and Values inEducation, Department of Education, South Africa.

Mr. Aubrey Mallole, Director, Adult Education andTraining, Department of Education, South Africa.

Mr. Antoine Sawadogo, Former Minister ofDecentralisation and Security, Burkina Faso.

Mr. Frederick Ngwesigye, National Coordinator,Forum for Education NGOs, Uganda.Mr. Patrick Kiirya, Director, Literacy and Adult basic

Education (LABE), national NGO, Uganda.

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Mr. Shigeru Aoyagi, Chief, Literacy and Non-formalEducation Section, UNESCO Paris

Organizer:

Mr. Adama Ouane, UNESCO Institute for Education

Rapporteurs:

Mr. Benoit Sossou, UNESCO DakarMs. Aune Naanda, UNESCO Windhoek

Panel 4 : Secondary and higher education

"Providing basic education to

all children ofschooling age,

and expanding access to the

secondary and higher levels

- these are top priorities for

NEPAD... "

Abdelaziz Boutl:Hlika

I. ISSUES

What could be the rightful place of post­primary education development, in acontext where the clear priority is basiceducation in many African countries?To tackle this type of question properly,countries find they need to have anoverall, long-term vision of educationwhen preparing their educationpolicies; in other words, a sector-wideapproach. Working in this way, somecountries have prepared ten-yeareducation plans, in which eachsubdivision of education has its place.This type of plan provides material forexchanges on the issues of secondaryand higher education and also answersto the following questions:• What alternatives can be used to

expand quality educationalprovisions, beyond the primarylevel, to young people and adults?

• Young people and teachers atsecondary and tertiary levels areparticularly affected by the HIV/AIDS pandemic. What preventionstrategies should be implementedin terms of content, curriculum,educational process and theorganization of education, tocombat this scourge?

• In light of resource constraints,under what conditions can highereducation support and strengthenthe Dakar and NEPAD commit­ments?

• What experiences mightAfrica drawon concerning the use of newinformation and communicationtechnologies for improving thequality of teaching at an affordablecost and without exacerbatinginequalities?

11. STRATEGIES

Context and Objectives

Secondary, vocational and technicaleducation as well as higher educationhave a weak development at the

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moment in African Countries. Indeedstagnation can be observed in theimplementation of secondary andhigher institutions leading to a lowaccess rate at this level of education.It is also noted a quasi systematicorientation of secondary educationgraduates towards higher education tothe detriment of vocational andtechnical education. The phenomenonmakes worse the imbalance betweenthe number of trained people, oftenaccording to international standards,and the absorption capacity of thelabor market. Moreover, the teachersbadly motivated by poor workingconditions (physical and salaries), areobliged to cumulate many activities,including leaving their countries forbetter job opportunities. This situationis amplified in countries in crisis whichcould experience an unprecedentedsituation in the coming ten years dueto the non replacement of old teachingstaff ( for example: DemocraticRepublic of Congo).

The African Continent should thinkabout the means of raising theparticipation rate in secondary andhigher education acknowledged asessential for an economic and socialdevelopment; focus should be put onreducing disparities and on maintai­ning equality.

Secondary and Higher Education arecrucial components in the continuumof an overall education strategy. IfAfrican countries are to assume parityand competence in the context ofglobalization, secondary and highereducation must complement basiceducation in working towards EFAgoals through quality assurance andevaluation, teacher education,establishment of centers of excellenceand best practices. Acountry or regioncan only develop if it devotes therequired holistic attention of orderingand improving its secondary andhigher education systems. Taking into

consideration the foregoing, the objectives of thepanel were:

In secondary education:• To discuss the issues of equity and equality,

issues of quality and adaptability.• To develop strategies making secondary

education more relevant and job oriented.• To explore reform strategies in secondary,

vocational and technical education.

In higher education, commitment in order:• To support higher education development in its

direct contribution to Education For All, to theliteracy decade, to poverty alleviation strategies.

• To support the intra-regional networking ofhigher education and teacher educationinstitutions.

• To strengthen teachers, parents and teachersassociations' involvement in the renovation ofpre-service and in-service training of theteaching staff and in the working conditionsimprovement.

Achievements/Opportunities

Many objectives are underway in the continent.Theregional and sub-regional cooperation has beenstrengthened in order to cope with the shortage ofqualified teachers (ex: Congo: opening of a Chairon education sciences in a sub-regionalperspective, with antenna foreseen in Chad andCameroon). The creation of teacher educationinstitutions for secondary education (ENS inBurundi) is promising to counteract the brain drainand renew secondary education teaching stafqualitatively and quantitatively. Moreover, thesetting up of postgraduate schools ensures aminimum of training for higher education teachingstaff; nevertheless, it is not enough to cover theneeds. The TOKTEN Initiative in Mali is an answerto the teaching staff shortage by the temporaryreturn from abroad of nationals who have highereducation degrees.

Many others initiatives have allowed to reducegender disparities in higher education (creation ofa University for women in Sudan, Kenya,Zimbabwe) or for specific and disadvantagedgroups (Vista University for Black Young Studentsin urban areas in South Africa, Open University inTanzania and Zimbabwe to reduce urban ruraldisparities in access). The use of NTIC also allowsdistance training (ex: International Institute forcapacity Building in Africa based in Ethiopia).

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Finally, in countries in crisis, some promisinginitiatives such as secondary schools for adults inDemocratic Republic of Congo are noteworthy

International, regional and sub-regional cooperationas well as actions have been reinforced. MINEDAFVIII has defined actions and recommendationstowards progress. UNESCO has provided and iscurrently undertaking numerous research andstrategic studies on issues such as best practices,open and distance learning and national capacitybuilding for lead TeacherTraining Institutions in Sub­Saharan Africa. Africa must take advantage of thesestudies and seize opportunities such as financialincentives, monetary and technical assistance tosupport reforms.

Challenges

Among the most controversial challenge is therelevance of current Secondary and HigherEducation to civil life and to individual Africancountry contexts for achieving sustainabledevelopment. A recurring complaint involvedtraining, which is perceived as not responsive toactual societal needs and not producing viable andhealthy long-term improvements.

Access to secondary and higher education isanother important challenge.Access in turn impliesequity in all its dimensions: equal access withregards to gender, special needs, race or ethnicorigin, socio-economic status, rural vs. urbanareas... Access should not only imply quantity butshould positively discern the quality of entrants tothe educational system. The system has to bestrengthened through reinforcement of post­graduate programmes inAfrican universities, betteraccess to research facilities and to information ingeneral.

The consistently decreasing number of teachersdue to the AIDS pandemic, sudden mid-career shiftsin the teaching profession due to low motivationand poor remuneration (further worsening the braindrain) are grim realities which should be urgentlyredressed if EFA is to be achieved by 2015.

Ill. RECOMMENDATIONS FOR PROGRESS

1. Reinforce sub-regional or regional inter­university cooperation in order to preventteachers shortage, brain drain, in sensitizing

Promote policy dialogue and knowledgesharing in education reform, defining acoherent national strategic vision and policyframework.

10. Design and implement sound strategies fordeveloping, disseminating and mainstreamingthe use of ICTs which are most widespreadwithin the community.

11. Establish quality assurance bodies at nationaland sub-regional levels.

It has been noted that the increase of participationin secondary, professional and technical and highereducation could not be foreseen seriously withouta prior better coverage of primary education in atrend of universal primary education.

Moderator:

Honorable Minister Kader Asmal, South Africa

Organizer:

- Mr. Juma Shabani, UNESCO Harare.

development partners. This cooperation will 9.also entail exchange of information and goodpractices between African countries.

Reinforce capacities through training oftrainers in NTIC in view of the improvementof teaching quality at all levels.

Increase access to vocational and technicaleducation by ensuring that general educationcontent includes the initiation to the technologyand the world of work (starting from primaryeducation) and ensuring that VTE doesn't leadto an impasse.

Improve the quality of vocational and technicaleducation, by giving priority to the recruitmentand retention of qualified teachers in suficientnumber, and providing them with in-servicetraining as well as remuneration taking intoconsideration their professional experience I -out of education sector. I

Panellists:

Implement pre-service and in-service training Honorable Minister Kutumisa B. Kyota, Democratic

in order to have a qualified teaching stat. Republic of Congo.

Doctor Nuru Yakubu, Executive Secretary of the

National Commission for Technical Education,

Nigeria.

Mr. Juma Shabani, UNESCO Harare.

Mr. Jamil Salmi, World Bank.

Mr. Bernard N. Manda, Civil Society Organization

Coalition, Malawi.

Promote policy reform in higher educationfinancing, in sensitizing development partners.

Effectively manage financial resources andeducation budget. By taking advantage of debtswapping or cancellation, money for debtrepayment must be soundly allocated topoverty-reduction programmes and thefinancing of education. Donor coordinationshould likewise be facilitated and improved.

3.

4.

2.

5.

6.

7.

8. Improve the moral and status of teachersthrough sound reforms in teacher policy andthrough the monitoring of adherence toestablished recommendations (e.g. ILO­UNESCO Recommendations on the Status ofTeachers).

Rapporteurs:

Mr. Lucio Sia, UNESCO Paris

Mr. Abdoul Coulibaly, UNESCO Addis Abeba

Mr. Nicolas Reuge, UNESCO Dakar

Ms Cathreen Sekwao, UNESCO Dar-es- Salaam.

29

Panel 5 : Improving the relevanc.e andquality of education

«We should be aware of

the fact that in the race for

quality, there is no finish

line».

Pius Yasebasi

Ng'Wandu

I. ISSUES

"How to improve all aspects of thequality of education and ensuringexcellence of all so that recognized andmeasurable learning outcomes areachieved by all, especially in literacy,numeracy and essential life skills"?

In a shorter manner : what quality ofeducation, at what price? As countriesprepare their plans and programmesof education: it bears on the content ofteaching, on the methods used and onall the factors affecting quality, inclUdingthe availability of skilled teachers andadequate infrastructures for education,appropriate teaching materials and soon. The variety of different countries'situations offers many opportunities forexchange starting by the followingquestions:

• The concept of quality in educationis complex and many-sided. How docountries define its irreducibleelements? What strategies shouldbe implemented to promote it; andwhat processes of curriculumdevelopment (content, methods,teaching resources) are best forimproving the quality of education?

• Teachers are one of the key factorsin improving the quality ofeducation. What strategies docountries apply to provide well­trained teachers, at a cost thateducation budgets can bear andunder satisfactory conditions thatwill gain social acceptance?

• What experiences have Africancountries had of using the pupils'mother tongue in education and towhat extent does this promote theteaching/learning process?

• How might the NEPAD commitmentto building centres of excellence inAfrica take practical shape in thearea of research in the science ofeducation?

30

The panel discussed the concept,dimensions and the level of qualityeducation in Africa and elsewhere. Itconsidered the concept of educationquality and its contribution to effectivelearning, successful transition fromone level of education to another andmore broadly, sustainable devel­opment, poverty reduction andpeace.

The first part was devoted to theconcept of educational quality and tothe concept of the curriculum as acontract between society; the stateand the educational communityconcerning what is supposed to belearned and how. Given theimportance of the use of the mothertongue as a factor of educationalquality, this issue was given specialattention during the exchanges.

The second part of the panel wasdevoted to the role of stakeholdersand professionals, such ascommunities and teachers in creatinga learning environment and ofevaluation and research in promotingconditions to empower those andother stakeholders and profes­sionals.

11. STRATEGIES

Opportunities for improving thequality of education• Reviving the concept of quality in

education. Quality of educationshould be defined dynamicallyresponding to the needs oflearners and the context of theirlives. An enriched qualitycurriculum takes into accountaccess and equity issues, respectfor human rights, cultural values,conflict resolution, respect forothers and learning to livetogether. The 'teacher element' iscentral to the quality of educationincluding teacher preparation,

work and living conditions. Other factors includethe language of instruction, the curriculum,methods of teaching and learning including useof new technologies, educational materials,school environment, community participation,school management and educationalgovernance, monitoring and evaluation. Thefamily environment and social background oflearners are equally important factors. Howeve~experience shows that the combination of thesefactors can have a positive or negative impacton the quality of education depending on theparticular context.

• Use of mother tongue to improve the quality ofeducation. Of the many factors alfecting thequality of education, mother tongue isconsidered one of the most determinant factorsin early years of schooling and subsequentlearning achievement. Competence in literacyand numeracy in the mother tongue is thefoundation for cognitive skill development,cultural identity and the sound acquisition offunctional literacy. It has been found that theintroduction of the mother tongue in the firstyears of schooling accompanied by goodteaching practices is also the basis for literacyin another language of instruction. Use of mothertongue in lower primary school gives parentsand the community the opportunity to supportchildren in their education during these earlyformative years.

• Alternative approaches for recrUiting teacherscan open opportunities for expanding access,however, attention is needed to assure thatquality is not compromised.

• Community mobilisation and parents support forschool can enhance the learning environmentand improve the overall quality of education.Thephysical conditions of schools should be healthyand safe. Schools should have a comfortablelearning environment with proper lightingventilation, furniture. Schools should not bewithout water and sanitation. The learningenvironment should be stimulating and gender­sensitive to assure that girls stay in school.

• Evaluation and research inform policy andprogramming that improve the quality ofeducation and learner performance. \lciriousmethods of evaluation developed by SACMEQ,MLA, PASEC etc have proven efective in theAfrican context and these should be furtherdeveloped and refined.

31

CHALLENGES

• Concept of quality education must constantlyrespond to the prevailing local, regional andglobal societal context. Assuring the curriculumand teaching/learning materials are updatedand relevant to the needs of learners.This mustinclude cultural values, respect for humanrights.

• Deriving a universal definition of quality ofeducation that is sensitive and pertinent to thelocal context for use in monitoring andevaluation and comparative analysis.

• Mother tongue to assure socio-cultural identityand cohesion.

• Is there enough research to provide guidelinesto governments on language policies (e.g.,choice of the first language and timing fortransition to other languages, how to reconcilemigration and the mix of local language, costimplication for instructional materials andteacher training, language development forfurther education and training etc).

• How to expand the teaching force and toupgrade teachers within resource availabilityto meet increasing enrolments and enhancetransitions rates to post-primary education.Explore the redeployment of the "bestteachers" with the necessary mother tonguelanguage skills to the first years of schoolingto assure optimal head start to successfullearning.

• How to assure that teachers serve as rolemodels to dispel prejudices such as thoserelating to HIV/AIDS etc.

• Assuring more effective community andparents' participation in the management ofschools.

• The need for research and evaluation withinexisting financial constraints and theapplication of finding to policy formulation,school management, methodologies forteaching/learning, etc.

Ill. RECOMMENDATIONS

1. Definition of quality education should beglobal, contextual and contemporary.

2. Curriculum structure, methods and contents

3.

should be gender-sensitive and inclusive to I 11.meet the needs of all learners responding toemerging issues e.g., HIV/AIDS pandemic,wars and conflicts.

Develop language policies that assure theeffective acquisition of literacy, numeracy and 12.writing skills in the first years of school thatrespect the social and cultural context oflearners' lives.

Support and strengthen within countrieseXisting evaluation mechanisms (e.g.,SACMEQ, MLA, PASEC) ; develop theregional/international cooperation andcomparative studies.

Disseminate research findings and use ofresearch findings as applicable to promotequality improvements in education and to buildand strengthen capacities.

4.

5.

Training and upgrading teachers with newmethods using new technologies.

The best teachers in the first classes.

Moderator:

- Mr. Ignace Ratsimbazafy, Director of Cabinet, Ministry

of Education, Madagascar

6. Assuring good physical and psychologicalenvironment.

7. International financing institutions adoptingmore flexible mechanisms for covering theteachers' wage bill.

8. Create or/and support national parentassociations to oversee quality improvementsin education systems.

9. Considering the multidimensional aspect ofquality education, there is need to expand thevision of evaluation taking into account thebroader objectives of education (evaluate notonly cognitive aspects but also desirablevalues, life skills).

10. Develop national, regional and internationalstandards setting to measure and assessquality education.

32

Panellists:

Honourable Minister Andrew Mulenga, Zambia

- Mr. Abou Diarra, Director of the National Education

Centre, Mali

Ms Cecilia Braslavsky, Director IBE-UNESCO

Mr. Salifou Samake, Technical Adviser, Ministry of

Education, Mali

Mr. Philip-Joe Saa, Civil Society Movement of Liberia

Mr. Saul Murimba, Director, SACMEQ

Mr. Billy Ngombe, Coalition for Basic Education,

Malawi

Organizer:

Ms Cecilia Braslavsky, Director IBE-UNESCO

Rapporteurs:

- Mr. E. Matoko , UNESCO Paris

- Ms S. Nkinyangi, UNESCO Nairobi

Ms L. Berghauser-Pont, UNESCO Dakar

- Mr. P. Luisoni, IBE-UNESCO

Panel 6 : Mobilizing and m~n.aging financialresources for the hTiplementation of '~FA

" ... Three million childrenback to school in less thana year... in Afghanistan,what is stopping us from'" doing the same thingevery where, especiallyfor countries in Africa ?»

Carol Bel/amy

I. ISSUES

According to the Dakar framework foraction, there is a need to "addressproblems associated with the chronicunder-financing of basic education byestablishing budget priorities thatreflect a commitment to achieve EFAgoals and targets at the earliestpossible date, and no later than 2015".Indeed "governments should ensurethat at least 7 % of GDP is allocated toeducation within five years and 9 %within ten years. International agenciesshould aim to double their financialsupport" instead of the trend observedover the 1990s when aid in generalfell and aid to education in particularwas static.

The optimism concerning themobilization of resources for education,shown after Jomtien 1990, wasfollowed by disappointment. Thus theConference might raise questions suchas:

• Strengthening of partnerships isalways desirable and often putforward as a solution. What are thepreconditions for its success? Whatstrategies should be applied toinitiate and develop thesepartnerships, in particular withNGOs and civil society organiza­tions?

• The bulk of resources for educationwill still have to be found nationally.What successes and whatdifficulties have attended strategiesaimed at increasing resources, orallocating budgets among theeducation system's various levels,or optimising the use of resources(making them go further)?

• What special measures should betaken in countries in conflict or post­conflict situations, in the mobiliza­tion and use of resources foreducation?

• How have International commit­ments manifested themselves interms of resources? What positive

33

experiences for education havebeen conducted in terms of debtswapping or cancelling?

11. STRATEGIES

1. Background

About 40 million African school-agechildren are still out of the schoolsystem. 180 million adults remainilliterate. According to the World Bank,in order to achieve the universalprimary education goal by 2015, Sub­saharan African countries will have toinvest US$ 4 billions per year. OverUS$ 2 billion additional externalfunding is annually required forAfricato fill the remaining gap. The resourcesrequired to address all EFA Goalswould be further more daunting.

Donors and many recipient countriesare of the view that there is anenormous challenge for increasedfinancial internal and externalresources for EFA achievement. Theyare also in the opinion that, no matterhow huge would be additional financialinputs, EFA Goals will not be achievedunless key policy issues areaddressed for a sound sectormanagement, govemance and sectorreforms.

2. Achievements/Opportunities

EFA Fast Track Initiative (FTI)

It is widely recognised that EFA FT! isone of the first concrete and systematicefforts since the World EducationForum to accelerate progress towardsEFA Goals. EFA FTI follows up on andtries to respond to the engagementmade in Dakar and in ensuingintemational events that no countryseriously committed to EFA would bethwarted in its activities because oflack of resources. The FTI has beenwidely welcomed and supported by

core EFA partners, bilateral donors, regionalorganizations and target countries. The indicativeframework of policy reforms and sectormanagement helped organize policy dialogue onhow to increase financial resources required toachieve universal primary education, but also andabove all how to manage these resources in a moreefficient way. Major policy issues like public

spending, teacher salaries, construction costs, flowmanagement and demand stimulation ofdisadvantaged groups of population have beendiscussed in the countries selected for participationin this Initiative.

Some ten countries have already reviewednationally their proposals in light of assessmentguidelines and submitted the olficial requests for

support. The financial partners' roundtable held onthe 27th of November in Brussels elects a first group

of 7 countries, including 4 African ones (BurkinaFaso, Guinea, Mauritania and Niger).

Heavily Indebted Poor Countries (HIPC)initiative and EFA

The HIPC Initiative, launched in 1996 and enhancedin 1999, increases financial resources for

Governments' priority sectors, including education,

by "achieving comprehensive relief of debt burden,through a mixture of debt relief, sound policies,country ownership and strategies aimed at reducing

poverty." The Poverty Reduction Strategy Papers(PRSP) process helps acquire an understandingof the current sector performance, causes andeffects of inefficiencies and inequities and potentialpolicy options for improvement and reforms. For

countries to benefit from HIPC/PRSP instrumentsand processes, the criteria are as follows: (i)havinga GDP per capita lower than 885 US$ , (ii) trackingrecord of macroeconomic policy (3 years), (Hi) an

unsustainable debt burden (net present value ofthe debt higher than 150% of exportations) and (iv)demonstrated link with poverty reduction.

The financial impacts of the HIPC initiative regardthe debt stock reduction, the debt service savings,the creation of fiscal space, the allocation ofresources freed from debt relief and the EFAfinancing. The major share of resources freed fromdebt relief is allocated to education (39% onaverage) while the health sector receives 25%.The

34

HIPC debt relief savings goes from 34% to 83.8%(8.38 times) of the estimated UPE financing gapaccording to countries.

3. Challenges

Countries'specific needs/priorities

Since EFA conditions and statuses are diverse,strategies for targeting various groups of countriesshould be different. Much work remains to be donein order to fine-tune the estimate of resources forEFA. Simulations should be made country-specific.

According to the African Development Bankeducational development status,African countriesmay be grouped into five categories in relation toEFA: (i) fourteen countries facing the greatestchallenges; (ii) ten conflict affected countries; (iii)six countries with primary completion rates declinedover the past 10 years; (iv) four countries havingachieved significant progress over the past 10years, but which are still rather distant from EFA;and (v) thirteen countries having achieved or closeto achieving EFA. Strategies for support tocountries will depend on these statuses and countrycontexts.

Domestic resource mobilisation

According to recent analytical papers, includingthose prepared for MINEDAF VIII, nationaleducation budgets relative to GDP have yet to beincreased in some African countries in order toachieve EFA. The spending for primary educationvaries according to countries from 0.6% to 3.2% ofGDP (see MINEDAF VIII statistical document).Thedomestic resource's increase will only be possibleif governments are able (i) to increase the taxpressure without risking economic crisis, (ii) toadvocate for education with Parliamentarians andMinistries of Finance for increasing the share ofeducation in the overall bUdget, (iii) to allocatesufficient resources of the education budgettowards EFA.

4. Efficiencyltransparency of the spending

Resources, be they internal and external, are farfrom being utilized in an efficient and effective way

in many African countries. Key policy parametersand critical issues should be discussed andagreed upon in order to increase the eficiencyand effectiveness of the resources for educationaldevelopment. Transparent and accountableresource utilization is another key to an electiveeducational development and EFA. Sector-wideapproach should guide and prevail in resourcemobilization and utilization.

Consultation and capacity building of the civilsociety and information sharing regardingeducation funding should also be enhanced.

Absorption capacity and financialsustainability

A crucial issue is the capacity countries have toabsorb the external resources. In some countrieswhere the financing gaps is important, there is aneed for ensuring resources can effectively betransformed into outcomes.

The question of financial sustainability should alsobe raised, provided beneficiary countries shouldbe able to fund the operating spending as a long­term objective.

For Civil society, consultation, training andinformation exchange concerning educationsector financing should be enhanced.

Ill. PROPOSALS IRECOMMANDATIONS

In order to achieve EFA Goals, a combined seriesof measures ought to be made by taking intoaccount the diversity ofAfrican countries:

1. Capacities of national institutions and CSO/NGOs must be strengthened in the fields of:(i) analysis and projection of the requirededucational inputs and needs, (ii) formulationof policy options and implementationstrategies in consistence with povertyreduction and development strategies, and(iii) plan implementation, management,monitoring and evaluation of the EFA goals.

2. Governments will have to mobilize suficientfinancial domestic resources through

35

increased allocations and budgetary trade-ofstowards EFA. Ministries of Education, ofFinance and National Parliaments have tocooperate and advocate in favour of increaseddomestic financial resources for EFA.

3. The international community should keep upwith its promise to finance the credible planson all EFA goals, especially in the most needycountries.

4. Available resources should be managed in amore efficient, optimal and transparent way.

5. A true and constructive partnership, which isbased on an effective coordination in supportof national goals and objectives, should bebuilt towards EFA between political leaders,technical and financial actors, and civil societ)/This partnership should be based on the sameunderstanding of concepts and practices atthe country level.

Moderator:

Honourable Minister Edward Khiddu Makubuya,

Uganda

PANELLISTS:

Honourable Minister John Mutorwa, Namibia

Mr. Birger Fredriksen, Senior Education Advisor,

Africa Region, World Bank

Ms Zeinab El Bakri, Director Social Development

Department, West and Central Africa Region, African

Development Bank

Ms Ifeyinwa Ofong, National Co-ordinator, World

Wide Network: Nigeria, representing ANCEFA

(African NGOs Consultative Network for EF A)

ORGANIZERS:

Mr. Benoit Sossou, UNESCO Dakar

Mr. Gwang-Chol Chang, UNESCO Paris, EPS

RAPPORTEURS:

Mr. Mathieu Brossard, UNESCO Dakar

Ms Iyabo Fagbulu, UNESCO Abuja

Panel 7.: Regional' Cooperati'on in Edu~ti()n,'

"Making education the

priority of Africa and

making African

education the priority of

its partners"

Koichiro Matsuura

I. ISSUES

African regional cooperation ineducation has a long history, with manysuccesses and many setbacks.

One initial aspect of the "added value"of African regional cooperation for thedevelopment of education is political innature. The promotion of dialogue oneducation policies makes it possible toplace certain concerns about educationvery high among national priorities ­and keep them there: Education forAIIis one example. By this means,Africaneducation policies may be expected todevelop increasingly within a singlereference frame, sharing a number ofprinciples and strategic options.

A second aspect of this "added value"is technical and economic. In sharingtheir programmes, teaching andtraining institutions, research centresand resource centres, these countriesare equipping themselves collectivelywith capabilities that would be out ofreach of any single country. They arealso arranging for synergistic actionswhich can have a greater impact thanindividual initiatives. However, progressis rather slow in the first and evenslower in the second; and as a resultthe potential of education's contributionto the process of African integration isstill not realised.

The MINEDAF has been able to dealwith this issue in light of the newimpetus given by NEPAD, in trying tofind answers to the following questions:

• What positive experience, in termsof added value, can be attributed tothe many decades of regionalcooperation on education inAfrica?What international strategies mightallow better joint solutions to sharedproblems, while still preserving thewealth of national differences?

• Which fields should be identified asmost suitable for regional andinternational dialogue about edu-

36

cation policies and which featuresshould be given priority treatmentin training aimed at strengtheningAfrica's own capacities on thesematters?

• There are many initiatives showingrenewed interest in the devel­opment ofAfrica at the internationallevel (Millennium DevelopmentGoals, the Framework forAction forEFA, United Nations SpecialInitiative for Africa, PovertyReduction Programmes, HIPCInitiatives) and at regional level(NEPAD, MINEDAF, COMEDAF,Decade of Education in Africa,etc.). How can countries benefitmost from these initiatives?

11. STRATEGIES

Background and objectives

Africa is committed to respond to anumber of crucial national andinternational development challengesfor the coming years (EFA 2015,NEPAD, Millennium DevelopmentGoals) in which education is expectedto play a key role. These challengeswill be very difficult to meet in termsof technical and financial requirementsdue to resource limitations and lack oftrained human resource and eXistinginfrastructure. It therefore appearsalmost mandatory to the countries ofthe continent to pool their limitedresources and to develop efficientsynergistic strategies for optimumimpact. Among these strategies,regional cooperation in educationwhich has produced some concreteresults, needs to be promoted byestablishing and strengtheningappropriate mechanisms andmonitoring structures.

The aim of panel was to:

1. identify various initiatives forstrengthening regional coopera-

tion in education and discuss the reasons whypast regional cooperation initiatives were notquite successful;

2. to discuss how to articulate at the regional levelthe objectives of the Decade of education inAfrica, EFA goals, and NEPAD.

3. to examine how the NEPAD framework canmake a difference by giving a real impulse toregional cooperation

Presentations/Discussions

First of all, it has been underlined that theprecondition for any development is to create anenvironment of freedom, peace, and security forall citizens.

The role of ADEA was presented as an existingbest practice of regional cooperation. Its approachof praxis, or learning by doing and of promotingfree and open exchange of ideas was worthemulating. Just as ADEA focuses on concreteissues and challenges and not on verbalcommitments, so must do all the partners indevelopment if effective cooperation is to beachieved.

Another set of issues relates to human resourcedevelopment, capacity-building and brain drain. Inthis regards countries should create centres ofexcellence, grant civil liberties to citizens, andprovide better remuneration if the brain drain is tobe stemmed. Regional cooperation was necessaryto find collective solutions to such pressing needsand problems.

How civil society can contribute to strengtheningcooperation at the national, sub-regional, regionaland international levels to promote education?

1. in taking into consideration their expertise,NGOs and other CSO are bound to play a majorrole in the achievement of EFA goals tocomplement government efforts; to better respondto those expectations, the civil society needs betterorganisation in networks; the governments shouldcontribute to this and cooperate more with the civilsociety in programmes formulation andimplementation;

2. the civil society to better set its network shouldpromote and diversify sub-regional educationprogrammes such as the non formal educationprogramme in across borders languagescarried out by the Foundation KARANTA in

Mali, Burkina Faso and Senegal.

There is a need to create a culture of data use andsharing in Africa. Should be advocated the needfor better quality data and the training of statisticiansin Africa. Greater south-south collaboration wasneeded as well as sharing of resources and bestpractice. While regional cooperation must be thepriority, it was important not to neglect the globaldimension.

A plea has been made for regional cooperationwithin the context of the Decade of Education inAfrica. There is a desire for cooperation and theneed for mechanisms for cooperation at the sub­regional level. However, there is lack of data, andlack of information-sharing as well as resources.Each region must have its own Ministers conferenceand the three pan-African Ministers conferencesMINEDAF, COMEDAF, ADEA Biennale could thenbe integrated into one.AsAU could only be involvedat the political level, there was a need to set up aworking group that could think about howcooperation mechanisms could be strengthenedand information shared among the sub-regions.

Ill. RECOMMENDATIONS

The main recommendations of the panel were to:

1. create mechanisms for sharing informationand best practice;

2. ensure follow-up so that concrete results canbe achieved;

3. use new ICTs for maintaining links betweenand among organizations and agencies;

4. mobilize sub-regional and regionalcooperation for human resource development,capacity-building and to stem commonproblems such as brain drain;

5. mobilize members of civil society to cooperateand collaborate at all levels , local andglobal;

6. harmonize existing initiatives, includingholding one Pan African Ministerial meetinginstead of three, and holding sub-regionalministerial meetings;

7. create conditions and culture of quality datacollection and sharing notably in statistics;

8. promote south-south collaboration ineducation programme elaboration andimplementation;

37

Prof. Asha Kanwar, UNESCO Dakar

9. set up a specialized agency for Africa inEducation planning and Culture to coordinateand harmonize all efforts of cooperation withinAfrica. This could be instituted byAU ;

10. create a better environment for exchange andresearch collaboration among universities andto set up Centres of Excellence in teachingand research.

Moderator:

Honourable Minister Joseph Owona, Cameroun.

Panellists:

Ms Blandine Mefane, Ministry of Education, Gabon

Mr. Kasirim Nkweku, ECA Ethiopia

Mr. Martin Itoua, FAPE

Ms Denise Lievesley, UNESCO Institute for Statistics

Mr. Marcel Diouf, African Union

Organizers:

Mr. Boubacar Camara, UNESCO Accra

Prof Asha Kanwar, UNESCO Dakar

Rapporteurs:

I - Mr. Yao Ydo. UNESCO Bamako

I

38

PART III

Special and crosscuttingthemes

« ... wars, internal conflicts, political instability, weak economicperformance, widespread poverty, the effect of diseases such as HIVIAIDS, tuberculosis and malaria, the fragility of democracy and goodgovernance, the social, cultural and ethnic divisions which are structuredinto the ve/y fabric of African societies... for each of these problems,education is not simply the victim but is also part of the solution. .. "

Ko'ichiro Matsuura

In this orientation during the special sessions, the participants in theConference had to exchange on the following topics:

• HIV/AIDS and Education• Education in Situation of Emergency and Crisis• MUltilinguism, Language Policies and Education• Microscience experiments: an African example• Open and Distance Learning• Early Childhood Care and Development• Constitutional/legal bases of the Right to Education as a Fundamental

Human Right• Partnership between Governments and Civil Society• Bolsa Escola Experience for Education Development• Guidance, Counselling and Youth Development

HIV/AIDS and Education

« The children are ourwindow of hope for thefuture. The extent towhich we protect them... will determine whethertoday's AIDS emergencyturns into next decade'scatastrophe"

Peter Piat

I. INTRODUCTION

The World Education Forum hadgood reason for affirming thateducation can be a powerfUl force incombating the spread of HIV/AIDS.The disease has no cure. A vaccine isonly dimly coming into sight. Highcosts, the fragility of medicalinfrastructures, adverse side effects,and concerns about their continuedeffectiveness preclUde makingantiretroviral drugs universallyavailable. In these circumstances,humanity's only mechanism for dealingwith the epidemic is education. It is anecessary mechanism and a potentmechanism.

11. SYNTHESIS OF THEINTERVENTIONS AND THEDISCUSSION

There is a mutually dependentrelationship between AIDS andeducation. AIDS deeply affects anddisturbs progress in education, but atthe same time education can be apowerful weapon against AIDS.Recognition of this mutual dependencyhas been slow in coming, but attentionof policy-makers, internationalorganizations and the general publichas finally been focused on. Mr. PeterPiot singled out five gaps incontemporary practice, which hedescribed as lack of sufficientinformation on HIV/AIDS impact oneducation, insufficient attention toteacher training to implement curricula,not enough focus on workplacepolicies, lack of bUdgetary measuresfor replacement of teachers who areabsent or deceased, and not enoughsupport for grassroots responses.

HIV/AIDS has an impact oneducation by reducing both the supplyand the demand for education. Itaffects quality. It compromises achieve-

41

ment of EFA goals. The costs of HIVIAIDS in Africa will add an estimated$950 million annually to what is neededto finance universal primary educationby 2015. HIV/AIDS further complicatesthe tragic situation of the disease bydamaging educational systems andhindering access.

Education can be used to fight theHIV/AIDS epidemic, but more needsto be done. Measures that need to betaken include african based research,information gathering on what works,educational materials and teachertraining. Educational programmesneed to reach beyond schools andtarget out-of-school youth and adultsthrough non-formal and adult literacyprogrammes.

Stigma and discrimination aremajor obstacles to effective HIV/AIDSprevention and care. Fear ofdiscrimination and lack of access totreatments prevent people fromacknOWledging their HIV status andseeking treatment.

Children orphaned byAIDS providea massive humanitarian and educa­tional challenge. Care and support fororphans, to ensure they will not be alost, disoriented, uneducated andpotentially violent generation is ahumanitarian necessity but also vitalfor any hope for development.

Educational actors must beinformed, mobilized, and empoweredto act. Focus should be placed onstandards of conduct for all people inresponsible positions, teachers first ofall. Skills development should targetteachers (from early childhood touniversity-level teachers) and youngpeople alike. Universities have to bebrought into the picture, because it isfrom universities that the decision­makers, opinion leaders and re­searchers who will continue to tacklethe epidemic will emerge.

Partnerships are vital in scaling up the response.Partnerships are needed to bring togetherresources, to agree on approaches, to reach out todiverse target groups, and to customize themessage to the needs. It is important to strengthena multi-sectoral approach to HIV/AIDS prevention.Partnerships between different ministries, electedofficials (notably parliamentarians) and theirconstituencies, private sector and developmentpartners. Other partnerships will help provideadapted responses, as with the use of locallanguages for advocacy and public informationcampaigns (with the help of media and educationalspecialists), or specific actions targeted tovulnerable groups where elected oficials must workwith local leaders and citizens.

Agency and interagency responses haveproduced several complementary strategicframeworks, that are intended to provide asynergetic policy structure and information on whatworks. Policy advice, capacity building andtechnical assistance for policy formulation are beingprovided through a UNAIDS Inter-Agency TaskTeam on Education.

3.

4.

5.

6.

against people infected or affected by HIVIAIDS.

Progress depends on ensuring a responsefrom all key actors, in particular decision­makers, parliamentarians, opinion leaders andyoung people. Collaboration across sectorsand at all layers of society must be imbeddedin the response.

All agree that massive external resources willbe needed for education and HIV/AIDS, butthe primary commitment and initiative mustcome from within Africa.

Establishing an enabling environment,including a legal framework that protectshuman rights of people living with HIV/AIDSand the vulnerable and affected, isfundamental.

There are strong links between povertyreduction, education and HIV/AIDS, and anypolicy must take this into account.

Ill. RECOMMENDATIONS

Reasons for hope exist and examples weregiven. The epidemic yields to preventive action,and observable changes are taking place in thebehaviours of young people in certain countries andareas. Observation has shown that young peopleare not only changing their behaviours but arepassing on knowledge on HIV/AIDS to oldergenerations in countries such as Uganda and SouthAfrica. Openness about the illness contributes toreduce stigma and discrimination and encouragespositive behaviours. Education has been electivein providing appropriate foundations for knowledgeabout HIV/AIDS and to empower and protect youngpeople, especially girls. Civil society is oftencommitted and active.

1.

2.

The primary recommendation concernedadvocacy about prevention and aboutpreserving the core functions of education. Itcan be summed up as advocacy, moreadvocacy, and still more advocacy. Otherrecommendations are:

It is essential to break the silence around HIV/AIDS and to prevent stigma and discrimination

42

7. Special attention and measures must bedirected at orphans.

8. African universities must be in the forefront inresearch on HIV/AIDS and the collection ofstatistics on HIV prevalence.

Welcoming remarks:

- Mr. John Daniel, Assistant Director-General forEducation, UNESCO

Moderator:

- Mr. Birger Fredriksen, World Bank

Panellists:

- Or Peter Piot, Executive Director, UNAIDS

- MsAlexandra Draxler, UNESCO Focal Point for HIVIAIDS

- Ms Mame Bousso Samb Diak, Member ofParliament, Senegal

• Ms Franqoise Labelle, Member of Parliament,Mauritius

- Professor Barnabas Otaala, University of Namibia

Rapporteurs:

Ms Alexandra Draxler, lIPE/UNESCO

Ms Lieke Berghauser-Pont UNESCO Dakar

Education in Situations of i;mergencyand Crisis

« The war in Angola lasted

for thirty years and we

believe this could have

been the longest conflict

in the continent and

consequently the most

devastator in human lives

and in economic and

social infrastructures ... "

Francisca Espirito Santo

I. INTRODUCTION

Armed conflicts and naturaldisasters have exacted a heavy toll ofhuman life and hindered or reversedprogress towards meeting the basiclearning needs of all. Wars and civilconflicts have left whole nations andregions in poverty and insecurity androbbed millions of children andadolescents of their right to basiceducation. Schools have been looted/destroyed/occupied and safe accessto schools has been denied to children.Massive displacement of population,non-availability of trained teachers andteaching-learning materials, inade­quate remuneration of teachers,absence of a well-functioningeducational authority, the AIDSpandemic etc have all but destroyedseveral school systems.

Taking as the point of departure theDakar Framework of Action whichrepeatedly (points 8, 11, 13 and 14)highlights this problem, this SpecialSession examined the successes/opportunities encountered andlessons learned while addressing it, theissues and challenges that remain,and the recommendations for the wayforward.

11. ACHIEVEMENTSIOPPORTUNITIES

• Successful physical rehabilitationof destroyed school infrastructurewith the involvement of localcommunities, using locally availablematerials (Rwanda, Sierra Leone,etc).

• Innovative education deliverymethods such as a school-in-a-box(TEP-Teacher Emergency Pack­age), mobile schools, alternativechannels of prOViding accelerated

43

primary education to out-ot-school,over-aged children etc. Provision otassessment and certificationservices to those studying underdifficult circumstances. Successfulstories in providing education togroups at risk (girls, ex-combatants,war orphans, child soldiers andstreet children ... ).

• Reconstruction of the Educationalsystem (Rwanda, Sierra Leone,Somalia, Bosnia-Herzegovina,Kosovo etc).

• Pedagogical reforms making use ofthe opportunity to restart.

• Peace building and education forPeace (Somalia, Sierra LeoneColombia, Sri Lanka).

• Successful development andintroduction of the "ExploringHumanitarian Law" (EHL) into thecurricula (50 countries worldwide,14 countries in Africa with 6 moreto come on stream in 2003).

• Mine awareness, health education(HIV/AIDS) programmes forchildren as well as communities.

• Forging of partnerships among UN,NGOs, civil society groups,religious bodies to prOVidecoordinated and integratedassistance (to meet food, health,sanitation and educational needsof children).

• Seconding volunteers, neo­graduates and others to schoolsystems depleted of humanresources.

• Regional cooperation (twinningarrangements that permit states topool and share resources).

• Centres of excellence andProgrammes that support educ­ation in Emergencies, inter-agencyexchange of experiences, teaching­learning materials, etc.

Ill. CHALLENGES AND LESSONSLEARNED

• Primacy of teachers: The rehabilitation of theeducation sector requires many different inputsbut none so critically important as properlytrained teachers. There is need to train teachersusing all available means and methodologies.

• Linkages with other sectors: Education insituations of emergency and crisis has to beprovided alongside interventions in MineAction,demobilization of child soldiers, health, psycho­social care of traumatized children etc.

• Community participation and the involvement ofprivate sector are necessary for a rapidreconstruction of education systems destroyed!damaged by conflict.

• There is need to reconstruct the educationsystem without re-centralization.

• Coordination and pooling together of resourcesby donors, agencies and local stakeholdersinvolved in a humanitarian response to a crisisis of utmost importance.

• With regard to emergencies, we must payattention to the preventive as well as curativeaspects (universal values, peace education,"Exploring Humanitarian Law" (EHL) etc havenot only a pacifying effect but also help prevent!limit future violations of human rights).

IV. RECOMMENDATIONS FOR THE WAYFORWARD

1. Education to be regarded as an integra1lllrt ofall humanitarian assistance in conflict situationsand as a high priority in post-conflictreconstruction; Education for All to be made atool for ending the vicious circle of violence inAfrica.

2. To call on governments, UN agencies and Nongovernmental organizations and all multilateraland bilateral partners to support education incountries undergoing crisis in view of enablingthem to prepare and implement their EFANational Plans of Action.

3. To integrate Land Mine Awareness, PeaceEducation and EHL into the school curricula of

44

all African countries; revise and renew existingcurricula to include skills needed in a post­conflict situation and eliminate countermessages; help Africa manage its rich cultural,linguistic, ethnic, religious diversity; strengthenteacher training programmes in the areas ofdevelopment, culture of peace, democracy,tolerance and equality.

4. To take all preventive measures to curb thescourge of war, conflict and rebellion;consolidate peace in countries before war.

5. To promote a massive demobilization efort inAfrica and remobilize young people for peaceand economic development through technical,vocational and entrepreneurial training.

6. To recommend the organization of a specialconference on "Educational Strategies forPeace-building and National Reconstruction forCountries in Conflict and Post-ConflictSituations" to develop a common approach forcrisis prevention and socio-economicdevelopment.

Moderator:

Honourable Vice-Minister Francisca Espirito Santo,Angola

Panellists:

Honourable Minister Rosalie Kama Niamayoua,Republic of Congo

Honourable Minister Evelyn S. Kandakai, Liberia

Honourable Minister Kutumisa B. Kyota, DemocraticRepublic of Congo

Honourable Minister Michel Amani N'Guessan, Coted'lvoire

Dr. Ibrahim Suliman El-Oasis, Director General forPlanning, Ministry of Education, Sudan

Mr. Jamil Salmi, World Bank, Washington

Mr. Rene Kosirnik, )CRC, Head Education andBehaviour Unit, Geneva

Mr. Sekou Kaba, Secretary General, Ministry of Pre­University Education, Guinea

Organizer:

Mr. Kacem Bensalah, UNESCO

Rapporteur:

• Mr. M. Devadoss, UNESCO

MUltilingualism, Language Policiesand Education

«Competence in literacy

and numeracy in one's

first language (mother

tongue) is a factor in

improving the quality of

education. »

Andrew Mulenga

I. INTRODUCTION

The panel discussion on Multilin­gualism and Language Policies wasorganized to review the past andtoday's experience in Africa on mothertongue as language of instruction andon mother tongue teaching. Focus wasplaced on the issue of pedagogicalapproaches, namely what are therelevant/appropriate pedagogicalapproaches with regard to theintroduction of mother tongue inschools, and on mother tongue as atool for learning and a means ofcommunication with the society atlarge.

The specific objectives were:

• to discuss the teaching of and inmother tongue in schools so that thequality of education is improved;

• to discuss the Educational policiesto promote local languages.

- support language as anessential component of inter­cultural education.

Given that the language as a toolfor communication and a way ofteaching should not be consideredseparately, local language should bedeveloped and improved and mothertongue to be taught up to highereducation. Education in foreignlanguage is efficient for widercommunication, however it should benoted that it sometimes entails inhigher school dropouts, discrimination,and lack of participation.

Mother tongue is often attacked byglobalization and colonialism. It isnecessary for the African peoples tomake a choice of mother tongue asprimary language in education takingpolitical, historical and teaching factorsinto consideration.

Ill. RECOMMENDATIONSI THEWAY FORWARD

1. The Academy of Languageshould be strongly supportedfurther to put national languageissues onto political will.

Mu/tilingualism is a reality andtradition of Africa. In this globalizingcontext, life of the mother tongue is atrisk. The effort should be further madefor taking all African languages intosurvival.

11. ACHIEVEMENTSIOPPORTUNITIES

The session began with remarks ofthe chairperson posing, "Multi/in­gualism implies openness androotness". It is no doubt to regard ourlanguage as the first to express ouridentity, confidence, joy, legacy,concern and eventually ourselves,while foreign language is necessary forus to open ourselves to the world.

The views shared by the panelistsare as follows:

• UNESCO's position paper on"Education in A Multilingual Worldposed three principles, namely:- support to mother tongue

instruction;

- support to bilingual and/or multi­lingual education;

45

2.

3.

Multilingual education is a realityof Africa, while national languagestatus should be changed andupgraded based on a clearlanguage policy and legislation.

Scientific planning should bedesigned in order to keepAfrican

languages survive with a support frominstitutes in and outside ofAfrica.

4. UNESCO documents on language issuesin Africa should be reviewed andexperimented in the framework of NEA!\D.

5. Commitment in language policy, whichrespects the value of mother tongue,should be moved forward to "action" afterhaving repeated debates on the issue.

Moderator:

Mr. Adama Samassekou, ACALAN

46

Panellists:

H. E. Prof. Michael Omolewa, Ambassador of Nigeriato UNESCO

- H. E. O. Yai, Ambassador of Benin to UNESCO

Ms Angilika Tjoutuku, National Institute for EducationDevelopment, Namibia

Organizer:

Mr. Edouard Matoko, UNESCO ED/PEO

Rapporteur:

- Mr. Shigeru Aoyagi, UNESCO EB/BAS/L1T

Micr:oscience Experim,nts: An Afri~n examp.'UNI:SCO-IUPACGlobal ProJe~t

«The challenge of imparting

practical scientific knowledge

in Africa could be met with the

adoption of microscience.»

I. INTRODUCTION!BACKGROUND

The Microscience Project is acollaborative effort of UNESCO and theInternational Union of Pure andAppliedChemistry (IUPAC) to advance theworldwide aspects of the sciences andto contribute to the application ofscience in the services of mankind.Since science is fundamentally anexperimental subject, education inchemistry must have an ineluctableexperimental value. In other words,every learner must have a practicalscientific experience. However, thereality involves learning sciencesthrough pictures in books, drawings onthe blackboard and questions inexaminations. The gap between ideallearning and the real situation isbasically due to shortages in budget,laboratories, equipment, chemicals,and the problems relative to repairsand maintenance. These problemscould be resolved using themicroscience approach becauseexperiments are in a small scale, ituses new materials, it is versatile andeconomical.

The key rules for chemistry andscience experiments: microscale andgreen (meaning environment friendly)are both relevant to Microscience. It islow cost, high in safety, has lowenvironment impact, easy and qUick touse in primary schools, high schools,tertiary institutions and in the home. Itdoes not require lab facilities orexpensive equipment. It provideshands-on practical learning, wherelearners get to use high quality learningsupport materials regardless ofinhibiting factors such as lack oflaboratories or running water.

The foundations of basic scienceconcepts that can be translated intoeveryday contexts is structured. Thisincreases the number of science

47

learners and improves pass rates. Themicroscience system consists of manydifferent kits that can be used fordifferent applications. To implement thesystem in a classroom, a packageconsisting of different items is puttogether. For instance, a classroomwould require an equipment kit, whichcan be shared by a group of three ormore, graded manuals for learners(with relevant questions provided),manuals for educators (with back­ground and model answers toquestions), a chemicals kit and aresource kit for teachers.

11. ACHIEVEMENTS!OPPORTUNITIES

The UNESCO-IUPAC Programmehas conducted an introductoryworkshop in forty-eight countries, pilotprojects in twenty-six countries, andextensive implementation in 3countries: Cameroon, Kenya andSouth Africa.

South Africa: Prof. Bradleydescribed the poor learning situationin this country, where resources arescarce, facilities poor and teacherswithout the required competence.Afterconducting an evaluation study ofusers of microscience, results revealedthat accomplishments using micro­science methodology were superior tothose using traditional laboratorylearning methods. Furthermore,learners viewed the learning processvery positively, seeing this more like agame instead of a burden.

Cameroon: Cameroon joined theMicrochemistry project in 1998,resulting in the establishment of aCentre for Excellence in MicroscienceExperiments. The Government ofCameroon has put at the disposal ofthe Ministry of National Education,sufficient means to rehabilitate andeqUip the building hosting the

supervision and coordination structures of theCentre for Excellence. The Centre comprises 6divisions: Chemistry, Life and Earth Sciences,Physics, Technology, Mathematics and BasicEducation. It organizes training seminars forprovincial pedagogic inspectors and teachers. Italso produces lesson notes and teaching/learningmanuals in English and French for practicals asChemistry, Biology and Electricity to help teachersand learners to easily perform experiments.

Kenya: In 1998, the Kenya National Academyof Sciences received a UNESCO grant to introducethe microscience project in the country. At theuniversity level, it was noted that universities werereceiving first year students who had never handleda burette, never performed a practical experimentyet who passed their chemistry at the universityentrance examination. Poor results were attributedto lack of laboratory experience due to scarcity ofresources for the purchase of chemicals, high costof laboratory construction and purchase oflaboratory equipment, lack of science teachers, lackof textbooks and other learning materials andcrowding of syllabus. UNESCO granted US $80,000 and the Japanese Embassy in Kenya gavean additional supporting grant of US $ 34,686 whichenabled Kenya to train chemistry teacher andstudents and extend the microchemistry experienceto Uganda and Zanzibar. The evaluation of themicrochemistry and microelectricity kits has beenvery positive for both teachers and students.Reasons cited were: experiments were performedin less time than the conventional method, manyexperiments could be performed within anexperimental session, cost of kits were 10V\( difficultexperiments were easily done without accidents,there were no large solvents or chemicals todispose off, and no requirements for a laboratorywith running water, electricity and gas beforeexperiments could be performed.

Ill. CHALLENGES

Resistance to the use of innovative microsciencehas first to be addressed. Certain teachers,unfamiliar with this new methodology, initially resist,

48

but are subsequently convinced of its practicalityand positive outcomes. The challenge of impartingpractical scientific knowledge in Africa with scarceresources, poor facilities and incompetent teacherscould be met with the sufficient funding and suitableadoption of microscience.

IV. RECOMMENDATIONS

To respond to the challenges and benefits ofmicroscience, UNESCO, IUPAC and otherorganizations need to continue reinforcing theirsupport to this project of helpingAfrica help itself toovercome poverty and develop its teaching ofscience. Empowerment through education can onlysucceed with the proper management andappropriate dissemination of knowledge andtechnology.

The importance of teachers and teacher trainingcan only be emphasized. Both teachers andlearners deserve quality training and propermotivation if success is envisioned.

Moderator:

• Honourable Minister Joseph Owona, Cameroon

Panellists:

- Pr. P. Steyn, President IUPAC, UNESCO/IUPAC

- Academician A. Prokrovsky, UNESCO Paris

- Pr. John Brad/ey, Director Radmaste Center of

Witwatersrand University, Johannesburg

- Pr. S. Wandiga, Chairman Academy of Sciences

- Mr F. Tetouom, Coordinator, Centre of Excellence of

Microscience Experiments in Yaounde

Organizer:

- Academician A. Pokrovsky, UNESCO Paris

Rapporteur:

- Mr. Lucio Sia, UNESCO Paris

Ope.ne"and Di~~~nce l..earning. '. .

As a consequence, the expectedoutcomes of this session are to:• Secure the Ministers agreement on

suitable recommendations on ODLthat can be included in theStatement of Commitment.

• Follow up on these Recommen­dations so that appropriateimplementation occurs.

• Report the impact at MINEDAF IX.

The aim of the panel is to:• Inform Ministers and officials from

Ministries of education of theadvantages of ODL in a developingworld context.

• Advocate the use of ODL at alllevels for educational provisionsuch as basic, secondary, tertial)(vocational and professional.

• Advice on how new ICTs can beharnessed to effectively reach outand reach all.

Open and distance learning hashad a phenomenal success inproviding cost-effective qualityeducation to large numbers todeveloping world thereby transforminghuman 'liability' into human 'asset'. Inorder to provide education and trainingfor sustainable human development inAfrica, open and distance learningcould be the only real solution. Thereare over 140 distance educationproViders in Africa, yet there is needfor not only more distance educationprovision but also for mainstreamingOpen and Distance Learning (ODL) innational plans and policies.

" ...open learning suggests

that anyone can enrol and

start and finish when they

like ... "

I. BACKGROUND!OBJECTIVES AND EXPECTEDOUTCOMES

way forward for Africa to move fasterand that Africa must move away fromdependency and rely on its ownexperts for self sustaining.

Prof. G. Dhanarajan, made apresentation on Open and DistanceLearning for the Developing VVorld. Hemade a point that ODL is an importantstrategy for developing countries tomeet their educational goals, whichhas met the desires to achieve eqUity,equality and success. Among thechallenges mentioned was the lowlevel of resources and the absence oftraining and staff development.

Mr. N. Samara, focused on ICTs forOpen and Distance Learning. Hementioned the need for countries toinvest in ICTs for distance learning soas to reach the over 80 million childrenwho are out of school inAfrica, the ruralpoor and women. In the advent of theAIDS crisis, open learning technologyis a strategy to empower those who willdeliver education to the people. Hefurther stressed the regional integrationof the system.

Prof. G. Mmari, Open DistanceLearning for Tertiary Education: thecase of Open University of Tanzania.He mentioned that the success andfailure of open and distance learningdepended on various factors. Openand distance education is successfulwhen there is political will andleadership for sustainability, and it isopen to all people. Open and distancelearning has an added advantage ofbeing cost effective through the sharingof eXisting facilities in countries wheredistance and open learning hassucceeded.

11. PRESENTATION ANDDISCUSSION

The Moderator, pointed out thatopen and distance learning was the

49

Dr. C. Diarra, African VirtualUniversity (AVU) Delivery System. Themission of the AVU is to increaseaccess and affordability to qualityeducation across the continent. Hestressed the importance of focusing

OOL to critical areas of need that have not beenadequately taken care of for sustainabledevelopment. Programmes of OOL should beaccredited to acceptable international standards.With the assistance of partner universities, like MIT,the AVU plans to create its own network in Africaover the coming years and learning centres will bedispersed all over African countries.

Ms. S. Aboderin, in draWing together the keyissues, said that OOL is no longer distance as alltools and experience are available. She also raisedthe problems of the needs like access, rural andurban dichotomies, overcrowded classrooms,teacher needs and ministerial rivalries, brain drain,HIV/AIOS with its toll on teachers, meeting EFAandMOG targets. She further raised the problem ofpolicy planning, investment, lack of data,inadequate resources and communicationinfrastructure, among others. There was need tobridge knOWledge gap between the north and thesouth. She requested that Ministers integrate ODLplans in policies with appropriate strategies forsustainability. The World Bank was ready for thosethat would like to collaborate.

Forum interventions

In the course of the discussion and exchangeof views, the following questions were raised:

• How open and distance learning will addressthe challenge of children who have dropped outof school and are unable to access education?

• Using Television as a medium?

• The use of African languages in the newapproach?

• How interactive is the AVU approach?

• What solutions is the World Bank proposing forsome of the problems that could be faced inapplying OOL.

• Sustainability of new ICTs for OOL in Africaneconomies.

Ill. RECOMMENDATIONS

The panelists made the following recom­mendations, which were supported through theforum discussions by the Ministers of Educationpresent in the Special Session and by other experts:

1. Open and distance learning contributessignificantly to access and quality (bringing the

50

learner to the centre of education) and mustfeature as an important strategy in the deliveryof education and training strategy as nationsplan to achieve the targets prescribed by theEFA Declaration.

2. Countries, especially those developingSector-Wide Approaches (SWAPS) and otherpolicy tools must include ODL and addressmechanisms for the use of new ICTs withintheir plans and policies, especially in the areaof in-service teacher training, access to basic,secondary, tertiary, vocational andprofessional education and improving thequality of the teaching and learningenvironment.

3. Support for the establishment andstrengthening of regional centres ofexcellence in open and distance learning(UNESCO Chairs/UNITWIN, InternationalCouncil for Distance Education, AOEA andCommonwealth of Learning). Such centreswill serve to support capacity building withinMinistries of education and educationalinstitutions in the use of ODL methods andwill be tasked with training, informationgathering and providing for research ondistance education.

4. Establishment of a dedicated annualConference of Ministers of Education ofAfricaon promotion, implementation and monitoringof open and distance learning.

Moderator:- Honourable Minister Ann Therese Ndong-Jatta, The

GambiaMs. S. Aboderin, World Bank.

Prof. G. Dhanarajan, President, Commonwealth ofLearningMr. N. Samara, Chief Executive Of ficer, World SpaceProf. G. Mmari, Vice-Chancellor, Open University of

TanzaniaDr. C. Diarra, Vice-Chancellor, African VirtualUniversity

Organizers:- Ms Asha Kanwar UNESCO Dakar- Mr. Vis Naidoo, COL

Rapporteurs:- Ms Iyabo Fagbulu, UNESCO Abuja

- Ms Aune Naanda, UNESCO W indhoek

Early Childhood Care and Development

«If by the time a child

reaches school age, most

key brain wiring, language

abilities, physical capabili­

ties and cognitive

foundations have been

set in place, then ... "

I. INTRODUCTION

Integrated early childhood care anddevelopment (IECD) comprisingchildren from 0 to 6 years of age is oneof the goals of the Dakar declarationon Education for All.

Scientific studies show that childdevelopment begins at birth, evenearlier, at conception, and thatpregnancy and the early years of achild have a large influence on:physical, psychological, cognitive,sensitive and emotional aspects ofchild development, and therefore willshape up the ability to receive a goodquality education.

However, the majority of Africanchildren do not grow up in satisfactoryconditions of health, nutrition andsafety enabling them to develop theirpotential to the full. This situation hasto be addressed by multi-sectoral,integrated actions fostering earlychildhood development for which theexistence of a strong and determinedpolitical will is a pre-requisite.

11. ACHIEVEMENTS

Some governments have imple­mented early childhood developmentprogrammes following a participatoryapproach based on partnerships; theseinclude Tanzania, Eritrea, Uganda andNigeria. Cuba has been quoted as anexample to be followed, haVingattained total coverage through an aI/­encompassing, integrated earlychildhood development scheme.

In Tanzania, IECD has beenattended to since the 60s, in particularby civil society stakeholders, mostlyNGOs. Later on, the governmentintroduced a pre-school educationscheme reaching only the 5-6 yearsolds, which action and impact arehindered by insufficiency of resources.

51

The Second International Confe­rence on Integrated Early ChildhoodDevelopment took place in Eritrea,aiming at reinforcing the overall visionof IECD and promoting the goals ofEducation for al/, creating a forum forthe development of global IECDstrategies at the national, regional andglobal levels, exchanging experiencesamong IECO professionals andidentifying best practices in terms ofequity and programme cost-effectiv­eness.

Eritrea has developed an tECOpolicy based on an inter-ministerialcommittee that defines policy beingimplemented by local communitiesadministrations.

UNICEF has defined IECO as oneof the five strategic priorities in themedium term. Some programmeshave had proven beneficial elects, likenutrition programmes, and iodinedistribution campaigns.

Ill. CHALLENGES

Integrated early childhooddevelopment is the foundation ofeducation, since it creates thefavourable conditions for its success.IECO is not to be limited to pre-schooleducation (PSE). IECO must bethought out as an integrated ensemblecovering the fields of health, nutrition,welfare and education. Pre-schooleducation must not be restricted toformal education.

The various challenges include:

• Lack of governmental involvement:governments frequently tend to relyheavily on NGOs and the privatesector for IECD programmes; earlychildhood tends to be consideredas the last item whereas EFA goalscommand that it be the first one,conditioning the achievement of allothers;

• Lack of resources, pedagogic materials andIEGO-trained personnel;

• Extreme poverty of rural areas in the field oftEGO, which remains an urban phenomenon;

• Lack of juridical framework to take care of poorchildren, street children, children in refugeecamps, children with special educational needs.

IV. STRATEGIES

Holistic approach: the child understoodas a whole

The complexity of child development in all itsaspects: physical, psychological, emotional, social,cognitive, must be approached in an integratedmanner placing the child at the centre of all earlychildhood development actions.The stage betweeno and 3 years of age is critical to the futuredevelopment of the child, particularly in terms ofemotional stability and intellectual capacitynecessary to the build-up of human capital.

Also, equality in treatment to children must besought and ensured, in particular to aford equalchances to vulnerable children (poor, rural, HIVIAIDS orphans) to fully accomplish their potential.

Participatory approach: a sharedresponsibility between the State andthe communities

An approach "from the bottom-up", stemmingfrom the base (families, communities, local groups)must be developed.

Lack of resources hinders the development ofa multisectorial, integrated policy

fEGO is at the crossroads of a number of policyissues: child protection, health, nutrition, education,agriculture, water, sanitation, decentralisation.

More often than not, even when States verballyrecognise the importance of early childhood, theyfind it extremely difficult to make it a political priority.

2.

3.

4.

5.

6.

7.

8.

9.

Promote acceptance and acknowledgementthat child's learning process begins at birthand constitutes the foundation of humandevelopment and therefore of the reductionof poverty.

Work with the communities in promoting earlychildhood development and increase thefamilies and in particular womens capabilitiesin order to enable them to play their role inIEGO and in the development of humanresources in Africa.

Reflect on the tools that would permit favouringIEGO at the communities level, capitalising oncultural assets : language, traditional know­how, indigenous practices and indigenousknowledge.

Advocate in favour of IEGO with politicaldecision-makers, since in as mush as there isinsufficient political will resources allocated toIEGD shall remain insufficient.

Greate multisectorial and inter ministerialworking groups in order to identify concretemeasures, define programmes, allocation, ofresources setting the stress ondecentralisation, and letting the State assumeits regUlatory role.

Greate or support national and/or regionalnetworks to become as many spaces fordialogue between the different actors, andconclude partnerships among stakeholders:families, communities, government, civilsociety organisations.

Reinforce the capacities of the educationalsystem: train the teachers in IEGO, elaborateadequate pre-school curricula.

Evaluate the current situation to set upmeasures in favour of vulnerable children:poor, HIV/AIDS orphans, integrative educationfor the handicapped, in view of integratingthose children in mainstream schools from anearly age.

V. RECOMMENDATIONS

1. Adoption of a holistic, integrated andmultisectorial approach aiming at taking careof the child as an inseparable whole, meaningthat early childhood education (EGE) cannotbe dissociated from their overall development(IEGO).

52

Moderator:

- Honourable Deputy Minister Telmina Paijax,Mozambique

Panellists:

- Honourable Minister Joseph Mungai, Tanzania

- Honourable Minister Osman Saleh Mohamet, Eritrea

Or Hamidou Boukary, ADEA Secretariat

Ms Meera Shekar, UNICEF Tanzania

Mr. Baboubacarr Bouy, Director of Planning, AnalysisResearch and Budgeting Directorate, Gambia

Prof. Ebele Maduewesi Executive Secretary, NigeriaEducational Research and Development Council

Ms Leoncia Salakana, NGO Representative PlanTanzania

53

Organizer:

ADEA WGECD, in collaboration with the Tanzania

ECD Network, UNiCEF Tanzania and the Royal

Embassy of Netherlands

Rapporteur:

Ms Marie Dorleans, UNESCO Dakar

Constitutional/Legal Bases of the Right to Educationas a Fundamental Human Right

"Constitution in almost all

African countries carries

out provisions on the right

to education... "

I. INTRODUCTION

Universal Declaration of HumanRights, adopted and proclaimed byGeneral Assembly resolution 217A(III)of 10 December 1948.

Article 26

1. Everyone has the right to education.Education shall be free, at least inthe elementary and fundamentalstages. Elementary education shallbe compulsory. Technical andprofessional education shall bemade generally available andhigher education shall be equallyaccessible to all on the basis ofmerit.

2. Education shall be directed to thefull development of the humanpersonality and to the strengtheningof respect for human rights andfundamental freedoms. It shallpromote understanding, toleranceand friendship among all nations,racial or religious groups, and shallfurther the activities of the UnitedNations for the maintenance ofpeace.

3. Parents have a prior right to choosethe kind of education that shall begiven to their children.

Background

The Round Table was organized atthe occasion of MINEDAF VIII, withinthe framework of the very firstInternational Development Goal:universalising primary education in allcountries by 2015 and the mainobjectives set at the World EducationForum (Dakar, 2000): achievingeducation for all (EFA).

Expected resu Its

The Round Table will contribute toadvancing the right to education inseveral ways, notably : by giving

54

impetus to normative action at regionallevel as well as national level forexploring ways and means for moreeffective implementation of existinginstruments; by raising public debateamong policy makers and creatinggreater policy awareness of theimportance of constitutional/legalbases of the right to education as afundamental human right, and therebymaking the Dakar follow up processmore dynamic.

In the light of discussions at theRound Table, recommendations andsuggestions will be formulated with aview to national measures aimed atpromoting the government action inthat direction.

11. SUMMARY OF DISCUSSIONS

The Round Table brought togetherMinisters of Education and high levelgovernment representatives. In hisopening remarks, Professor KaderASMAL, Minister of Education, SouthAfrica highlighted the prominence ofthe right to education in various humanrights, UNESCO's principal role in theUnited Nations system. Relating theright to education to the right todevelopment, he raised questions asto the constitutional arrangements andthe justiciability of the right toeducation, as well as social justice.

The Participants emphasized theimportance of legal framework ofeducation for all, specially as regardsthe constitutional and legal foundationsof the right to education. Theyelaborated on the constitutionalprovisions and national legislation intheir respective countries. A number oflegal concepts in national constitutionsand legislations reqUire to beelucidated in the light of nationalexperience and practices, theyunderlined the need for soci-economicand political conditions, including

investment in education for achieving the right to 3.education for all. In this respect, the questionsrelated to cooperation with the United Nationssystem, UNESCO and the World Bank wereevoked. Almost all of them made very concretesuggestions and recommendations on the issuesof critical importance such as access to educationas of right, the contents and quality of education,equity in education etc. They suggested thatcooperation with UNESCO should be intensified sothat States give concrete shape to the right to basiceducation for all.

The Participants in the Round Tablerecommended that UNESCO shouldencourage and support governments todevelop and modernize national legislation,providing technical assistance as and whenrequested. Necessary advisory services toMember States should be developed. Thereis need for UNESCO to undertake acomparative analysis of laws in Africancontext, while recognizing the significance ofincentives in monitoring and effectiveimplementation mechanisms.

Ill. RECOMMENDATIONS

The suggestions and recommendations madeduring the discussion can be summarised asfollows:

1. It is highly important that UNESCO collect theregional level instruments in Africa relating tothe right to education and make an analysis.These instruments should be pUblicized widelyin national languages to create full awarenessabout the political importance of the normativeaction for integrating obligations undertakenby Governments into national legal system.

2. Developments in constitutional and legislativebases of the right to education constitute akey factor in national level action. It is vital toraise pUblic debate and create greaterawareness among policy makers and publicauthorities and public at large of theimportance of constitutional/legal bases of theright to education as a fundamental humanright. The exchange of experience should bepromoted for mutual benefit and for improvingcountry level action. In this context, closecollaboration with UNESCO is crucial andshould be strengthened.

55

Moderator:

Honourable Minister Kader Asmal, South Africa

Main Speakers:

Honourable Minister Evelyn S. Kandakai, Liberia

Honourable Minister Najima Rhozali Thay Thay,Morocco

- Honourable Minister Joseph Owona, Cameroon

H. E. Professor Michael Owolewa, Ambassador andPermanent Delegate of Nigeria to UNESCO

H. E. Mr. Olabiyi B.J. Yai, Ambassador andPermanent Delegate of Benin to UNESCO

Professor Sam Wandinga, Representative of Kenyato UNESCO's Executive Board

Professor Mohammed S. Sheya, Deputy PermanentDelegate of Tanzania to UNESCO

Organizer:

Mr. Kishore Singh, UNESCO Paris, ED/EPS

Rapporteurs:

Ms Sonia Fernandes Lauro, UNESCO Paris, ED/SDI

Mr. Hubert Charles, UNESCO Abuja

Partnership betWEteR Qovernments. and:Civil Society

" ... There is much to be

gained from collective

reflection, planning,

implementation and

monitoring... "

Jennifer M. Chiwela

I. INTRODUCTION

The first special session betweenMinisters of Education and civil societyorganizations was held in Geneva inSeptember 2001, during the Interna­tional Conference for Education. Itidentified four major roles for civilsociety organizations: (i) alternativeservice providers; (ii) critical thinkersand innovators; (iii) informedadvocates; (iv) policy partners.

Several preconditions for effectivecivil society participation wereidentified:

• strong commitment to all Dakargoals;

• clear government policy forcollaboration;

• open, democratic and stablepolitical systems;

• mutual trust and transparency,

• mechanisms for ongoing policydialogue between governmentsand civil society;

• capacity building for local NGOs,

• international solidarity in supportingnational efforts.

Civil society organisations havebeen invited to play an unprecedentedrole in the MINEDAF conference.Theyhave produced one of the officialworking documents, presenting thecivil society perspectives and positions.This document was produced on thebasis of a wide participatory processand finalized through a preparatory civilsociety regional consultation(Lilongwe, Malawi, October 2002).Furthermore, they have been invitedto present their perspectives oneducation in Africa on all the panels.

This second special session on civilsociety participation in EFA organizedwithin the MINEDAF VIII conferencewas intended to provide a forum forpolicy dialogue between Ministers of

56

Education and Civil Society organiza­tions, with a view to promote a sharedunderstanding of governments-civilsociety partnerships for EFA anddiscuss strategies for an improvedcollaboration in the future.

11. STRATEGIES

Achievements/opportunitiesMinisters and civil society repre­

sentatives underlined the need and thegains to be won from a genuinepartnership: the added value istremendous.

During the debate, the require­ments for genuine partnership betweengovernments and civil society that werehighlighted in Geneva were recon­firmed. Elements such as the followingwere emphasized: trust, shared vision,respect, consistent and constructivedialogue, clear roles and respon­sibilities, balance of power, equalaccess to information, openness andtransparency.

A number of achievements andexamples of good practices were alsohighlighted:

• Participation of civil societyrepresentatives in governmentdelegations to conferences.

• The creation in many countries ofnational civil society coalitionsworking in education, whichenhances civil society influence andfacilitates the interaction with thegovernment as work partners.

• The inclusion of NGOs in inter­ministerial advisory committees.

• The participation of civil society inschools governance in collabo­ration with local public authorities.

• The involvement of civil societyorganizations in the development ofnational EFA plans. In somecountries this is done throughworkshops, representation on EFA

forums, government plans for civil societyinvolvement and a budget put aside for this.

• The appointment of EFA National coordinatorsand/or Education Ministers with a civil societybackground.

• Growing recognition of Regional Coalitions suchas ANCEFA and the Global Campaign forEducation (GCE).

• The process leading to civil society participationin MINEDAF VIII, the development of a civilsociety working document for the conferenceand the representation on all the panels.

11. CHALLENGES

Although progress has been made, civil society- government partnership is not always easy.Governments and civil society expressed dificultiesin building partnerships, often similar for bothpartners. They face challenges such as:

• Non-existence of genuine partnerships in somecountries.

• Disorganization, lack of coordination andagreement among civil society in somecountries.

• Suspicion between governments and civilsociety.

• Unequal power relationships.

• Difficulty of addressing at the same time theprocess of civil society participation andownership bUilding and the product of educationpolicies.

Ill. RECOMMENDATIONS

In the light of the discussions held, the followingmajor recommendations were made:

- Civil society organizations:

1. Articulate their positions and perspectivesmore clearly.

2. Coordinate civil society actions and createcoalitions.

57

3. Engage in a constructive dialogue with thegovernment.

- Governments4. Create systematic mechanisms to facilitate

civil society participation in education policyformulation, planning, implementation,monitoring and evaluation.

5. Include civil society participation in the EFAplan in terms of both strategies, activities andallocated budget.

6. Provide necessary resources forstrengthening capacities and participation.

-UNESCO

7. Provide and mobilize resources for civil societycapacity building and participation.

8. Encourage African governments to establishpermanent mechanisms at national level tocooperate with civil society in educationalplanning, implementation and evaluation.

9. Continue including African NGOs and civilsociety in EFA meetings and conferences atsUb-regional. regional and international levels.

Moderator:

Honorable Minister Ameyaw Akumfi, Ghana

Panellists:

Honorable Minister Joseph Mungai, United Republicof Tanzania

Honorable Minister Sabalola Sorishade, Nigeria

- Ms A. Sah-Diallo, Deputy Assistant Director Generalfor Education, UNESCO

- Mr. C. Abani, African Network Campaign on Educationfor All (ANCEFA)

Organisers:

Ms Claire Mollard, UNESCO/SAS

Ms Eva Eversen, UNESCO/SREDA

Rapporteurs:

- Mr. Ibrahima Sah Lalya, UNESCO/SAS

- Mr. Shiguru Aoyagi, EO/SAS

ANCEFA STATEMENT TO MINEDAF VIIIDar-es-Salaam - Tanzania

(2 - 6 decembre 2002

The Dakar framework of action is clear inplacing an emphasis on national level action andseeking to achieve EFA through a concerted effortof partnership of all actors at all levels. ANCEFAwelcomes the inclusion of civil society in MINEDAFVIII as a progressive and positive signal ofpartnership and commends Ministers and UNESCOfor the open dialogue which the process hasenabled.

The EFA Global Monitoring Report 2002(Education for All: Is the World On Track) is awelcome tool for assessing progress and holdingvarious stakeholders to account for theircommitments on EFA. The monitoring report,however, confirms the alarming trends thatANCEFAhas also been predicting in its own parallel report ­Challenges ofAchieving EFA in Africa: Civil SocietyPerspectives to MINEDAF VIII (October 2002).

The highlight from the alarming report is thatmany countries are off track in terms of achievingUPE, gender and literacy targets of EFA. Of the28-odd countries that are seriously off track on allgoals, 19 of them are in Sub-Saharan Africa. Thisrepresents a colossal disappointment and leavescivil society wondering whether Dakar will repeatthe broken promises of Jomtien. With the target ofAdult literacy most off track and finances for EFAlargely unavailable, the situation is not a promisingone. Towards addressing the issues andrecognizing the primacy ofAfrican governments inthe process, ANCEFA calls for the following urgentaction from African governments at MINEDAF VIII:

National level

1. Immediate action which addresses the factthat in most countries, national EFA actionplans are yet to be developed. Even where theyexist, these have not been informed by inputsfrom civil society in a fUlly participatory manner

2. A recognition of the crisis in education andrecommitment to investing appropriately ineducation. For most governments, this impliesa radical shifting of education to the top of theagenda and at least a doubling of resourcesdedicated to education delivery (including

58

disciplined budget implementation) from 2003onwards until 2015 with a focus on free, qualil¥basic education. The involvement of financeministers in this process is also essential.

3. To institute genuine partnerships with CivilSociety through the constitution of participatoryEFA Forums for the development of inclusive,holistic EFA plans and frameworks forimplementation, monitoring and evaluation bythe end of 2003. Space for genuineengagement and for capacity building (ashighlighted in the Report from the Abuja HighLevel Group meeting) of civil society must besupported at national, regional, and interna­tional level.

4. In our fight to ensure sustainable gains in EFA,we must look to how our democracies aresustained today as well as in the future.Investment in education must be on theprinciple of the indivisibility of EFA goals - whichcalls for appropriate and equitable investmentin all six goals. In the light of the EFA GlobalMonitoring Report, renewed energy andcommitment for functional adult literacy mustbe prioritised.

5. Strategies that enhance teacher status andintroduce mechanisms for proper training,retraining and motivation that improve qualitysustainability. This includes the institutionali­zation of the process of involVing teachers atall stages in policy formulation, implementation,monitoring and evaluation.

6. A strong emphasis on carrying out comprehen­sive medium term country plans that strive forstrong policy environments and macro­economic stability as their central purpose.

Regional Level

1. To place emphasis on strategies that willenhance Gender eqUity and address the

impacts of poverty, HIV/AIDS and conflict in asustainable manner.

2. Ministers of Education should commit to theprocesses of NEPAD including a much clearerand sharper place and focus for educationwithin the NEPAD framework.

3. Coordination and harmonization of the rangeof sub-regional and regional institutions (AU,ECOWAS, SADC, ECA, ADEA, etc) towardsthe achievement of EFA in Africa.

4. Constitutional reforms which give all Africansthe justicable right to education.

5. Clear monitoring and follow-up mechanisms atnational and regional levels must be developed(and existing mechanisms strengthened andreinforced) which will ensure the participationof civil society organizations and will monitorprogress and the challenges in achieving theDakar goals. The role of civil society should beclearly spelt out in such mechanisms.

6. A call for a major, comprehensive, holisticreview of progress on EFA in Africa by 2005and no later than 2007.

International level

ANCEFA calls on African Governments andpeople to:

1. Hold international partners true to theirpromises of Dakar. Support for education must

59

be clear and readily available, free from themyriad of conditionalities, and supportive inassisting Africa address the monumentalproblems of achieving EFA. We specifically callfor the increased acceleration of existingprogrammes and an expansion of support toall African countries during 2003 through to2015 through:

a) a renewed call for the Global Initiativepromised in Dakar which addresses all thegoals in a holistic fashion. Such amechanism must recognize the true sizeof the funding gap instead of seekingreductionist approaches hinged only aroundUPE and Gender equity;

b) the removal of stringent and unhelpfulconditionalities being applied through theWorld Bank led Fast Track Initiative and acommitment to support which 'enables'countries achieve EFA.

2. Support for, and strengthening of, thecoordination role of UNESCO internationallytowards the achievement of EFA.

ANCEFA remains a willing and committed actoron these issues and welcomes partnership withgovernments and international actors towardsachieving EFA in Africa.

BQlsa Espola':Experience

" ...Even with freeeducation, poorfamilies cannot affordto send their childrento school .,. »

I. INTRODUCTION

The Bolsa Escola is a programmefor minimum income support to familiesin order to have their children sent toschool. The programme was initiatedin Brazil and is successfully beingimplemented in a variety of LatinAmerican countries.

In order to help disseminating thisprogramme to Member States, TheADG for Education of UNESCO, Mr.John Daniel organized a specialsession in the form of a working dinner,where both the Brazilian experienceand the Mozambican experiences withthese minimum income supportprogrammes were presented to theAfrican Ministers of Education, theHeads of Permanent Delegations toUNESCO, the Heads of UNESCO'sOffices in Africa as well as the Directorsof Institutes.

n. ACHIEVEMENTSIOPPORTUNITIES

The Mozambican desk study

BackgroundThe session started with the

presentation of the Desk Study onMozambican experiences withminimum income support program­mes. The presenter, Mr. VirgilioJuvane, National Planning Director atthe Ministry of Education inMozambique, highlighted two differenttypes of programmes: the program­mes providing nutritional support in theform of Take home rations and schoolfeeding and the programmes providingcash support to families of pupils.

Programmes providing nutritionalsupport, the most significant onesbeing implemented with the assistanceof WFP, have proved to have enhanced

60

school attendance as families andchildren are sure of at least one meala day. Take home rations have alsoconsiderably improved schoolattendance of girls.

The few cash programmes imple­mented have indicated that provisionof cash to women might cause conflictsin the family. Mr. Juvane informed thata pilot Bolsa Escola programme wasinitiated in Mozambique after a visit ofPresident Chissano to Brazil. Thisprogramme is being financed byBrazilian cooperation and will enroll100 families in selected communitiesof the capital Maputo. The preparatoryphase of the programme is finalizedand implementation will follow nextyear.

Recommendations

Generally, the recommendationsindicate that minimum incomeinitiatives are an important tool toachieve universal education. Even withfree education, poor families cannotafford to send all their children toschool. The speaker also indicated theimportance of recognizing effortsalready being undertaken bycommunities, mostly at their owninitiative and using their own means. Itis important that such initiatives aresupported to ensure medium and longterm sustainability.

It is equally important thatdifferentiated approaches are used forurban, rural settings as well in thevarious countries or even within acountry. Those approaches need totake into account the dimension ofcultural and societal diversity.Additionally, coordinating andmonitoring structur~s need to beestablished at local level involving thecommunity, school councils, parentsand teachers.

The Brazilian Bolsa Escola Programme

Background

Senator Cristovam Buarque presented theBolsa Escola programme to the sessionparticipants. Senator Buarque himself developedthe Bolsa Escola concept when he was the Rectorof the University of Brasilia and put into practiceby the local government of Brasilia in 1985, whenhe became Governor of Brasilia. The programmeconsisted then in paying a minimum wage salaryto mothers if all their children in school ageattended school and jf school attendance washigh( children were allowed to miss a maximumof two days per month).

Given its success, the programme has since1995 expanded to the all country by the Federalgovernment and now involves more then 10 millionchildren in Brazil. Expansion of the programmefollowed to Mexico where, although taking adifferent form, benefits currently 5 million children.Nowadays the programme is expanded to otherLatin American countries such as Bolivia, Chili,Ecuador, Argentina reaching nearly 20 millionchildren.

Recently the Bolsa Escola programme wasalso initiated in Mozambique and in Oar-es­Salaam, Tanzania. The experience in Oar-es­Salaam was described by Mrs. Rhoi Kaima, anUgandan from birth and since one year assistingtwo Muslim communities in Oar-es Salaam with atotal of 50 families. Although only initiated one yearago, all children of the enrolled families areattending school, drop rates were reduced to zero,mothers are enrolling in literacy classes andfathers are beginning to become involved

Challenges

The programme was first evaluated byUNESCO in 1997, followed by evaluations by theWorld Bank, UNICEF, ILO, etc, and all conclusionswere positive. The Bolsa Escola impacts oneducation by ensuring school attendance of allchildren, reduced drop-out rates, and improvingquality and involvement of parents in schools. Ithas additional social and economic impacts as itreduces child labour, leads to women empo-

61

werment, improves the quality of life of families inextreme poverty and promotes employment amongthe involved families.

Ill. RECOMMENDATIONS

Bolsa Escola is feasible and affordable. It is astrategy to ensure universalization of primaryeducation specially for poor families. Theprogramme has been recommended at theUNESCO General Conference of 1997, Oakar EfiI\Forum (April 2000) by the UN Secretary Generaland most recently in the UN Meeting on LessDeveloped Countries in Brussels (May 2001).

Senator Buarque founded the Missao CrianyaNGO to promote Bolsa Escola also in othercountries. This NGO can assist anyAfrican countryor organization on the implementation of BolsaEscola programmes in Africa.

UNESCO is assisting the further disseminationof this programme. Therefore it has nominated aFocal Point for Bolsa Escola at the UNESCOMaputo Office: Ms. Zulmira Rodrigues. Additional,a publication on Bolsa Escola was done by theUNESCO Brazilia Office. This book was launchedduring this session, by the OAOG of Education ofUNESCO, Ms. A. Bah Oiallo. The book wasdistributed to all Heads of delegations and Ministersof the Member States.

Moderator:

- Mr. John Daniel, ADG/ED

Presenters:

Hon. Senator Cristovam Buarque, BraZil

- Mr Virgilio Juvane, National Director Planning,Mozambique

- Ms Ai'cha Bah Dial/o, DADG/ED/BAS

Organizers:

- Ms Zulmira Rodrigues, UNESCO Maputo

- Mr. Bah Lalya, ED/BAS

Rapporteurs:

- Mr. Lucio Sia, UNESCO/HED

Guidance, Counselling and Youth Development

«Foryouth, help in defining

their life objectives,

choosing the strategies to

achieve them, and being

more critical and selective

in their choices ... »

BACKGROUND

The Guidance Counselling andYouth Development Centre for Africahas been created in the framework ofthe UNESCO Special project for thepromotion of the education of womenand girls in Africa in relation with thesocio-economic changes. and for thepromotion of their autonomy. Thisinitiative is undertaken in the contextof the follow up to the panafricanConference on girls' education inOuagadougou (1993) and theimplementation of the Beijing plateform.

The purpose of the Centre is topromote appropriate guidance andcounselling programmes for youth inorder to help them in defining their lifeobjectives, choosing the strategies toachieve them, and being more criticaland selective in their choices.

The Board of Governors met duringMINEDAF VIII.

A Communique from AfricanMinisters of Education on GUidance,Counselling and Youth Development

Centre for AfricaDar-es-Salaam, Tanzania,

December 1st, 2002

We, the board of governors of theguidance, counselling and youthdevelopment centre for Africa,

take note,that the Centre is located in Lilongweand was established on the 2ndOctober 1996 ;

recall,that the African Ministers of Educationfrom 27 countries (9 francophone and18 Anglophone) signed the DakarCommunique (May 2000) to supportthe establishment of the Guidance,

62

Counselling and Youth DevelopmentCentre for Africa and encourage theuse of their Participation Programmefunds at UNESCO to support CentreActivities;

confirm,participating countries to date fromFrancophone countries are Mali,Burkina Faso, Burundi, Cameroon,Cote d'lvoire, Guinea (Conakry), Niger,Senegal and Rwanda; and partici­pating countries to date fromAnglophone countries Botswana,Gambia, Ghana, Kenya, Lesotho,Malawi, Mozambique, South Africa,Namibia, Nigeria, Swaziland, Tanzania,Uganda, Sierra Leone, Liberia, Zambiaand Zimbabwe;

note,the Board of Governors appointed thefirst Director of the Centre, ProfessorDavison Munodawafa (Zimbabwe) onFebruary 29, 2002 to implement thedecisions of the Board and carry outactivities of the Centre and itsprogrammes;

note,the Centre, under the new Director hasbeen able to hold the first TechnicalCommittee Meeting in Nairobi, Kenyaand also to assist in launching theAfrican Association of Guidance andCounselling (AAGC) in May 4-7th,2002;

note,the Director of the Centre presentedthe Status Report covering theGUidance, Counselling and YouthDevelopment programme and theCentre as well as pointed to the wayforward;

we, the board of governors of 1hegUidance, counselling and youthdevelopment centre for africa,

having met in Dar-es-Salaam,Tanzania on December 1st, 2002,

reaffirm our commitment to Guidance, Counselling Iand Youth Development in Africa;

now therefore,the parties to the Centre in attendance of the 5thBoard of Governors Meeting in Dar es Salaam,Tanzania on 1st December, 2002 concluded asfollows:

STRATEGIC PLAN

a) Support the Director to prepare a 5-YearStrategic Plan that will guide the implementation Iand expansion of the Guidance, Counselling andYouth Development Programme of activities.The Strategic Plan shall be used in solicitingtechnical, financial and other forms of support;

b) Set-up a Ministerial sub-Committee that shallact as a reference group to guide the Directoron the way forward specifically on developingthe Strategic Plan, and on matters related to theprogramme of intervention and the HumanResource Plan.

PROGRAMME

a) Redesign the "Trainer-of-Trainers RegionalProgramme" in Guidance, Counselling andYouth Development to use alternative deliverymethods including the use of Information andCommunication Technology (ICT);

b) Expansion of the in-country trainer-of-trainersprogramme with special attention to targetingcounselling of HIV/AIDS orphans, children inareas affected by conflict and the ongoingprogrammes of intervention.

c) Within the framework of the Guidance,Counselling and Youth Developmentprogramme include entrepreneurship orientationwith emphasis on developing entrepreneurshipskills, values and attitudes.

THE CENTRE

Constructiona) Phase I: completion work is now in progress,

namely electrical fittings, glass windows andceiling. It is estimated to take 2 weeks tocomplete all the outstanding works. The hostcountry, Malawi and UNESCO have establisheda mechanism to monitor and superviseconstruction progress including payment forservices.

b) Phase" : Architectural plans for the prototypehouses have been approved. A tender processis being prepared for pUblic bidding. Thesupervision of the construction of Phase 2 shallbe the responsibility of the director of the Centre.UNESCO shall continue to mobilize resourcesfor construction.

Administration and management

a) The Board of Governors consists of Ministersof Education from parties to the LegalFramework.

b) The Board of Governors is responsible for thepolicy, control, and management of the Centre.

c) All proceedings and activities of the Centre shallbe governed by the Legal Framework documentand that the Director is the accounting oficer.

d) The board of Governors agreed to set up aMinisterial Sub-Committee to guide the Directoron the development of the Strategic Plan of theCentre. The sub-Committee shall meet twice ayear and report to the Board. The sub­Committee Members shall be composed of onerepresentative selected from Southern Africa,Central, West Africa (Francophone), West Africa(Anglophone) and East Africa. The BoardChairperson, Host country Minister and theDirector are also part of the Committee.

Financing

The Board of Governors calls on:

a) UNESCO to continue financial and technicalsupport specifically toward construction andprogramme activities;

b) Participating countries to contribute to the Centreas per agreement, which is US $10,000.00 peryear plus any additional contribution;

c) Participating countries that will financially benefitfrom the USA rejoining UNESCO to contributeto the Guidance, Counselling and YouthDevelopment Centre for Africa such benefits;

d) Participating countries to follow up on the callby the Director General of UNESCO during hisvisit to Malawi encouraging countries to requestthe Participation Programme funds for purposesof supporting the Guidance, Counselling andYouth Development Programme. ;

e) The Director to source funding and otherresources from development partners (old andnew).

63

PARTNERSHIPS

Relationships with UNESCO

1. The Board of Governors:a) Reaffirmed their commitment to work with

UNESCO;b) Seeks cooperation of UNESCO regional and

cluster offices in providing technical andfinancial support for in-country improvementand expansion of the Guidance, Counsellingand Youth Development Programme withspecial emphasis on policy development andmainstreaming guidance and counselling inteacher education and the school curriculum.

2. The Board of Governors recommends that allfinancial support made by UNESCO toGuidance, Counselling and Youth DevelopmentCentre forAfrica be transferred directly to CentreAccount in Lilongwe, Malawi within contractualagreements. UNESCO may inform its Regionalor Cluster offices of such a contribution bycopying correspondence regarding the transferto them.

3. The Board of Governors encourages theCentre to establish regional and internationalpartnerships for the purpose of mobilizingfinancial and technical resources for theGuidance, Counselling andYouth DevelopmentCentre and its programmes.

FUTURE MEETINGS FOR BOARD OFGOVERNORS

The Board of Governors:

(i) Appreciates the visit to the Guidance,Counselling and Youth Development Centre for

Hon. (Or) Khiddu-Makubuya, MPMinister of Education and Sport (Uganda)

Board Chairperson: GUidance, Counselling andYouth Development Centre for Africa

64

Africa by the Director General of UNESCO(September 6th 2002) and for his support;

(ii) Requests the Director General's continuedfinancial and technical support to the Guidanceand Counselling andYouth Development CentreforAfrica whose programmes of intervention areintended to improve the quality of life of schoolage boys and girls in Africa.

The Board of Governors:

(i) Recognizes ADEA as an important regionalstructure whose object of interest is toenhance the quality of education for boys andgirls in Africa;

(ii) Calls upon both UNESCO and ADEA tocontinue its support through cooperation andcollaboration with the Board of Governorsspecifically in facilitating the meetings of theBoard during ADEA Meetings;

(iii) The Board of Governors requests thatGuidance and Counselling Officers from thehost country hosting the Board of GovernorsMeeting act as part of Secretariat in preparingfor the Board Meeting, further, Boardmembers are encouraged to bring a nationalDesk Officer to the Board Meeting.

The Board of Governors is satisfied that itappropriately addressed the critical issues andlooks forward to the next Board of GovernorsMeeting.

Issued at Royal palm Hotel, Dar-es-Salaam(Tanzania) and signed on this date:

1st December 2002

Hon. (Or) A. G. Nga Mtafu, MPMinister of Education, Science & Technology

(Malawi) & Host Country Minister

PART IV

Dar-es-Salaam Statementof Commitment

"Working to meet the basic educational needs of all must never be reduced to

just investing more in basic education as it exists today". Priorities must be set,

changes must be made. The scope, depth and urgency of these changes depend

on countries' individual contexts; but in a great many cases what they call for is

a necessary "rethinking the foundations" of education. This is the meaning of

the invitation to change the paradigms - the very concept and defining features

- of education in Africa"

It is at this call that the Dar-es-Salaam Statement of Commitment answers:The

Education to Build the New Africa.

DAR-ES-SALAAM STATEMENT OF COMMITMENT

The Education to Build the New Africa

4. The Conference underscores the imperativeneed for good-quality and adequate humanresources. It heeds one of the lessons of Africanwisdom, namely that "human beings are the remedyfor human beings". The new Africa now being builtneeds men and women who are in good health andwell educated, who have managerial and productiveskills, who are proactive and creative, who havepositive cultural roots and an open mind, and whoactively promote universally shared values such astolerance, peace, solidarity and democrac~

5. While recognizing the efforts being exertedby various countries in order to achieve the sixeducation for all (EFA) goals set by the Dakar WorldEducation Forum, the Conference notes thatprogress remains limited and below expectations,particularly with regard to the completion of primaryschooling. The rate of enrolment in the sixth yearof primary school, which stands at 56%, increasedby only 4 percentage points over the 10 yearsbetween 1990 and 2000. The girls/boys enrolmentratio improved by only 5 points over 10 years to

The Eighth Conference of Ministers of I •Education of African Member States (MINEDAFVIII), meeting in Dar-es-Salaam, United Republicof Tanzania, from 2 to 6 December 2002 on thetheme "From commitment to action to achieveeducation for all by 2015", solemnly adopts this Dar­es-Salaam Statement of Commitment "TheEducation to build the new Africa".

Preamble

the elimination of illiteracy, which affects 87million individuals, the majority of whom arewomen;

• the elimination of ignorance and non-enrolmentin school, which affects 41 million children,particularly, those with disabilities;

• the eradication of HIV/AIDS, malaria and otherendemic diseases, which sap the humanpotential of the continent;

• the resolution of devastating conflicts whichhave given rise to millions of casualties, refugees

1. Just as the first Conference of Ministers, held and displaced persons and which necessitatein May 1961 in Addis Ababa, ushered in a new era the promotion of education for a culture ofin the development of education inAfrica, MINEDAF peace ;VIii constitutes a decisive contribution to education I · the promotion of justice and democracy in orderas Africa stands on the threshold of the twenty-first to ensure respect for human and civil rights;century. The Conference held in the year of the birth • the cultural renaissance for the affirmation ofof the African Union, which represents a great step identity and the enhancement of skills takingforward on the path of the political and economic continental specificities into account;integration of the African continent, and the • the promotion of sustainable development;construction of a newAfrica. This process of building • the mainstreaming of gender issues and equity;involves the implementation of the New Partnership • the promotion of sustainable partnerships withfor Africa's Development (NEPAD), decided by civil society;African leaders and predicated on their joint vision • the creation of an economic space forAfrica inand shared conviction that there is an urgent need the global economy.to eliminate poverty and to put their countries,individually and collectively, on the road tocontinuous growth and sustainable development.

2. NEPAD is anchored in the determination ofAfricans to be the architects of their owndevelopment and future. The perspective is that ofthe rebirth of Africa in the twenty-first century.Qualitative social transformation in the light of thechallenges facing the continent requires accountto be taken of the twin phenomena of theeducational renewal at all levels and the culturalrenaissance, incorporating the positive values andpotential of traditional culture, the achievements ofscientific and technological culture, and universallyshared values.

Challenges to be met

3. The diagnosis by African leaders of the diresituation on the continent makes it possible toidentify the follOWing key challenges:• the elimination of poverty, which affects over half

the population of Africa;

67

85%, leaving 15 more percentage points to begained before parity is achieved.At the same time,the literacy rate improved by 10 percentage points,a rate of improvement of approximately 1percentage point per year.

6. In addition to these quantitative aspects,there is the crucial question of the quality ofeducation. For all countries, including those thathave already achieved or have nearly achieveduniversal schooling, the promotion of good-qualityeducation is a priority.

7. Given that education is a right and anobligation for all citizens, men and women alike,the Conference underscores the urgency ofengaging in a process of educational renewal forthe promotion of good-quality education for all, andin particular, good-quality basic education, takinginto account the key challenges to be met. Thiseducation should be predicated on the principle"The Education to build the newAfrica". Given whathas been observed, education for the new Africamust be based on the following fundamental axes:learning to understand, learning to share, learningto communicate, learning to participate, learningto do and to produce, learning to transform, learningto anticipate, learning to be independent, andlearning to live together. These fundamentallearning guidelines must inform all branches ofeducation, formal, non-formal and informal, at alllevels, from early childhood to post-graduateeducation. This new orientation, based on a global,multidimensional approach which is geared to theconcrete concerns ofAfrica, should help to achievethe six Dakar goals and the eight objectives set bythe Millennium Summit within a realistic time frame,paying due regard to the different nationalsituations.

Strategies for action

8. Taking into account the various levels ofachievement with regard to the EFA commitmentsand poverty eradication, the Conferencerecommends the elaboration and implementationof specific strategies which are consistent with theprinciples of action adopted in the Dakar Frameworkfor Action. The global strategy embracing thespecific strategies must be based on an approachwhich is both multisectoral and interactive, anapproach which creates synergy within theeducation system, and between the educationsystem and the other economic, social and culturalsectors, from a problem-solving perspective. In

addition, the strategies must include the followingcross-cutting dimensions:• the education of girls, women and disabled

children;• the teaching of science and technology;• the impact of HIV/AIDS on education;• the use of African languages;• the use of ICTs and broadcast technologies for

education;• psycho-social support and welfare;• environmental education;• education for human values, inclUding peace

and tolerance.

Resource mobilization and reformmeasures

9. The Conference reaffirms the strong politicalcommitment of the States to education for all, whichshould take the form of various indispensablereform measures, inclUding those relating to theallocation and rationalization of resources.Amongthe concrete measures to be adopted, particularattention should be devoted to the following:• to increase the share of the education bUdget

in the total budget of the State (not below20%) ;

• to increase the percentage of the primaryeducation budget in the education budget (notbelow 50 %), not forgetting the pre-schoollevel,non-enrolled children and adult literacy;

• to increase current non-salary teachingexpenses in order to provide pupils with properteaching materials, thereby contributing to thequality of learning;

• to increase the budget for technical andvocational education at the secondary level inorder to enhance access and increase thenumbers of trained workforce;

• to enhance the initial and in-service training ofteachers, as well as their salary levels and theirmotivation, in the interests of good-qualityteaching;

• to aim for a ratio of 40 pupils per teacher with aview to ensuring efficiency and quality;

• to increase retention and completion rates inthe primary school cycle, in particular byimproving learning and introducingorganizational changes;

• to allocate sizeable resources in order to ensureequity with regard to girls' education and literacyand training of women by eliminatingdiscrimination;

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• to encourage the private sector to invest morein the national EFA effort;

• to support innovative strategies which reach themost marginalized and underprivilegedmembers of society, such as children infectedor affected by HIV/AIDS, children in conflictsituations, nomadic children, street children andchildren with special needs.

10. However, the Conference considers thatthese measures alone are not sufficient. There is aneed for sizeable external assistance with a broaderfield of intervention, using accelerated procedures.The external debt, whose yearly servicing in somecountries exceeds the annual resources neededto achieve education for all must be cancelled.

11. An encouraging development is the newcontext of support that heads of government of theG-8 countries have created this year. We refer tocommitment not only to NEPAD, but specifically tothe Fast-Track Initiative (FTI) in support of educationfor all that was developed follOWing the MonterreySummit, and endorsed by the G-8 meeting inCanada. This created real optimism that there wouldat last be a true global compact on education, whichwould ensure a coordinated financial commitmentto support nations that developed their own EFAplans with monitoring, transparency andaccountable performance targets.

Inter-African cooperation

12. The ideal proclaimed through the creationof the African Union and the impetus given byNEPAD to all development sectors, especially thedevelopment of human resources, can onlysucceed through strengthened regional andsubregional cooperation. In this connection, theConference salutes the creation of the Forum ofAfrican Parliamentarians for Education (FAPED),which took place here in Dar-es-Salaam, just priorto MINEDAF VIII. The parliamentarians are thusjoining the great alliance for theAfrican renaissance."United in that great alliance we constitute apowerful force capable of achieving a veritableparadigm shift and ensuring more investment ineducation. To this end, we shall jointly plan andcoordinate our strategies and activities, pooling ourcompetences and resources, and monitoring andevaluating progress measured against regionaltargets". This commitment to inter Africancooperation entails :• strengthened dialogue amongAfrican countries

on education policies, which should terd

69

towards a single, specifically African frame ofreference;

• more intensive exchange of information,experience and experts in the field of educationin general, including non-formal education fornon-enrolled children, and adult literacy ;

• strengthening the Guidance, Counselling andYouth Development Centre forAfrica as a centreof excellence for the advancement and capacity­building of regional programmes geared to meetthe needs of girls and adolescents at risk;

• the design and implementation of jointprogrammes within strategic fields, such asteaching in languages which are shared byseveral countries, within the framework of thefuture Academy of African Languages, theproduction of teaching materials, teachertraining, the use of the new information andcommunication technologies, and the creationof centres of excellence for training, teachingand research ;

• to make provision for accreditation andrecognition of qualifications and awards withinthe region to promote mobility and to maintainhigh educational standards.

Actions

13. The Conference notes that numerousinitiatives and actions have been undertaken at thelevel of governments, grass-roots communityassociations, NGOs, other civil societyorganizations, and the private sector. However, itmust be recognized that the results do not alwaysmatch expectations. Today more than ever, thereis a need to make an effective and sustainableimpact on beneficiaries. Therefore, in order totranslate the principles identified for learning to buildthe new Africa in concrete terms, the Conferencedecides to pursue the following actions:

(a) Elaboration and funding of EFAplans of action(i) to finalize national EFA plans by

December 2003 as part of the dynamic ofthe educational renewal and culturalrenaissance ofAfrica, taking into accountthe use of African languages in thereformed education systems;

(ii) to integrate national plans alreadyapproved into the national funding processas part of the mobilization of national andexternal resources;

(Hi) to prepare and implement innovativeprojects and programmes based on the

fundamental axes of the Education for thenew Africa;

(iv) for all donors to honour their existing EFAcommitments and to increase resourceallocations for the realization of EFA goals.

(b) Universalization of good-quality basiceducation for children and young people(i) to accelerate and expand access to

primary education through diversifieddelivery systems and partnerships withmultiple providers;

(ii) to accelerate the enrolment of girls andother deprived children in underprivilegedareas, particularly in rural areas;

(iii) to support the establishment of theInternational Centre for the Education ofGirls and Women in Africa (CIEFFA), atool for the strengthening of partnershipsand synergies in the field of girls' andwomen's education;

(iv) to integrate non-enrolled or drop-outchildren in school before the end ofobligatory schooling by offering themsuitable and qualifying education (suchas non-formal education);

(v) to renovate curricula, taking into accountthe economic, social and cultural needsof the twenty-first century, andcontemporary scientific and technologicalachievements;

(vi) to promote innovations contributing toaccess to good-quality basic education,which helps to remove economic andcultural barriers;

(vii) to strengthen community involvement inthe management of schools, with regardto both the enhancement of contents andthe management of resources;

(viii) to improve teacher training in the light ofthe new guidelines, and to enhanceteachers' status, salary, living and workingconditions. For good-quality education,there is need for continUing training ofteachers to improve their qualification;

(ix) to improve the teaching/learningenvironment;

(x) to promote an inclusive and participatoryapproach in order to cater for specialeducation needs;

(xi) to include education as an integral partof the humanitarian response to naturaland man-made disasters, I

(xii) to ensure that countries in or emerging

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from crisis and conflict will receivecoordinated assistance in implementingbasic education for all, particularly, out­of-school children, child soldiers, warorphans and others.

(c) Promotion of education throughout life(i) to take intensive actions to promote

literacy and post literacy education as afundamental learning tool throughout lifeand within the framework of the UnitedNations Literacy Decade (2003-2012) ;

(ii) to establish lifelong education centres atthe community level, based onmultidimensional participatory learning;

(iii) to design and implement suitablecurricula offering a wide range of learningoptions geared to the needs of diversetarget groups, paying special attention toentrepreneurial skills, preventive healtheducation (HIV/AIOS), etc.;

(iv) to provide appropriate training tosupervisory and training staff in literacyand non-formal education for youngpeople and adults, based on theguidelines identified, and to improve theliving and working conditions of such staf;

(v) to strengthen the links and interactionbetween formal, non-formal and informaleducation.

(d) Training of human resources throughsecondary and higher education(i) to include open and distance learning

(OOL) in all national education plans andpolicies especially in the areas of teachertraining, access to basic education andto improve the quality of teaching/learning;

(ii) to integrate secondary education curriculainto the processes of socio-economic andcultural transformations, within theframework of the building of the newAfrica;

(iii) to develop and expand technical andvocational education, in accordance withthe current requirements of thetransformations under way and issueswithin the context of NEPAO;

(iv) to rationalize and optimize the use ofschools and training centres with a viewto sharing institutional resources at thesubregional and regional levels;

(v) to promote research, and identify and

strengthen centres of excellencededicated to improving Africa's resourcecapabilities, particularly in the scientificand technological fields and the socio­economic and cultural fields;

(vi) to explore regional programmes to stemthe brain drain in the higher educationsector, and to mobilize, using appropriatemeans, African experts working outsidethe continent in order to secure theireffective participation in the building of thenew Africa;

(vii) to make agreements with universities inorder to ensure the ongoing contributionof higher education to education for alland the training of good-quality humanresources.

(e) Enhancement of the quality of education(i) to involve other ministries (health, water,

environment, rural development,advancement of women, agriculture, etc.)and other education partners to securetheir contribution to the renovation ofcurricula and the renewal of contents andlearning processes, taking NEPAD andAfrican integration into account;

(ii) to introduce cultural education for theenhancement of living, at all levels andin all forms of education;

(iii) to incorporate preventive education intoall curricula, in particular with regard tothe environment, HIV/AIDS, conflictprevention, food security, the health ofmothers and children, and public health;

(iv) to design and implement effectivestrategies for developing, disseminatingand mainstreaming the use of leTs andsatellite, audio and multimedia broadcastservices in collaboration with mediaprofessionals and institutions;

(v) to assist countries emerging from conflictto rebuild their educational systemsthrough curriculum renewal andinstitutional reconstruction.

(f) Mobilization and management ofresources for education(i) to mobilize local community human

resources to ensure the activeinvolvement of grass-roots communityassociations, NGOs and other civilsociety organizations;

(ii) to increase significantly the level of publicfunding for education;

(iii) to create conditions which are conducive

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to increasing resources for educationthrough the full and efficient use of fundingreceived as part of cooperation withvarious technical and financial partners(the Fast-Track Initiative, PRSp, SWAP,etc.);

(iv) to develop and strengthen partnershipswith the private sector with a view tohuman resources training anddevelopment;

(v) to institute transparent mechanisms forthe use and accountability of public funds.

(g) Strengthening of regional cooperation ineducation and partnerships(i) to optimize the use of existing institutions

of regional cooperation and promoteacademic exchange programmes ;

(ii) to support existing networks, in particularcivil society networks, andcommunicators for the promotion of good­quality education for all ;

(iii) to create and strengthen networks withfocal point institutions in the followingfields of strategic interest: education ofgirls and women; eradication of HIVIAIDS; conflict resolution and preventionand peace; cultural renaissance; use ofthe new information and communicationtechnologies; technical and vocationaleducation and training for young people;

(iv) to promote a lasting partnership with civilsociety, and for this purpose to formulateoperational strategies and undertakeconcrete action to strengthen thecapacities of civil society as a mechanismfor enhancing political dialogue betweengovernment and civil society.

(h) Follow-up to MINEDAF VIII(i) The follow-up mechanism for MINEDAF

VIII will be the Regional EFA Forum,which is established and which operateswith six subregional forums in sub­Saharan Africa. It will be adapted toinclude the North African MemberStates;

(ii) Within the framework of the implemen­tation of the RegionalAgenda for Follow­up to the Dakar World Education Forum,a report will be drawn up every two yearson the progress achieved in Africa withregard to education for all, as well as inother fields relating to the NEPADeducation objectives.

14. On the basis of the guidelines and actionsidentified above, the Conference launches anappeal to the international community toaccompany Africa in its strategy to achieveeducational renewal and cultural renaissance forthe bUilding of the new Africa. Such solidarityfounded on interdependence will help to meet thesupplementary funding needs. The Conferencehere and now requests our development partnersto contribute to the funding of approved nationalEFA plans and to the funding of availableprogrammes and projects which are conducive tothe achievement of good-quality education for all.

15. The Conference thanks the EFA sponsorsUNESCO. UNICEF, the United NationsDevelopment Programme (UNDP), the UnitedNations Population Fund (UNFPA) and the WorldBank for the resources mobilized for the preparationof national EFA plans, and all other bilateral andmultilateral partners for their contributions. Itappeals for the continuation of support for andfunding of relevant operational activities for whichtheir assistance is required. The ConferenceacknOWledges with thanks the contribution of the

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African Union (AU) as well as the contribution ofthe United Nations Economic Commission forAfrica (ECA), they are the traditional partners ofUNESCO in the organisation of MINEDAFconferences. The Conference especially wishesto thank the civil society organizations for theirsignificant contribution to MINEDAF VIII.

16. The Eighth Conference of Ministers ofEducation of African Member States (MINEDAFVII'), being convinced that the objectives identifiedmay be achieve9 by using a proactive and creativeapproach, by drawing on the considerablepotential of the region, by undertaking numerousinnovative initiatives, and above all by workinghand in hand, launches a solemn appeal for acontinent-wide kickstart through "The Educationto build the new Africa", drawing on the NEPADdynamic and working within the perspective of theAfrican Union.

17. As the poet Agostino Neto proclaimed."Now is the time to march courageously togethertowards the world of all human beings".

The Conference, Dar-es Salaam,6 December 2002

PART V

ANNEX

• Speeches

Openning- Address by Mr KoTchiro Matsuura, Director general of UNESCO

Address by Mr Amara Essy, Interim President of the AfricanUnion CommissionStatement by Ms. Carol Bellamy, Executive Director of the UnitedNations Children's FundStatement by Mr Peter Piot, Executive Director, UNAIDSSpeech by Ms. Jennifer M. Chiwela, Zambia National EducationCoalitionMessage of His Excellency Abdelaziz Bouteflika, President ofthe Peoples Democratic Republic of AlgeriaAddress by His Excellency Benjamin William Mkapa, Presidentof the United Republic of Tanzania

Closing- Oral report of His Excellency Ibrahim Ary, Minister of Basic

Education and literacy of Niger, General Rapporteur of theConferenceSpeech by Ms. A'icha Bah Diallo, Deputy Assistant Director­General for Education, UNESCOSpeech by Hon. Ambassador Or Yasebasi NG'Wandu (MP),Minister for Science, Technology and Higher Education of theUnited Republic of Tanzania and President of NationalCommission for UNESCO

• Programme

• list of documents

• list of participants

Address by Mr Ko"ichiro MatsuuraDirector-General of UNESCO

M. Ko'ichiro MATSUURA

Excellencies,

Honourable Ministers,

UN Colleagues,

Distinguished Guests,

Ladies and Gentlemen,

It gives me great pleasure to welcome all ofyou most warmly to this, the eighth meeting of theMinisters of Education of Africa (MINEDAF VIII).On this important occasion on the calendar ofAfrica, we are called upon to meet the challengesfacing education in Africa at the beginning of the21 st century and, in particular, to effect thetransition from commitments to action, from wordsto deeds. Four years on from MINEDAF VII inDurban, South Africa, our collective task could notbe clearer and I am confident that all of us agreethat action must be our priority. Frankly, nothingless will do.

Yesterday, at the closing ceremony of theconstitutive conference establishing the Forum ofAfrican Parliamentarians for Education (FAPED),I spoke of the crucial importance of political willfor achieving the goals thatAfrican countries haveset for themselves. Our meeting this week is agolden opportunity to harness the political will ofthe assembled Ministers of Education and thegoodwill of many development partners in acommon cause, namely, making education the

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priority of Africa and making African education thepriority of its partners.

I would like to express my great appreciation toyou, President Mkapa, for accepting the ofer to hostthis conference. Your beautiful country is providinga most welcoming environment for our deliberationsthis week. I very much appreciate PresidentBouteflika's message of support, which he has sentas he is unable to attend in person. We are alsohonoured by the presence of Mr Amara Essy,Interim Chairperson of the Commission of theAfrican Union; Professor Kader Asma/, whosecountry chaired the last MINEDAF meeting; DrNg'wandu, who will chair MINEDAF VIII; Ms CarolBellamy, Executive Director of UNICEF; Or PeterPiot, Executive Director of UNAIDS; and MsJennifer Chiwela of theAfrican Network Campaignfor EFA (ANCEFA). Please note that many otherpartners are present here today or have contributedto the preparatory phases leading up to thismeeting. On behalf of UNESCO, and in my ownname, I thank you all.

Let me begin by looking at some of the maindifficulties facing education in Africa. I would likeinitially to draw your attention to those problemsthat originate outside the education system itself,of which there are many: the disruption anddestructiveness of wars, internal conflict andpolitical instability; weak economic performance andwidespread poverty; the effect of diseases such asHIV/AIDS, tuberculosis and malaria; the recurrenceof famine; the fragility of democracy and goodgovernance; and the social, cultural and ethnicdivisions which are structured into the very fabricof African societies.

In making such a list, my purpose is neither topaint a pessimistic picture, nor to deny that thereare positive developments in the continent. Mypurpose is to acknowledge that the wider contextof African education is full of difficulties and thatthese external factors have a direct impact as wellas an indirect influence on educational processes.The effects take the form of school buildingsdestroyed or occupied by soldiers; the teacher whodies of AIDS and is not replaced, thereby leadingto the closure of the school; funds for the purchaseof new textbooks or laboratory eqUipmentlangUishing in unspent budgets or somehowdisappearing; children who go to school withouthaving eaten.

In this perspective, education is very much atthe mercy of forces outside its control and this iscertainty part of the reality we face. But it strikesme with great clarity that, for each of the externalproblems I have identified, education is not simplythe victim but is also part of the solution. Indeed,education plays a crucial role in overcoming thesedifficulties through education for peace, tolerance,human rights and mutual understanding; througheducation for emergencies and post-conflictreconstruction; through education and training ofthe human resources needed for development,economic success and poverty reduction; throughpreventive education to combat disease and ill­health; through curricula attuned to sustainabledevelopment; through citizenship education; andthrough education for inter-cultural dialogue and thecelebration of ethnic, linguistic and cultural diversityI am proud to say that UNESCO is working in all ofthese areas.

The comparative severity ofAfrica's educationalsituation has been recently revealed by the EFAGlobal Monitoring Report 2002, which was preparedto inform the meeting of the High-Level Group onEFA that met two weeks ago in Abuja, Nigeria.According to the Report, 28 countries are at seriousrisk of not achieving any of the three measurableDakar goals by 2015 at current rates of progress.Twenty countries in Sub-SaharanAfrica fall into thiscategory. Six other sub-Saharan Africa countriesare unlikely to achieve at least one of these goals(universal primary education, gender equality andadult literacy).

Please note that these estimations are couchedin conditional terms. The statistical trends on whichthey are based apply to 'current rates of progress'.Thus, the non-achievement of the three goals isnot a firm prediction but an estimation of what islikely to be the case in 2015 if serious measuresare not taken. In addition, the statistical data donot reflect progress that may have occurred in thelast two years. Nevertheless, we cannot hide fromthe fact that addressing Africa's educationalchallenge involves not a stroll in the foothills butscaling a real Kilimanjaro.

The quantitative scale of the challenges facingeducation in Africa is impressive. Sub-SaharanAfrica alone accounts for over 40 million out-of­school children, over one-third (37 per cent) of theworld's total of 115.4 million. The Monitoring Reportshows that, of the 25 countries that have recordednet enrolment ratios below 70 per cent, 18 arelocated in Sub-Saharan Africa. Repetition anddropout rates in Africa's schools remain high onaverage, which means that millions of childrennever complete the minimum of four or five years

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of schooling deemed necessary for a secureacquisition of literacy. Our meeting this week shouldseek to identify those measures that will have thegreatest impact on this scenario and to secureassurances that they will be put into elfect.

Ladies and Gentlemen,

Time forbids an extended diagnosis of Africa'seducational ailments; the discussion panels andspecial sessions will go into greater detail anddepth. Let me therefore turn next to the real agendaof this meeting, namely, the transition fromcommitments to action. The commitments inquestion are those that national governments andtheir development partners have made in recentyears to address education in particular and alsoother concerns that have a bearing upon education.

Among the fora devoted specifically toeducation, pride of place goes to the Dakarconference of April 2000 and its commitment toattain the six EFA goals by 2015 at the latest. Laterin the year 2000, the MillenniumAssembly madecommitments, at the very highest level of politicalwill, on a range of development goals whoseachievement would transform our world. As youknow, two of the Millennium Development Goalsare education-specific (pertaining to universalprimary education and gender equality ineducation). An important follow-up to theMillennium Assembly was the MonterreyConference held in February 2002, whoseparadigm of partnership and responsibility in thefinancing of development has helped to reinvigoratethe world's development agenda.

My purpose here is not to rehearse each andevery commitment but to focus attention on keyconsiderations of strategic importance for thetransition from commitments to action. Let me nowturn to certain areas of education in Africa whereaction is most needed.

EFA in the context of facilitating lifelong learningis at the core of UNESCO's work and indeed thatof all the partners. No aspect of basic education inAfrica should be left out of account. Thus, greaterefforts need to be directed towards early childhoodcare and education, which is the foundation oflifelong learning and an integral part of basiceducation. Countries need to develop andimplement an integrated policy on early childhoodso that attention is directed to the child's learningas well as to his/her healthy growth and nutritionalneeds. Support to families should be an integralpart of government policy and programmesregarding early childhood.

With regard to primary education, I would liketo stress the importance of each country havingone education system sufficiently diversified to meetthe needs of all children. Such an education systemwill increasingly tend to be multi-partner incharacter, utilizing multiple delivery channels andvarious types of learning locations.

By "one education system", I recommend aholistic sector-wide approach. I urge you to ensurea close linkage between the renovation of the basiceducation system- including the nonformalproViders - and appropriate adjustments to yoursecondary, technical-vocational and highereducation systems. After all, in addition to havingtheir own particular requirements, these higherlevels are the natural sources of qualified, well­prepared teachers, administrators and researcherswhose professional capacities are vital for improvingbasic education.

One of the key EFA goals is that of reducing theworld's rate of illiteracy by 50 per cent by 2015. Toensure that all can benefit from education, all mustbe literate. Today, an estimated 862 million peoplein the world are not! In order to address this issue,the United Nations General Assembly, throughResolution 56/116, has designated 2003-2012 tobe the international decade for literacy.Recognizing the potential contribution of literacy toeradicating poverty, reducing child mortality, curbingpopUlation growth, achieving gender equality andensuring sustainable development and democrac)(the nations of the world have agreed that specialefforts should be made to boost literacy in the yearsahead.

We call upon all of you therefore to participateactively in the literacy decade, as one of the keymechanisms towards achieving the goals of DakarLiteracy in Africa, especially forAfrican women andgirls, must be a priority in all our actions.

At this point, I would like to briefly discuss theHIV/AIDS epidemic and its impact on education inAfrica. This disease is threatening many of thegains in educational expansion and educationsystem development during past decades.Education systems are in double jeopardy from HIV/AIDS: if they fail, the epidemic will accelerate - andwhen the epidemic spreads, it undermines thecapacity of education systems to cope.

Ignorance about the epidemic and what causesit is deadly. But knowledge is often not enough tochange behaviour. Preventive education mustmake people aware that they are at risk, and why ­and how stigma and discrimination fuel the spread

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of the disease. The epidemic not only hampersdevelopment - in many countries, it reverses it bydestroying capacity, especially the capacity to copeand the capacity to care. The high rates of deathamong teachers, health workers and other trainedprofessionals will make replacements increasinglyhard to find. And children and the young are at riskon an unprecedented scale. Children will loseparents at home and teachers at school - and manyyouth will grow up deprived, under-socialized anddisconnected.

It is estimated that an additional one billiondollars annually are required to help educationsystems cope with the impact of AIDS as well asdeliver effective HIV preventive education. It issurprising and distressing that, even in countrieswith established epidemics, teachers are still notbeing trained to help school children andthemselves prevent and cope with HI\/. To an extentthat has yet to be fully recognized, this epidemicrequires a fundamental reconsideration of howeducational services can be provided in manycountries.

In all educational activity, teachers are offundamental importance. Teacher shortage,therefore, is a major constraint upon expansion andquality improvement. It has been estimated that atleast three million additional teachers will be neededby 2015 in sub-Saharan Africa alone if the EFAgoals are to be minimally met. At present, however,the tragedy of HIV/AIDS is decimating the ranks ofteachers. And there are other problems too:teachers' status, for example. Only a few yearsago, the best and the brightest of young people inAfrica would have been attracted by the prestigeand importance of the teaching profession. Today,they are increasingly attracted to other professions.Consequently, many current recruits are under­qualified.

All teachers are entitled to decent workingconditions. The recent ILO/UNESCO document "AStatistical Profile of the Teaching Profession"describes how far the current reality falls short ofminimum standards regarding working and trainingconditions. To this end, and in keeping with anagreement from a previous meeting of MINEDAFon the creation of Centres of Excellence, UNESCOhas embarked on an initiative to upgrade one majorteacher training institution in each of the 46 sub­Saharan countries. The upgrading will be basedon the assessed needs of the country and theinstitution. This initiative is aimed at improvingteacher skills and thereby enhancing educationalquality.

I urge you to include among your recommen­dations for action the improvement of the workingconditions of teachers, and then to implement theserecommendations. For, as our colleagues in theteachers' unions tell us, the working conditions ofteachers are the learning conditions of children. Waneed to work together to improve these workingand learning conditions.

Another key area for urgent action is that ofgender equality. More than 50 years have passedsince the proclamation of the Universal Declarationof Human Rights (1948) and it is more than 30 yearssince the adoption of the Convention on theElimination of All Forms of Discrimination againstWomen. And yet women and girls world-wide, andthose in Africa in particular, do not enjoy equal rightsto education.

Together with South Asia, Africa, especially thesub-Saharan Africa region, shares the majority ofthe world's illiterates and out-of-school children, themajority of whom are female. Certainly, somecountries have made remarkable progress in girls'education and there are a number of innovativeprogrammes in the region, but overall results arestill far from satisfactory.

The challenges ahead of us are indeedenormous, but we must do the maximum possiblein coming years for the sake not only of girls' andwomen's education but for the very credibility ofthe EFA endeavour. I urge you in your discussionsto take account of the practical measures that havea proven effectiveness in addressing genderequality issues. These address problems bothinside and outside of school. Safe travel to school,the provision of separate sanitation facilities for girls,increased numbers of female and gender-sensitiveteachers, curricula and textbooks that are not onlygender-sensitive but also relevant and useful to girlsand their families, and classroom and schoolmanagement practices that are free from genderbias - these are some of the measures throughwhich impediments to girls' education can beovercome.

Ladies and Gentlemen,

I would like now to briefly consider certaininstruments of action through which ourcommitments in Africa will be achieved. Thecreation of the African Union and NEPAD are mostpromising developments. It is especially hearteningto observe that African leaders have embraced thekey international commitments made in recent

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years within their vision ofAfrican development. InNEPAD's action plan for education, the Heads ofState reaffirm that "Africa's development begins withthe quality of its human resources", the very areain which the international community has an abidinginterest and is seeking to translate this interest toaction. NEPAD has rapidly become the agreedAfrica-wide framework within which the relationshipbetween education and development will be playedout in the period ahead. Rest assured thatUNESCO will do all it can to contribute to NEFAD'ssuccess.

The cultivation of new partnerships betweengovernments, the private sector and civil society isvital for translating commitments into action.Considerable international consultation alreadytakes place, including a mechanism for collectiveconsultation with NGOs on EFA. The participationof African organizations, coalitions and networkshas increased considerably, especially through thestrong involvement of the African NetworkCampaign on Education for All (ANCEFA).Capacity-bUilding programmes to reinforce civilsociety participation have been launched. Indeed,the very process of this meeting reveals thatprogress is being made. Not only is civil societyeminently represented on this platform, but therehas been a preparatory meeting with civil societyrepresentatives, a civil society paper has beentabled, civil society representatives are included inevery panel and there is a Ministers/NGOconsultation to discuss partnership experiences andto elaborate strategies of collaboration beyond thismeeting. Together with other partners, UNESCOis working hard to strengthen the capacities ofNGOs and other parts of civil society so that thedevelopment of education in Africa is a trulyparticipatory and inclusive process.

Excellencies, Ladies and Gentlemen,

We have taken note of the new spirit of resolveand optimism expressed byAfrican leaders as theycommit themselves to an African Renaissance.UNESCO and all the partners are committed tosupport this resolve and to buttress this optimism.

For its part, UNESCO is acting on thecommitments I have described through all themeans at its disposal: through its Education sectorat Headquarters; through its regional educationoffice in Dakar; through its cluster and nationaloffices at the country level; through its NationalCommissions in Member States; through its

·institutes - the International Institute for EducationalPlanning (IIEP), the International Bureau ofEducation (IBE), the UNESCO Institute ofEducation (UIE), the UNESCO Institute for Statistics(UIS), and the International Institute for Capacity­Building in Africa (IfCBA) based in Addis Ababa,Ethiopia; through its centres, notably the Guidance,Counselling and Youth Development Centre forAfrica, in Lilongwe, Malawi; through its specialprogrammes like the PEER operation for the Hornof Africa and the Great Lakes region; and throughits networks such as the UNITWIN/UNESCO ChairsProgramme and the Associated Schools Project.

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Indeed, in my vision of UNESCO as a networkingorganization, these and other aspects of ourcapacity are enhanced by their inter-linkage andby dovetailing with the activities of all our partners.Let me assure you that UNESCO will do its utmostto assist and support you in your elorts. I urgeyou, Ministers of Education, to draw uponAfrica'swealth of resources, energy and potential, and toinvest wisely in your most important resource, thepeople of Africa. For now is the time to translatecommitments into action.

Thank you.

Address by Mr. Amara EssyInterim President of the African Union Commission

M. Amara ESSY

The President of the Republic,The Director General of UNESCO,Honourable Ministers,Ladies and Gentlemen,

I am honoured and glad to participate in thismeeting and to be addressing this augustassembi~'of top experts and eminent persons inthe field of education.

The Commission of theAfrican Union has everyreason to be proud of this important UNESCOconference taking place here in the Republic ofTanzania in the year 2002, 41 years after the firstmeeting of African Education Ministers that wasconvened also by UNESCO in 1961 in AddisAbaba.

Despite the multiple challenges facing leaderson the continent, I had to include your meeting oneducation in Africa among my priorities.

In fact, I made this choice because, among allthe organizations in the United Nations system,the United Nations Education, Science andCultural Organization has occupied and continuesto occupy a particularly important place inAfrica'sdestiny.

UNESCO was one of the first organizations towork in Africa in sensitive strategic areasimmediately after its inception. and shortly afterthe bi rth of the newAfrican Member States.A casein point is the first conference of EducationMinisters in Africa that I just mentioned, which tookplace in 1961 inAddisAbaba. UNESCO was therein the very early days to provide the people ofAfrica

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with the tools to fight for the cultural freedom thataccompanies and completes any authentic fight forfreedom. It provided full assistance to liberationmovements, gave scholarships, and deliverededucation and training programmes. It was also thefirst United Nations organization at the time, toaccept· for that is the word - that an African, theSenegalese national Amadou Mahktar Mbow,should be its top executive. Some of UNESCOsmajor achievements include the publication of theGeneral History ofAfrica, the creation of the "AfricaPriority" department, and the reinforcement ofPANA, the Pan-.A.frican NewsAgency.

This means simply that as far back as thoseheroic years, OAU and UNESCO initiated perfectlycomplementary actions. OAU, through its owninitiatives and those of its liber'ation committees,worked on the political freedom ofAfrican countries,while UNESCO concentrated on the intellectualfreedom of these same African countries.

Today, we are gathered for this conference inPresident Julius Nyerere's Tanzania, a country thatwas the main sanctuary forAfrican movements andtheir military actions to lead the continent tofreedom.

The reasons why we need to have UNESCOconstantly by our side are twofold: first, to showour gratitude and recognition for its historic role;and secondly, because Africa still faces numerouschallenges in education and development. Thesetwo major reasons equally motivated me to bepresent here today.

Mr. Director General,Honourable Ministers,Distinguished experts,

Two years after the Dakar World Forum, youchose. in a most opportune manner, to make"Meeting Education challenges in Africa: fromcommitments to action" the theme of your eighthconference. In doing so, you showed how willingyou are to give African leaders at the highest levela direct role in your initiative, which you havepresented as a part of the major initiatives, such asthe African Union and NEF1\D that these leadershave been pursuing in recent months.

It is my mission to translate the vision of anAfrican Union into reality at the structural level. Icount on UNESCO and on all the partnersconcerned to assist in strengthening the human

resources and capacities of the Commission that Iam trying to put in place at present. I am alsocounting on UNESCO to provide support, in itsareas of competence, for operationalizing thespecialized technical committees of the Union.Similarly, I would expect UNESCO to assist withthe proceedings of the Union's future economic,social and cultural commission (ECOSOC). Finall)(you all know that the Union is not going to getestablished by decree. We need to sensitize peoplecontinually, through information, education andcultural initiatives, and to solicit their support andinvolvement.

NEPAD, which is a programme of the AfricanUnion, puts a particular emphasis on buildinghuman resources, and especially on education andtraining. In that regard, I would like to echo thestatements of His ExcellencyAbdoulaye Wade andMr. Kofi Annan at the Dakar World Forum. Theycalled on the international community to cut downon studies and to promote action on the ground,putting a particular emphasis on education forwomen.

In any case, we are counting on all availableexpertise to put forward to the African Union anexhaustive strategy for delivering the educationcomponent. There are two points, which I think areimportant for me to include in this component onNEPAD.

First, there is the problem of the brain drain thatis especially worrisome in my view. We do not yetunderstand what pertinent and efficient measureswe need to take to keep our highly qualifiedexecutives from moving away. We have investedso much in them, but since they want to work in anenvironment that motivates them and holds theirinterest, the developed countries take them awayfrom us by offering them more favourableconditions.

The new information and communicationtechnologies will certainly be another key strategiccomponent of NEPAD, for Africa is in great need ofall the knowledge produced by the learning sociel}!

In other words, Africa will need the intellectualand scientific resources of UNESCO and otherpartners for education throughout theimplementation of these two major projects.

Mr. President,Mr. Director General,Honourable Ministers,Ladies and Gentlemen,

The effort to improve education inAfrica involvesseveral stakeholders and partners that all have their

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missions, objectives, priorities, strategies andresources. Each of them comes with its distinctivecompetence and comparative advantage, as wellas its weaknesses.

The OAU, on its part, adopted a Decade forEducation in Africa from 1997 to 2006. The AfricanUnion has taken over this Decade.The programmeof action builds on a certain number of priority areasthat are sUbstantively similar to those of theAfricanprogramme in the World Forum on education. Wewill endeavour to implement these areas, as far aswe can do so in tandem with our efforts to handlethe other key continental priorities on our agenda.Instead of undertaking direct action, the AfricanUnion is certainly going to seek to build a certainnumber of strategic partnerships for translating theprogramme of action into concrete initiatives on theground. A second decade will be launched, jf needbe.

I would like to reaffirm that as for education ingeneral, the EFAAfrican programme, orthe Decadefor education in particular, we will endeavour toidentify the African Union's most unquestionableand most obvious comparative advantages, as wellas the most pertinent actions it can undertake withthe best chances of success and impact.

In this regard, I would like to reaffirm that theAfrican Union is resolved to take its share ofresponsibility, especially in mobilizing support forAfrican Member States to deliver on the politicalcommitments they have made. We have theadvantage of being able to target Heads of Stateand Government, Ministers of Finance, Ministersof Planning and Development, Ministers ofEducation, and honourable Members of Parliament.In short, we can reach opinion leaders and thehighest dignitaries in States, as well as the headsof major African agencies and internationalorganizations responsible for development issues.Together with the many experts represented here,we will identify priority themes around which tomobilize people, and the most appropriatestrategies that should be developed in order to doso.

The main thrust of the African Union's strategywill be to contribute in forging a future vision thatarticulates education with other sectors of activil}!We will also need to develop the requisite policydialogue and to engage in advocacy, awarenessraising, mobilization, consultation andharmonization.

These initi2.iives for dialogue on educationpolicies and the initiatives for awareness raising andadvocacy will focus mainly on: increasingresources, debt redeployment, cuts in militaryspending, the education of girls, women and

disadvantaged groups, the role ofAfrican languagesin education, the use of new information andcommunication technologies for improving accessto education, etc.

Regionalizing some training or research centresand transforming them into centres of excellenceis an issue particularly dear to me. In addition tothe technical and financial benefits that could accruefrom having a sufficient number of centres ofexcellence, they would serve as melting pots wherethe new ideals of African unity will be forged.Everybody talks about these centres of excellenceand everyone wishes that they would exist.Unfortunately, there has been little effort to make Ithem a reality.

The initiatives for raising awareness amongdecision-makers will also include someprogrammes with an impact on protocols andconventions, and the ideals of integration,cooperation and exchange.

The second series of themes for action to raisedecision-makers' awareness will be to inform themadequately on the implications of the commitmentsthey have made. Particular emphasis will be oncommitments that require collective action. This isthe case for the majority of the decisions made atthe OAU, the African Union or regional economiccommunities and that relate to community issuesor integration issues.

A third category of initiatives will focus oninstalling a certain number of policy conditions forthe development of education: the convergence andreinforcement of political will, the prevention andresolution of conflict, abolishing the recruitment ofchild soldiers, good governance, democratization,the observance of human rights, the values oftolerance, etc. While these conditions may not beadequate, they are useful and necessary fordeveloping education.

Mr. President,Mr. Director General,Honourable Ministers,Ladies and Gentlemen,

The last aspect on the Union that I would like toshare with you is that of harmonization andcooperation. In the field of education, initiativesabound. For example, UNESCO steers theprogramme of the world forum. OAU has launcheda Decade for education between 1997 and 2006.The Association for the Development of Educationin Africa (ADEA) contributes appreciably in buildinghuman and institutional capacity. Other keystakeholders, such as the Forum ofAfrican Women

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Educationists (FAWE), the Association of AfricanUniversities, the African Development Bank, theWorld Bank, UNICEF, and NGOs, are investingsteadily towards education for all. I would like topay tribute to all of them from this platform.Therefore, we do not lack initiatives on the ground.We may need, however, to step back to capturethe big picture of what is happening and to be ableto agree on the type of synergies to put forward.

The ideal situation would be one where the threemajor organizations that work on the ground topromote education in Africa, and whose decisionsare made at ministerial level, negotiate together fora partnership, an alliance, a tripartite agreement toprevent duplication and to waste efforts andresources. These three organizations include theAfrican Union, UNESCO and ADEA. Other keypartners, such as UNICEF, FAWE, ADB, WorldBank and the Association of African Universities,could also be part of this initiative. Each of theseorganizations has its distinctive competence, itscomparative advantage, and its weaknesses. I amconvinced that through more formal consultationand more effective synergizing among all theseplayers, it would be possible to attain moresignificant outcomes for the development ofeducation, in general, and of NEPAD, in particular.This would be about forging a partnership amongall players for the development of education inAfrica.

Mr. President,Mr. Director General,Honourable Ministers,

These are the ideas I wanted to share with you.To conclude, I would also like to share a

conviction with you:I am convinced that we are witnessing a

particularly favourable moment for the convergenceof political will among Africans and for translatingthis will resolutely into concrete action. I see acertain number of favourable signs. For example, Isee the same determination and the same politicalcommitment that preceded the creation of the OAU,and subsequently made it possible to achieveindependence for our continent. I see convergencein political will among African countries buildingagain and major commitments being made. If thisconviction translates into reality, Africa will attaineducation for all and be on the path to sustainabledevelopment in the alliance of nations.

I wish you all full success in your efforts.

Statement by Ms Carol BellamyExecutive Director of the United Nations

Children's Fund

Ms Carol BELLAMY

Mr. Chairman,

Excellencies,

Esteemed Ministers of Education,

Fellow Agency Heads,

Ladies and Gentlemen:

Let me begin by thanking the President for hisgenerosity and host of this 8th Meeting ofMinisters of Education in Africa. I also want toextend deep appreciation to the UNESCODirector- General, Ko"ichiro Matsuura, for hisagency's role in sustaining this event, which, overthe years, has emerged as a leading forum foreducation policy makers from all over theAfricancontinent.

Mr. Chairman, the international community'scommitment to fulfilling the right of Education forAll is strong and it is clear. From the WorldEducation Forum at Jomtien 12 years ago to theMillennium Summit and the General AssemblySpecial Session on Children, governments havepledged to ensure that every girl and boy not onlyhas access to, but completes, a primary educationthat is free, compUlsory and of good qualit~ Andthey have vowed to eliminate gender disparitiesat both the primary and secondary schoolleve/.

Yet a newly published Global MonitoringReport concludes that that we are still far fromfulfilling the promise of Jomtien -at a time wheneducational systems are reeling under the

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combined effects of HIV IAIDS and armed conflict.

The report found that 28 countries, most ofthem in Africa, have little prospect of meeting anyof the goals relating to school enrolment, genderparity and adult literacy. And some 43 othercountries, many African, will likely fail to achieveone or more of these goals.

However, there is some good news. TheReport estimates that a total of 83 countries, somein Africa, have either achieved these three goalsalready or have a good chance of doing so by2015.

But the Report declared that "almost one-thirdof the world's population live in countries whereachieving the EFA goals will remain a dreamunless a strong and concerted effort is made."

An example of what strong and concertedefforts can accomplish is in Afghanistan, whereUNICEF and partners like UNESCO and theWorld Bank have helped the Interim Governmentput three million children back in school in lessthan a year .Mr Chairman, if we can achieve suchresults amid the political and economic instabilityof a country likeAfghanistan, the question arises:what is stopping us from helping to launch similarlyambitious projects doing the same thingeverywhere - especially for countries inAfrica?

The fynchpin of all our efforts to achieveEducation for All, from Jomtien to Dakar to theMillenniumAssembly and beyond, is the UN Girls'Education Initiative, which the Secretary-Generallaunched in Dakar in April 2000 and whichUNICEF is privileged to serve as lead agency

For as the Secretary-General reminded us inWe the Peoples, his groundbreaking Report tothe Millennium Assembly, there can be nosignificant or sustainable transformation insocieties -and no substantial or lasting reductionin global poverty - until girls receive the qualitybasic education that they need - and that is theirfundamental right.

Mr Chairman, we must move now to dismantlethe peculiar and deep-rooted barriers that keepgirls out of school, or cause them to drop out, orinhibit their performance in schoo/.

Ensuring the elimination of gender disparity ineducation by 2005 looms as a daunting challenge

for many countries. But this is no reason for themand their development partners to ignore or sidestepthe 2005 goal in the hope of focusing instead onall-encompassing target year of 2015. The cost ofdelay is already unconscionably high.

Too many school-age children are still excludedfrom education, while others are consigned toenvironments that discourage real learning­environments that are unhealthy, unsafe,ineffective, and unfriendly to girls.

Too many young children are denied the goodcare that they need to prepare their minds andbodies to learn.

And too many young people and adults are stilldenied access to the knowledge and developmentof skills they need to build a better future.

The complexity of the task makes it imperativethat the effort be stepped up. For it is increasinglyclear that to eliminate gender disparities ineducation, we must not only address educationissues, but issues of early childhood development,nutrition, health, water and sanitation, and childprotection.

Eliminating gender disparities in education alsomeans addressing the problem in the context ofhumanitarian crises as well as development. Theinstability growing out, the HIV / AIDS pandemic,armed conflict and economic deterioration havemade humanitarian emergencies in Africa morefrequent, more complex and more long-term. Buteducation is vit~1 in addressing the needs ofchildren, whatever their situation. And we cannotask them to wait for normalcy to return before theirright to quality basic education can be fulfilled.

Mr. Chairman, UNICEF is ready to mobilise anacross-the-board effort to meet the 2005 goal ofeliminating gender disparities in education. It is,after all, the first test of our drive to meet the goalsof Education for All and the MillenniumDevelopment Goals, and there should be no doubtof our determination. .

Moreover, it is a feasible goal. Educatorseverywhere collectively know what works and howto tackle the difficult problems of providing qualitybasic education for girls and boys alike. I believethat almost every Minister present here can pointto a success story in girls' education, perhaps insmall rural communities or in a number of districtsor even in a whole province. We need to harvestand build on these gains in the way that lanzanianow plans to do with the innovative programme thatsome of us visited on Saturday.

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For example, the Complementary BasicEducation in Tanzania (COBET) programme seeksto provide education for an estimated three millionover-aged children and adolescents who are outof school. It was designed and piloted in twodistricts by UNICEF in partnership with thecommunities and local government.

I understand that the Government ofTanzanianow intends to mainstream this innovation as ameans of catering for all over-aged children andadolescents who will not be eligible to enter theschool system under the new rules that stipulateage as a condition for entry.

Harvesting and mainstreaming what hasworked on a small scale requires major resourcesas well as the accompanying expertise andexperience. This is Why we support the FastTrackInitiative that seeks to make major resourcesavailable to some countries. It is welcome newsfrom Brussels that seven countries on the fast tracklist are to be assisted in this way.

However, we also believe that countries needto be accompanied rather than simply jUdged inreport cards. All agencies need to work withcountries as they develop EFA plans, do theirPRSPs and, in some cases, prepare their FastTrack proposals.

Most of all, we need to accompany countries inthe business of implementation. It is only in thisway that we can be true partners, sharing in thecredit for success as well as accepting part of theblame for failure. You can count on UNICEF to bethere with you at all stages of the process helpingget girls and boys a good quality basic education,whether in school or out.

To this end, I am pleased to announce thatUNICEF will launch a drive to help 25 of the mostat-risk countries eliminate gender disparities inprimary and secondary education by 2005. Thislist of 25 includes 15 countries inAfrica -and I havealready met with the Education Ministers fromthose countries over breakfast this morning todiscuss the practical steps involved in acceleratingprogress on girls' education.

This strategy is not just about what UNICEFdoes in these countries. It is about creatingpartnerships to accelerate progress on girls'education as a means of achieving the MDGs andEFA goals. To that end, UNICEF has already takenthe first steps in joining hands with other multilateralagencies, civil society, the private sector and astrong coalition of like-minded bilateral donors tohelp these countries eliminate gender disparitiesin education by 2005.

Mr. chairman, the children of Africa are thefuture of Africa -a future in which education canhelp girls make the most of their abilities; that canprovide a means for changing attitudes aboutviolence while promoting equality; and that canput young women on a path to economic and socialempowerment.

I ask all of you to join in this effort. By actingnow, we can help ensure that girls receive tie

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quality basic education they need to take theirrightful place as equal partners in development.

My Friends, let this be the week that all of us,

as partners in the movement toward Education ForAll, took a giant step toward creating a world fit forchildren -where every girl and boy can develop inhealth, peace and dignity.

Thank you.

Statement by Mr. Peter PiotExecutive Director of UN/AIDS

Mr. Peter PlOT

Your Excellency President Mkapa,

Director-General Matsuura,

Carol Bellamy,

Distinguished Ministers of Education,

Ladies and gentlemen,

Thank you for the opportunity to be with youtoday and I wish to thank in particular UNESCODirector-General Matsuura for inviting me here, andfor his efforts to place AIDS at the centre of theeducation agenda, globally and especially inAfrica.UNESCO is, of course, one of the eight Cosponsorsof UNAIDS, and collectively we bring the UnitedNations system together in a joint focus onAIDS.

AIDS stands not only as the most catastrophicdisease the world has ever faced and the deepestchallenge to the development ofAfrica, but also asone of the biggest obstacles to achieving Educationfor All.

The world's goals in promoting education for alland in turning back theAIDS epidemic are mutuallydependent. Without education, AIDS will continueits rampant spread. With AIDS out of control,education will be out of reach.

Indeed, in order to ensure the next generationof children are protected from the elects of AIDS,and inherit a world worth living in, our elorts againstAIDS in the education sector must be successful.There is an overwhelming need for today's policyand action to focus on the generation today not yetsexually active. These children are our window of

hope for the future. The extent to which we protectthem, and support them in the face of the impact ofAIDS on their parents' generation, will determinewhether today's AIDS emergency turns into nextdecade's catastrophe.

The world has already set lofty goals fordevelopment, education for all, and in the

IDeclaration of Commitment onAIDS adopted at lastyear's UN General Assembly Special Session onAIDS. These goals are all interlinked. And AIDSthreatens to unravel the whole package.

In Africa, AIDS has reduced the supply ofteacher.

AIDS reduces the demand for education, aschildren are withdrawn from school, because thereis no money, or to care for sick relatives and replacelabour - and unfortunately it is girls who are mostlikely to be withdrawn.

And AIDS reduces the quality of educationbecause of the strains on the material and humanresources and the health of students.

Education systems need to respond, but not atthe margins. An AIDS response needs to becomeembedded at the core of education's priorities. Asthe new Education for All monitoring report states"every policy, procedure and activity should be re­worked and rethought within anAlOS centred policyframework" .

AIDS is a constraint, but it is also an opportunityfor governments to re-tool education systems torespond to the impacts and prevent the furtherspread of HIV.

ManyAfrican education systems have begun torespond to AIDS but there are still major needs incurriculum provision, workplace policies, budgetingfor replacement teachers, and generating grassroots responses involving parents and students aswell as teachers.

For UNAIDS, assisting national educationresponses to deal better with AIDS is among ourmost urgent priorities. The new UNAIDS educationstrategy developed by our Inter-AgencyTask Teamon education, chaired by UNESCO, sets out actionsto address both the impact of AIDS and to beginAIDS education early -before children are exposedto risk.

Simultaneous action is needed on at least fourfronts:

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- First, to tackle HIV-related stigma, still a hugebarrier to effective action.

- Second, to provide direct support to children andfamilies in communities that have been heavilyaffected by AIDS. Our Cosponsor UNICEF hasbeen particularly active in this area.

- Third, to respond to AIDS comprehensively inthe context of teacher education, includingthrough the development of AIDS-specificcurriculum materials.

- Fourth, to address schools as workplaces,ensuring that teachers have access to treatmentand care to enable them to continue to workproductively, that schools adhere to goodworkplace policies, and that teacherreplacement is sufficiently funded.

It is never too early to begin education for HIVprevention. Children need age-appropriateinformation about the risks ofAIDS, and the impactsAIDS is having on their communities, before theyare exposed to risk. Parent and communityleadership needs to be enlisted as an essential allyin this process. And gender equity is a fundamentalAIDS-attacking strategy.

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Building education system responses to AIDShas costs. The additional costs imposed by AIDSon the goal of education for all has been estimatedat one billion dollars annually. But the costs of failingto make this investment are even higher. Specialinitiatives are needed, including the Fast TrackInitiative to support countries achieve Education forAll led by the World Bank.

AIDS can be defeated. The latest statisticsreleased by UNAIDS for World AIDS Day point tonew evidence of progress: among young womenin South Africa·and Zambia, reduced HIV rates ininner-city Addis Ababa, as well as ongoingreductions inAIDS in Uganda: Wherever there hasbeen success, young people have been in theforefront of change.

Education has a sacred trust to these youngpeople. To give them both the knowledge and thecourage to stand up toAIDS, to protect themselves,to care for their fellow community members,whether living with HIV or not.

These are great challenges, but they are notones we can avoid. Today's world is a world withAIDS. It must also be a world in which children havethe education they need to secure their future.

Thank you.

Speech on behalf of civil society byMs Jennifer M. Chiwela, Zambia National

Education Coalition

Ms Jennifer M. CHIWELA

On behalf of my colleagues in Civil Society, Iwish to express our profound appreciation for theopportunity to be here on this momentous occasionto participate in what should turn out to be a mostdecisive meeting to see Africa move fromcommitment to action.

MINEDAF VIII for us is a momentous meeting ­specifically because Civil Society is here in thecontext of its firm commitment to fulfilling its role asa crucial stakeholder and full partner towards theachievement of the EFA Goals.

The Director, UNESCO-BREDA, could not havestated it better when he said in his foreword to theCivil Society Document for this meeting, that theobjective of education for all Africans cannot beachieved unless it is sustained by a broadmovement of society and viable partnershipsamong all actors in the field of education. Weconsider the invitation for our participationprogressive and action-oriented, and therefore,most welcome. We call for continued creation ofspace and opportunities for civil society toparticipate, which in the process, will strengthenintegration of the voice of the unreached.

We wish, at this point in time, to acknowledge,thank and congratulate UNESCO for the unenviablebut important role of leadership, in trying to keepthe EFAship on course. We thank and congratulatethe United Republic of Tanzania, for hosting theconference, and all those who have worked hardbehind the scenes to organise this important event.

We also take this opportunity to thank all theEFA Partners who have not only pledged support

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but made it possible, in one way or anothe~ forCivil Society to participate in this and other recentEFA interventions. In my native language, there isa proverb which says anyone who decides to walkthrough thickets cannot complain of being prickedby thorns. Each one of us present here knows thatEFA story: the EFA commitment has been madealready, and for the sake of Africa's developmentnone of us can opt to walk away from it now

Allow me to seize this opportunity to expresspublic acknowledgement of Civil societys neverwaning eagerness to participate, to dialogue andto consistently hold accountable all keystakeholders, (including ourselves) who havepledged one form of support or another. Acknow­ledgement is made particularly of the GlobalCampaign on Education, joined lately by theAfricanNetworks Campaign for Education for All(ANCEFA), for their vigilance in ensuring thateducation and its financing remain high both onnational and global agenda, exemplifying theirenhanced alertness to issues that act as a threatto meaningful achievement of the EFA Goals. Wecall on the Ministers of Education in Africa to, notonly acknowledge but accept the presence andpartnership offered by their National EducationCoalitions at local level, and ANCEFA at regionallevel. ANCEFA has become a strong voice, raisingthose issues that affect Africa in general, andeducation in particular and we would wish to urgethe Ministers to take time to read the Civil Societyperspectives and positions to Minedaf VIII andespecially the recommendations.

As we look back in time, the Regional MinisterialConferences have been held for the last 41 years!It is interesting to note the wide spectrum of issuesdiscussed and considered in that period, in theambit of educational policy and cooperation.

As we congratulate the African Ministers ofEducation for those successes gained sinceinception of these Meetings, we would likeMINEDAF VIII to acknowledge, as we do, theenormous challenges which remain unresolved.This momentous meeting, is not only ofering anopportunity for countries to evaluate together theefficacy of that first step taken on the long andarduous journey towards 2015: MINEDAF VIII isalso sounding the loudest wake-up call one couldever get - summoning Africa to get up and move"from commitment to action!"

Context of the Meeting

After 41 odd years of cooperative planning andreviewing African Education development, it is timeto quit theorising and experimenting but to takeserious stock of Africa's performance in meetingthe well articulated challenges. Sadly for Africa,what were considered key educational challengessome 20 to 40 years ago, still linger on-presentingmatter for serious discussion, and inevitably nowbeing compounded with new concerns which havefound their way to, and dominated current globaldebate. Given the rights-based approaches beingadopted in developing strategies to several topicalissues, educational planners now have to contendwith issues such as impact of HIV/AIDS and povertyon education. Educational Planners have to developeducational systems which offer relevant and qualitylearning experiences and programmes which, inaddition, prepare citizens to fit into a more and moreglobalised context.

In the aftermath of September 11, a lot morediscussion than before is highlighting the role ofEducation in peace-building, internationalunderstanding, appreciation of other people'sdiverse cultures, democratic and governanceissues. Education is being cited as the spring boardfor economic and social progress; as the enginefor development; the single most crucial weaponto eradicate poverty and as perhaps, the mostpowerful force in combating HIV/A/DS. Lately,Education for All Movement has been called uponto be consistent with both NEPAD and theMillennium Goals. Time is now for Africa to askherself some hard questions on her pastperformance in order to contextualise and translatemore appropriately - plans, strategies andcommitments that must be turned to appropriateaction. Reading through piles of material that hasbeen written on education, experts, researchers,politicians and technocrats, all seem to be sayingthe right things about how to correct thedysfunctional education system inAfrica. Everyoneseems to be addressing everyone else - but withoutmuch action. What are the consequences of failureto provide education? First and foremost we arefaced with the effects of globalisation. Withouteducation there will obviously be no integration ofour economies into the world market. NEFAD couldend up as another African pipe dream.

Literacy, access to and utilisation of informationhave become a matter of survival for all individualsin every country. Denying people education ischoosing to keep their citizens ignorant andconsigning them and their countries tounderdevelopment and economic oblivion whereas,

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choosing to give education for all is investing inevery individual, ensuring their basic right, socialand economic development of the country,guaranteeing it a role in the global econom)l

The common misconception that Africa'sabundant natural resources will translate into viableeconomic boom should be laid to rest. It is not somuch the availability of natural resources as theknowledge and skills to translate these resourcesinto national wealth, by moving from exporters ofraw materials into an industrial continent. This iswhy we insist that literacy is a pre-requisite toparticipation in the knowledge industry of the future.The luxury of appropriate technology in which wefound solace in the past does not exist any more.

Information technology is not a skill for the future.Unfortunately, in spite of the marginal successesmade so far, Africa faces an even greater threat toits progress as she experiences serious brain drainespecially in key professions and skills, e.g.teachers, doctors, engineers and ITspecialists. Aswe examine our current situations, and as we cometo the close of the first EFA deadline· the year 2002,we are still witnessing absence of political will andthe kind of apathy in some of ourAfrican countries,which will without doubt, keep the continentbackward, shackled and in perpetual poverty.

The status of most of our countries'Action Plansas we know, is most disconcerting. The greatconcern is how intensive and profound the reviewprocesses have been, how thorough the needsassessment, how critical the analysis of currenteducation systems, and how fully addressed the 6EFA Goals.

Indivisibility of the EFA Goals

The Dakar framework for action is emphatic onattainment of all the 6 EFA goals by 2015. Theemerging picture from financing patterns and areasof focus within national activities portray much moreweight being thrown behind two of the EFA goals:universal primary education and to a lesser extent,girls education. These are absolutely crucial invest­ments. However, sidelining the Early ChildhoodDevelopment, and especially basic education foryouths and adults will not yield the desiredsustainable development, which cannot wait untiltomorrow.

Civil Society calls on African Governments toinsist on indiVisibility of the EFA goals because oftheir dialectical relationships. Action at one levelthat overlooks the link to actions at other levels arecertainly unlikely to produce sustainable results, andthat kind of process sounds uneconomic.

Prioritising local and national spendingfor quality education

It is a well known fact that education ranks verylow on most countries' priorities and bUdgets. Itneeds to be quite obvious to African countries bynow that unless they muster greater efforts tomobilise domestic resources, not everyone canhope to receive their expected financing fromexternal sources. National plans need to be realisticand implementable. Africa needs to learn to beresourceful, creative and innovative to tap on itsabundant resources and not wait for outside help.Our education systems should not be allowed tocollapse simply because of lack of externalresources and promised funding that has notmaterialised.

Quality education will not be jUdged, for instance,only in terms of the hardware acquired but in thesoftware which determines the type of end productthat is eventually produced. With a barrage ofexternal criticism againstAfrica's inefficiency, thereis need for African countries to realign priorities, tobe astute managers and to then get on with the jobto make a difference on the continent.

The need for a paradigm shift-successfor NEPAD

In one of the Draft preparatory and workingdocuments for MINEDAF VIII, a question is asked- if education has to contribute significantly to theeradication of poverty and lead to a sustainabledevelopment, should education paradigms inAfricanot be changed? Just as the document suggests,responses to the needs of basic education for allshould not mean replicating the present faulty basiceducation system. Civil Society contends that thereis need for a radical review of the purpose ofeducation - move significantly away from schoolingtowards learning and learning to learn, not only forsustained livelihoods but for growth anddevelopment. Learning to learn can only beachieved through permanent, and continuoustraining, something that needs to be encouragedat all levels if the continent is to proactively engagein research and innovative work for Africa'stechnological advancement.

Civil Society Contribution andPartnerships for achievements ofEFA Goals

There is no denying that challenges whichAfricaface in education imperatively require concertedefforts. There is no denying either that civil societyis making a considerable contribution towards allthe EFA goals. There is much, of course, to be

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gained from collective reflection, planning,implementation and monitoring, for the purpose ofbuilding the capacities of people, influencing theirthinking and moulding them according to the valuesof their communities and nation. African gov­ernments are called upon, therefore, to engage civilsociety in genuine partnerships from policyformulation to monitoring of programmes.

Financing education - a hand-up,not a handout

One of the famous declarations of the V\brldEducation Forum in Dakar was that no country!;;efforts should be thwarted for lack of finances.International Development Partners pledgedsupport for credible plans of action. A GlobalInitiative was accepted to ensure, among otherthings, predictability of funds for operationalisingaction plans. Disappointingly these promises havenot been met, and there seems to be shifting backand forth of attempts to rationalise non compliance.

Domestic resources are most crucial, howeverwhat Africa, should be asking for is, not a handoutbut a hand-up to help build a strong base forsustainable development - all because the worldhas a collective responsibility to the dignity ofhumanity. Efforts such as the World Bank FastTrack Initiative and the Commonwealth EducationFund are appreciated. However, their conditiona­Iities in terms of countries which qualify or do notqualify, as well as declarations from other initiativesshould be harmonised and consistent with the EFAgoals, to avoid the accusation of 'shifting goals' andfacilitate the process for those in dire need ofsupport to implement strategies that are holistic andsustainable.

Future direction

In conclusion, and through Minedaf VIII,Africaneeds to take a hard look at herself and hereducation systems in order to offer the Continent arenewed hope for the future. LetAfrica act now toprevent this perpetual state of degradation throughtaking appropriate action on the many commitmentsmade in the past. We call on MINEDAF to take thelead by instituting for itself monitoring and evaluationmechanisms for the purpose of ensuring concretesuccess from one meeting to the next. Areasneeding urgent strengthening or correction aremany.

Let me just conclude by reminding us thatAfricais currently saddled with an estimated populationof 40 million out-of-school children who will soonbe joining the 183 million illiterate adults. This is areality! The time to act is now!

Message from His Excel~encyAbdelaziz BouteflikaPresident of the People's Democratic Republic of Algeria

Mr. President,

Mr. Director General,

Honourable Ministers,

Excellencies,

Ladies and Gentlemen,

I could not be with you to participate personallyin your conference. However, I would like to tell youhow much interest I have in your proceedings. Isee education as a key area for our countries andfor Africa as a whole.

Two years after the Dakar Forum and one yearafter we launched NEPAD, MINEDAF VIIIorganizers have chosen jUdiciously to organize thisconference around "Meeting the challenges ofEducation in Africa: from commitment to action."Your efforts contribute to the New Partnership forAfrica's Development.

Indeed, adopting a more coordinated approachfor supporting education systems on our continentis a matter of capital importance. It is necessal)(therefore, to upgrade or reformulate our plans oneducation for all and align them fully with the Dakargoals and the aspirations of NEPAD, which, as youall know, gives priority to three dimensions of humandevelopment: poverty reduction, education andhealth.

At a time when the rest of the world isexperiencing remarkable economic growth andjoining the bandwagon of globalization, ourcontinent is sidelined and excluded from the pathto progress. It faces tough challenges day after daywith over 350 million men and women living underthe poverty line, with the highest infant mortalityrate worldwide, with life expectancy at birth standingat barely 54 years, and with 41 % of elderly peopleand youth above 15 liVing without access to cleanwater and education. To crown it all, inter-ethnicconflicts and disease are ravaging our continent.

Africa is the only big region worldwide whereinvestment and savings keep receding and publicaid to development is on the downward trend.

The state in which Africa finds itself today is notdue to fate or the inexorable twists of histol)( Webelieve Africans, as individuals and groups, can be

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the masters of their own future and the architectsof their destiny. This is one of the defining principlesof the New Partnership for Africa's Development.NEPAD builds on a common vision and beliefshared by African leaders. It is an innovativeapproach that seeks ultimately to close the gap inkey areas between our continent and the developedcountries. NEPAD departs from the old approachwhere credit and aid were seen as engines fordevelopment. We all have seen the limits of thatapproach.

The New Partnership forAfrica's Developmenthas set a certain number of cardinal priorities.Education, health and poverty reduction are centralto these priorities. We all know today thatsustainable development is the only form ofdevelopment by the people and for the people.

I will begin with education, because I believe itis a key factor of economic growth, and as such,represents one of the most secure forms ofinvestment. The price we pay today for educationwill, in the middle-to-long term, be far less than whatwe would have been forced to pay ultimately totackle the cohort of problems caused by ignorance.For all nations that have resolved to leave the coldpath of exclusion and move towards modernit~

training men and women is more necessary todaythan ever before.

In your capacity as Education Ministers, you arebest placed to measure the true scope of theserealities.

Providing basic education to all children ofschooling age, and expanding access to thesecondary and higher levels - these are top prioritiesfor NEPAD - are in line with the goals of the DakarForum in April 2000.

The progress made so far towards EducationForAll suggests, unfortunately, that not all educationsystems in Africa are achieving adequate results interms of quantity and quality.

Despite the efforts made by African MemberStates and the significant proportion of their GDPthat they devote to education, we are still far fromthe universal education mark. A growing numberof schooling age children are not in school.

Moreover, girls do not have the same conditionsof access to school as boys.

Consequently, each African Member Stateshould endeavour to make education compulsoryfor all, regardless of sex. Basic education is thefirst source of training in citizenship in a moderncontext where no country can afford to go it allalone. Donors have assured us that no AfricanMember State that has made a firm commitment topromoting Education ForAIl shall lack the resourcesto do so. Mr. Ko'ichiro Matsuura reiterated thisassurance recently at the 21 st century talks thatUNESCO organized. We have taken good note ofthis, and think it is the best form of encouragementwe could hope to have as we plan ambitiouseducation programmes for our countries.

The education we wish to have inAfrica shouldpresent innovative teaching/learning methods,curricula resolutely tuned to the future, and eficientmanagement methods.

Our education policies should aim ultimately toenable each pupil/student to realize their potentialby providing diversified training courses that takeinto account their own skills.

Accordingly, we should no longer see vocationaland technical training merely as an appendage togeneral education. It should have its own ultimategoals that are complementary with generaleducation. According to UNESCO resolutions, thistraining involves "two sides of an education processincluding general education as well as techniquesand related sciences, the acquisition of skills,attitudes, understanding and knowledge related toprofessions in several sectors of economic andsocial life". It responds to real social needs in ourcountries, and deserves, therefore, to developaccordingly.

In the modern world, acquiring knowledge andexpertise is central to national developmentstrategies. IfAfrica wants to join the information andknowledge society, it cannot afford to lag behind. Itmust mobilize the full gamut of its potential.This iswhy to promote human development; NE~D hasresolved to create centers of excellence to maintainAfrican expertise onAfrican soil and to upgrade thequality of higher education, which seeks to, amongother things, train the elite, who are so necessaryfor our development.

It may seem ambitious, and perhaps unrealistic,to attempt to reverse current trends in the braindrain. Nevertheless, we can reduce the pace byoffering better conditions in our local contexts.Creating regional centers of excellence in precisedisciplines may be a key first step in this regard.These centers will provide the continent with highlyqualified executives, and possibly attract some of

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our cadres established abroad. Besides, they willkeep experts on African soil and ensure that thehighest possible number of young graduates remainin their countries. However, much still needs to bedone, such as selecting regions for setting up thecenters, developing modalities on how they willfunction, and the criteria for recruiting experts.

In any case, Africans truly need to developpolicies to enable them to benefit from Africancadres and intellectuals abroad who can play a keyrole in Africa's development.

We need to institute quality teaching/learningmethods suited to social needs and not based onlyon knowledge, expertise or psychological needs forteaching. In other words, we should pay attentionto teachers' status at allleve/s. This is not just aboutmanagement. It is also about teaching/learning.

Providing quality basic education to all childrenof schooling age is one sure way to achievesustainable development, but the benefits ofeducation are not immediately perceptible. Theyonly become visible in the long term.

We observe that at a time whenAfrica must facethe challenge of providing Education For All, itremains fertile ground for the propagation of graveendemic diseases like tuberculosis, malaria andespecially HIV/AIDS.

This situation is a cause of concern each day toall Africans. Africa expects it leaders to provideimmediate answers to its poverty and the state ofhealth of its citizens.

There is need for a holistic approach to healthand educational problems in Africa. It is in thisrespect that we need to establish appropriatelinkages between the health and education systemsas soon as possible. NEPAD calls for a real rescueplan to respond efficiently to the challenges ensuingfrom tuberculosis, malaria and AIDS. This planfocuses obviously on facilities for accessing existingtreatment and care, on upgrading capacity in thepublic health system, as well as deliveringprevention programmes based on health educationfor teachers and pupils. Health education shouldbe part of school curricula, and especially thesyllabus of teachers.

Unless a policy for poverty reduction is in place,these new education and health policies wouldremain ineffective.

According to UNESCO, 40 million Africanchildren tormented a/ready by hunger, did not getaccess to education in 2001. Of these, 60% weregirls.

Poverty reduction depends obviously on quickand sustainable growth of African economies.Available data suggest that Africa will not conquerpoverty solely using public aid for development.TheNEPAD draft framework programme on humandevelopment calls for direct national and foreigninvestment, as well as specific poverty reductionpolicies that encourage community initiatives,community development projects, micro financeand micro credit, small-scale enterprise, creditschemes for rural areas, and large-scale publicworks that can employ several workers. All thesemeasures will give the poorestAfricans the meansto earn their living in a dignified manner.

As for African schools, their objectives to meetEducation For All should include school foodprogrammes that enableAfrican children, both boysand girls, to improve their nutritional condition asthey learn at school.

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NEPAD, together with the World FoodProgramme, intends to expand the school foodprogramme by increasing the number of schoolcanteens. To support this programme, it will alsoforge partnerships with other organizations andUnited Nations agencies competent in this field.

Africa relies primarily on rationalizing the use ofits resources to promote sustainable development.It has received assurance from internationalorganizations of the United Nations system andseveral developed countries, in particular those inthe G8 and the European Union, that they willprovide support in a variety of areas.

The challenge at hand is for our continent toshow that it deserves this support and to meet thechallenges of its own ambitions, so thatAfrica entersthe new millennium in peace. For, peace is a sinequa non for sustainable development.

I wish you full success in your proceedings.

Address by the President of the United Republic of Tanzania,His Excellency Benjamin William Mkapa

Mr. Benjamin William MKAPA

Your Excellency Mr. Ko"ichiro Matsuura,Director General of UNESCO,Your Excellency Mr. Amara Essy,Interim Chairperson of the Commissionof the African Union,Hon. Pius Ng'wandu, Mp, Minister for Science,Technology and Higher Education,Hon. Prof. Kader Asmal, Outgoing Presidentof the intergovernmental Committee(MINEDAF VII),Ms. Carol Bellamy, UNICEF Executive Director,Mr. Peter Piot, UNAIDS Executive Director,Honourable Ministers,Distinguished Guests,Ladies and Gentlemen,

It gives me great pleasure to join you thismorning for the opening ceremony of the EighthConference of the Ministers of Education ofAfricanMember States, (MINEDAF VIII). On behalf of thePeople and Government of the United Republic ofTanzania, I welcome you all to our count!)! For thoseof you who are visiting Oar es Salaam for the firsttime, please feel at home and enjoy the breeze ofthe Indian Ocean. And for those who have beenhere before, we say, Karibuni tena!

I should like to thank UNESCO for grantingTanzania the honour to host this very importantConference, an honour we are enjoying for the firsttime. I do hope that we will live up to yourexpectations, and that you will all have a

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comfortable stay in this traditionally welcoming andpeaceful country. We also take the decision toconvene this Conference in our country asrecognition of our firm commitment to educationand, in particular, to the desirable and necessarygoal of Education for All, (EFA).

Let me also congratulate the organisers of, anddelegates to, this Conference. Your contribution tothe development of education policies andstrategies is heartening. I know that you havecommitments and tight schedules back home.Thatyou have, nonetheless, agreed to spare yourprecious time to attend this important Conferenceillustrates the importance that you, as individualsand as representatives of your governments, attachto the development of education inAfrica.

Chairperson,

Today we live in a changed and ever-changingworld. It is a world that demands a revolution in ourtraditional mechanisms for the delivery of educationto our people, and the supply of quality humanresources to our public service, to our industry andto the business community. Knowledge-basedtechnologies are transforming our world in waysthat would have been unheard of not too long ago.These developments have naturally pushededucation to the centre of our development eforts,and they render your presence here all the moresignificant. And, it is not just any education, but thekind of education that can change with the times,and respond to the new demands of the market ina globalising world.

We in Tanzania see MINEDAF VIII as anappropriate occasion for our collective rededicationto the cause of Education for All. It is also anopportunity for us to show how our collectivecommitments can be met. I understand that youwill examine objectives, priorities and arrangementsfor regional and international cooperation in theeducation sector, as well as contribute to mobilisingworld opinion, and influencing decision makers andthe international community to support Educationfor All objectives. This is a weighty responsibilitythat we, the African Heads of State, have placedon your shoulders, confident that you will dischargeit honourably and timely.

In Durban earlier this year we transformed theOrganisation ofAfrican Unity (OAU) into theAfrican

Union (AU). It was not a cosmetic decision, but amajor step in the process of unifying Africancountries, not only in political terms as was the casein the past, but also in the alignment of ourdevelopment policies and strategies. In addition,the promulgation of the New Partnership forAfrica'sDevelopment (NEPAD) as the economic program­me of the African Union constitutes a renewedexpression of our political will to achieveinternationally agreed development goals, includingthose of education. We count on forums such asthis to find concrete ways to fulfil these political andeconomic ambitions, and expressions of unity inthe struggle to improve the quality of life of all ourpeople.

Ladies and Gentlemen,

This Conference will be worthwhile if it showshow best to move from commitments to action­action at once local, national, regional and global.Convening, as you do, after the two worldconferences in Jomtien (1990) and Dakar (2000),we are now justified in demanding more concretedeeds than pious words.

The Dakar Framework ofAction reaffirmed thegoal of Education for All as laid down by Jomtienand other international and regional conferences,and committed governments to work towardsspecific educational goals by 2015, or earlier Moresignificantly, it affirmed that, "No countries seriouslycommitted to Education for All will be thwarted intheir achievement of this goal by lack of resources".

While different countries may have differentstrategies and milestones to reach the EFA targetsby 2015, what is expected of nations, regions, andthe international community is action. All peoplemust put their money and time where their mouthsare. African nations must show firm commitment tothese targets by increasing the share of nationalexpenditure deployed for education. On their part,rich countries, and international and regionalfinancial institutions, should fill the gap that thwartsthe attainment of EFA goals, through debt relief andnew resources.

Chairperson,

We also must bear in mind the fact thatEducation for All encompasses not only primaryeducation, but also early childhood education,literacy and life-long education programmes. Itinvolves creating and prOViding learningopportunities through different approaches -the

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formal, the non-formal and the informal.Additionally,an active commitment has been made to target thepoor, people with disabilities, orphans, and alldistressed and variously challenged people,including those affected by HIV/AIDS. Thiscommitment must be kept.

Chairperson,

Let me now relate these challenges andcommitments to our own situation in Tanzania.

From independence, Tanzania aimed atpromoting human welfare and development.Education has always been seen as an importanttool for the eradication of ignorance, disease andpoverty. With this in mind, Tanzania spearheadedthe policies of Education for Self Reliance, and ofwhat we called Universal Primary Education.Recognising the priority that we ourselves had puton education, donors supported us substantially inthe 1970s. This admirable partnership enabled usto almost attain the goal of Universal PrimaryEducation by the early 1980s. The Primary GrossEnrolment Rate was 98 per cent, and the adultliteracy rate rose to 90 per cent. Unfortunately,however, these impressive achievements wererapidly eroded following a drastic reduction of donorfunding before Tanzania could develop the localcapacity to sustain such achievements.

Unquestionably, Africa should establish bettermanagement systems in respect of funds receivedfrom development partners. But it is also imperativethat our partners realise that local capacity tosustain the programmes we build together have tobe developed before ending donor support. Sightshould also not be lost to the fact that investmentsin the social sector do not produce immediateobservable returns. They require continued andreliable support for a reasonable period while thelocal capacity is gradually being built.

And that local, or rather national, capacity hasto be multi-faceted and all- inclusive. It has, forinstance, to include capacity to put up and maintainthe necessary infrastructure for expanded schoolenrolment; capacity to produce quality teachers;capacity to motivate teachers to work properly; andcapacity to monitor and assess learningachievements based on the set targets.Achievement of these desirable qualities needsstrong commitments from our governments, fromcivil society, and substantial support andcommitment from the donor community.

The commitment and competence of teachersare also critical. The quality of education offered

depends largely on the competence and motivationof teachers, as well as on the teaching and learningenvironment. This Conference needs to look atstrategies to improve the working environment forteachers, and to provide them with constantlyavailable opportunities for professionaldevelopment.

Universal Primary Education, which is oneamong the strategies for achieving EFA, is notsimply a matter of having every child enrolled inschool. In addition, once enrolled, the child oughtto stay in school, ought to learn, and ought tocomplete the full primary education cycle. InAfrica,too many children drop out of school for a varietyof reasons. Sometimes our schools have notcreated a conducive environment for optimalachievement. Sometimes, the curricula have failedto meet the learning needs of children. Thechallenge, therefore, is to ensure that our schoolsprovide a child-friendly and inspirationalenvironment that can motivate children to stay on,and to learn gainfully.

Ladies and Gentlemen,

Let me once again share with you ourexperience in Tanzania in pursuit of Education forAll goals. We are now in the second year ofimplementing a five-year Primary EducationDevelopment Plan (PEDP) that articulates thevision of Universal Primary Education, and isanchored in the wider Education and TrainingPolicy, the over-arching Poverty Reduction Strateg}Cand the Tanzania Development Vision 2025.

We have reviewed the performance in the firstyear of the implementation of the Primary EducationDevelopment Plan, and all of us -the People, theGovernment, and our development partners -arehappy and feel encouraged by the results. Whatare the critical factors that made all this possible?

• Firstly, there was a firm commitment by theGovernment, and education for all wasprioritised. We waived all school fees in publicschools to ensure full access, regardless ofincome status, to all children, boys and girls.We decided that at least 25 per cent of recurrentgovernment expenditure should be set aside foreducation, the larger share going to basiceducation.

• Secondly, the people were sensitised on theimportance of sending all their children, boysand girls, able and disabled, to school. They

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were also sensitised on local ownership of theinfrastructure for educating their children,including classrooms, teacher housing, latrines,staff rooms, water supply and desks.They werethus sensitised, through the rural participatoryapproach, to take part in putting up andmaintaining this infrastructure, with governmentsubsidies. This not only enhanced the sense ofownership, responsibility and accountabilit}{ butalso provided poverty-reducing income for asubstantial number of people in the villages.

• Thirdly, the direct support to our educationbudget by development partners was critical.The support included the debt relief we receivedthrough the enhanced Highly Indebted PoorCountries Initiative, a USD 150 million creditfrom the World Bank, and grants from otherbilateral and multilateral development partnersincluding the United Kingdom, Sweden, Japan,Canada, European Commission, Ireland,Norway, The Netherlands, Finland, AfricanDevelopment Bank, and United NationsAgencies.

In other words, the significant successes thatwe attained in only one year were a product ofgovernment commitment and prioritisation of EFAgoals on the one hand, and a genuine, dependablepartnership between Central Government, LocalGovernment, the People, and our DevelopmentPartners, on the other hand. I would recommendthis partnership to all African governments.

Let me now outline a few of the achievementsattained during the first year of implementing ourPrimary Education Development Plan.

1. We had a target to emoll, 500,000 pupils inGrade I this year. In fact, 1,624,316 pupils wereenrolled, exceeding our target by 8.3 percent.

2. 12,868 new classrooms were constructed, a92.8 per cent achievement against a target of13,868 classrooms.

3. The Gross Enrolment Rate increased from 84.4percent in 2001 to 100.4 percent in 2002, whilethe Net Enrolment Rate increased from 65.5 to85 percent during the same period.

4. The government recruited 7,135 qualifiedteachers, and 6,919 pre- service teachertrainees.

5. A programme for professional development ofteachers was launched to ensure that all

teachers with Grade B/C qualifications attaingrade A qualifications.

6. 2,228 new teachers' houses have beenconstructed, mostly in rural schools. This hasnot only added to improved working conditionsfor teachers, but it has also facilitated theretention of teachers in rural areas.

7. The transition rate to secondary schools hasincreased from 19.5 per cent in 2000 to 21.7per cent in 2001. This would not have beenpossible without the expansion of physicalsecondary school infrastructure throughcommunity efforts.

8. A National Strategy for Non-Formal Educationis being developed. This strategy, among otherthings, will produce a basic educationprogramme for children aged 11-13 that droppedout of school, or were left out due to limitedabsorption capacity of primary schools. Someof these are temporary measures while thecapacity is being developed for primary schoolsto absorb all eligible children.

Ladies and Gentlemen,

You will not be surprised when I tell you that,these achievements notwithstanding, Tanzaniacontinues to face formidable challenges andobstacles in the provision of quality basic educationfor all its children.

The first relates to enhancing the quality of ourteachers who play a vital role in the provision ofeducation. Teachers in primary schools aresupposed to have a minimum of Grade A levelqualifications. Only about half of them meet thisqualification. The rest have Grade B or C levelqualifications. The highest level of academicqualification attained by this second group ofteachers prior to professional training is primaryeducation, that is, the same level that they areteaching!

The second challenge related to teachers is theirnumber. We have opened the door for religiousorganisations, and other Non-GovernmentalOrganisations, as well as private investors, to buildand operate private educational facilities, fromkindergarten to University. But most of these haveno capacity to train their own teachers, and haveto depend on those being trained by theGovernment. In the belief that the grass is greeneron the private sector side, quite a number of ourteachers have left government service. What is

worse, many teachers have been afflicted by theHIV scourge, and have died or are expected to diein the next few years. The financial and personnelchallenge of replacing these teachers, while tryingto meet existing shortfalls, is truly daunting.

Another challenge to our education sector is thevery low capacity of secondary schools to absorbprimary school graduates. As I mentioned earlier,the transition rate from primary to secondaryschools in 2001 was only 21 percent. We need tourgently increase the number of secondary schools,and of teachers as well. And, the challenges interms of numbers and quality, in terms of the searchfor greener pastures, as well as the HIV / AIDSpandemic, are the same as for primary schools.

Ladies and Gentlemen,

The quality of inputs in education, in terms ofthe quality of pupils, determines also the quality ofoutputs. Unfortunately, it is only very few childrenthat get an opportunity to attend pre-primaryschools, most of which are run by the private secto~

and the fee charged often serving as a barrier forchildren from families with limited means. As aresult, efforts to ensure quality child-care after birth,and creating the requisite mental stimulationthrough day care and pre-schooling, is an arealargely left for the private sector, communities andthe civil society. Capacity bUilding and action isclearly needed on this front.

Furthermore, regular schools and programmesneed to welcome, accommodate and meet thelearning needs of all members of the localcommunity, including children with special needs.Some children have difficulty in learning and are,therefore, excluded from attending schools. Theseinclude, among others, street children, orphans andthose with disabilities and/or with exceptionalabilities. We thus need an inclusive educationsystem that can put to an end all discriminatorypractices, be they racial, religious, gender or socio­economic, which consciously or unconsciouslyexclude some children and adults from receivingan appropriate education.

Ladies and Gentlemen,

National funding for education is another seriouschallenge to many governments, especially inAfrica. The share of the national budget going toeducation is a reffection of a government's

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commitment to achieving Education forAII targets.I mentioned earlier that we, in Tanzania, havedecided that at least a quarter of our recurrentannual budget should go to the education sectotBut if the size of the economy remains small, it doesnot matter how big a share of the budget goes toeducation.

So, the pursuit of Education forAll targets mustbe accompanied by national strategies to enhanceeconomic growth and development.And, certainly,the building up of a national capacity forsustainability requires a growing economy: In themeantime, and in addition to debt relief and thecontribution by our development partners, thisConference should address the challenge ofexploring ways in which alternative resources canbe generated to bolster funding for the educationsector.

Chai rperson,

The centrality of education in our developmentefforts cannot be overstated. Only an educated andskilled labour force can serve as a catalyst for rapiddevelopment. In turn, a growing economy gives thecountry in question the capacity to invest more ineducation. Thus the two-an educated workforce anda growing economy-reinforce and support eachother. Education is particularly useful in themustering, and in the use, of ever-growing newtechnologies.

Africa, with the assistance of UNESCO and otherpartners in development, should place moreemphasis on vocational and technical education todevelop useable skills and knowledge for self­development, and national economic development.We must devise, in terms of structure and content,an education system that not only impartsknowledge and skills relevant to the targetedindividuals, communities and enterprises, but alsoan education that develops a creative and inquiringmind, and produces employable and self­employable people.

Ladies and Gentlemen,

The world is witnessing unprecedenteddevelopment in science and technology, which ourpeople can only muster through education. TheAmerican religious leader, Harry Emerson Fosdick(1878-1969) said, "The world is moving so fastthese days that the man who says it can't be doneis generally interrupted by someone doing it".And,developing countries, especially those inAfrica, will

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increasingly be marginalized if they do notadequately and wisely invest in education to keeppace with a changing world. Globalization, and theever-increasing use of Information andCommunication Technologies (ICT), tends toincrease the gap between the poor and the rich.We have the responsibility to put in place aneducation system that will help to narrow this gap,and enable our people to face both the academic,as well as socio-economic, challenges of the newmillennium with greater confidence.

ICT provides the opportunity for learners, bothchildren and adults, to access abundant and usefulinformation, and interact with sources of knowledgefrom different parts of the world instantly, andsometimes in real time. However, ICT in schools isonly gradually developing in some of our countries.I want to commend UNESCO for setting up focalpoints for educational technology. We would like toappeal to our development partners to work withus in developing ICT extensively in primary andsecondary schools, as well as in distance learningprogrammes. The founding President ofTanzania,Mwalimu Julius Kambarage Nyerere, counselled usto run while others walk. In many respects, the ICTrevolution can help us run.

Ladies and Gentlemen,

I should like to conclude by highlighting the widerdimensions and higher degrees of awareness towhich the vision of Education for All exhorts us:

1. The advantage of Education for All lies in itscomprehensiveness; in its scope, as well as inthe challenge it presents to us as a way oftransforming and developing our countries.

2. Education forAll focuses on early childhood careand education, primary and secondaryeducation, and tertiary and life-longprogrammes. It focuses on both children andadults. It is concerned with formal, non-formaland informal education approaches;

3. Education for All challenges us to developacademic curricula that promotes functionalliteracy and life skills, including technical andvocational skills;

4. Education for All demands that the quality ofeducation we offer should translate intostrategies that enhance learning outcomesthrough building capacities for infrastructure,quality teachers, books and other teaching andlearning materials;

5. Education forAll requires formulation of practicalpolicies and systems to ensure that graduates

from primary and secondary schools areabsorbed in the labour force, through variousapproaches such as establishing parallelvocational and technical education systems;

6. Education for All compels us to incorporateeffective strategies for combating the HIV/AIDSpandemic that is robbing our countries of ourpeople, including learned young people, andundermining the investment made at great costin human resource development. Education isthe key to develop effective and efficientresponses to HIV I AIDS; and

7. Education for All in Africa calls on us to buildbridges with our development partners inpromoting education as a fundamental tool forpoverty eradication and growth. The co­operation and support of our developmentpartners, both in terms of debt relief and newdevelopment assistance resources, isnecessary in meeting EFA targets.

Ladies and Gentlemen, The challenge beforeyou is to come up with workable strategies ofensuring that our countries attain Education forAIIby 2015 as already committed, or preferably earlierThe experiences of the people assembled here areenough to ensure that the outcome of this

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Conference will be an important signpost towardsthe attainment of our noble objectives. But to realisethem, we must be prepared and willing to shareknowledge and experiences.

The story is told of a little boy who went up tohis father and asked: "Dad, where did all of myintelligence come from?" The father replied, "Well,son, you must have gotten it from your mother,'cause I still have mine".

Thus are we warned not only against un­instructive vainglory but also against genderinsensitivity.

Ladies and Gentlemen,

Shared knowledge is not lost knowledge; it ismore knowledge.

I welcome you once again to Tanzania, and toOar es Salaam, and I wish you a most successfulConference of sharing and learning from oneanother,

It is now my great pleasure to declare the EighthMeeting of the Ministers of Education of AfricanMember States (MINEDAF VIII) olficially open.

I thank you for your kind attention.

Oral report presented at the closing session of MINEDAF VIIIby H. E. Mr. Ibrahim ARY,

Minister of basic education and literacy in Niger

Mr. Ibrahim ARY

Mr. President,

Fellow Ministers, dear colleagues,

Ladies and gentlemen, leaders of delegation,

Madam, UNESCO Director GeneralsRepresentative,

The Director of BREDA,

Ladies and gentlemen, dear friends,

Each one of us knows well that the functions ofthe general reporter of a big conference such asMINEDAF VIII is somehow an "impossible mission".

Indeed, how can we in just some minutes reporton all the riches from the several days of intensework? How can we render justice to the muchcommitments that this represented? How can wesummarize so many ideas, without betraying thethoughts of those who contributed so much indeveloping and sharing them?

Finally, how can we hope to keep awake anassembly that falls prey to a very legitimateexhaustion?

Impossible bet! I therefore appeal to yourunderstanding and crave your indulgence in thisregard.

Ladies and gentlemen !

Permit me not to give a narrative character tothis report which would become rather tedious

100

but to try simply to identify and emphasis someelements of assessment and perspectives.

It is said about some babies that they are born"under a lucky star", which will ensure successfuland happy life. This is the case with MINEDAFVIII, the last-born of the African cooperation ineducation.

Our conference is indeed registered in thedynamic constellation of important events forAfrica: the transformation of the Organization ofAfrican Unity (OAU) into African Union (AU) andthe adoption by the African states of the NewPartnership for Africa's Development (NEPAD).

These two events marked an important stageon one part in the perspective of a convergenceof policies and development strategies, and on theother part, in the perspective of the renewedexpression of African's political will to achieveinternationally-agreed development target,including targets for education.

Moreover, MINEDAF VIII was held two yearsafter the Dakar Forum and coincided with theexpiring date of the establishment of the EFAnational plans. Let's just add the happy omen, thecreation of the African Forum of Parliamentariansfor Education (FAPED), also here in Dar-es­Salaam, prior to our conference. As we couldrecall, the parliamentarians play a key role in ourcountries, and they are, as legislators and lawmakers, as instance of decision to the educationbUdgets and as advocacy holders, the privilegedpartners of our actions.

Thus, MINEDAF VIII should mark a turningpoint and remain a symbol of a strengthenedAfricadetermined to concretize in action our collectivecommitment.

But, we know very well that for a bab}( a luckystar is not enough to grow and to blossom, heneeds a family. That which is leaning on the cradleof MINEDAF VIII is a large and prestigious family

Among the eminent personalities who deliveredtheir speeches during the opening ceremony are:the President of the Republic of Tanzania; thePresident of the Republic of Algeria; UNESCODirector General; Minister of Education of SouthAfrica; outgoing President of MINEDAF; Ministerof Education of Tanzania-incumbent President ofMINEDAF; the Interim President of the AUCommission; the Executive Director of UNICEF;

the UNAIDS Executive Director; Civil Society'sRepresentative and member of theAfrican Networkof NGOs for EFA.

I would like to emphasis the pertinence and theconvincing force of these messages based on thetheme of MINEDAF VIII: "Taking up the challengesof Education inAfrica, from commitments to action".

All the personalities have endorsed theim~ortance and acuteness of these challenges,theIr number and certainly their somewhat hopelesscharacter. Recall all the commitments which wastaken from Jomtien to Dakar and from Dakar toDar-es-Salaam marking the political discourse.Atlast, they all insist on the real chances of success ifwe join hands in facing these challenges andcommitments, in order to move into action, with oneheart and a new spirit.

But ladies and gentlemen, we are the presentfamily that has widen around the cradle ofMINEDAF Vlfl, Ministers and leaders of dele­gations, parliamentarians, representatives ofvarious intergovernmental organizations, NGOsand the civil society. Thanks to you, our conferencehas magnificent success and has attained itsobjectives. I could see nothing less than two keyelements determining the success of thisconference: it was rich and original;

Rich in terms of the high quality preparatorydocuments which are the documents for thediscussions and reflection or statistical document·rich in terms of interventions in the paneidiscussions and special sessions; rich in terms ofexchange of ideas and debates; rich in the sessionsreports as well as in the final document which wewill adopt later on; and lastly and above all, rich ofinterpersonal encounters and sharing of ideas andexperiences.

On behalf of all present here, I would like tocongratulate and warmly appreciate the belowmentioned principal actors who contributed to thesuccess of this meeting: Mr. ArmoogumParsuramen, Director of BREDA and his entireteam, and Mr. John Daniel, Assistant-DirectorGeneral of UNESCO for education and hiscollaborators at the headquarters in the Institutesand Field Offices. UNESCO has proved here thatputting together its competences, it is possible tomultiply the positive effects and to reach a real"collective professionalism" that should be pursuedand strengthened.

MINEDAF VIII also own its success to itsoriginality: a large opening to the entire spectrumof education actors representing the publicauthorities or the civil society; a multiple structureorganization, multiplying the chances for reflection

and debate in places like workshops or thematicmeetings organized simultaneously: an orientationtowards action rather than the discourses or thedeclarations of intentions; and at last a demandingmethodology well mastered, favoring interactions,source of debates and fruitful exchanges.

Thus, MINEDAF VIII has perfectly fulfilled its twocomplementary missions, on the one hand with anopen and wide forum and, on the other hand witha political arena where accountable commit~entsare taken.

Ladies and Gentlemen,

If I had to summarize the main characteristicsand the "tonality" of our works, I would say that theyare articulated over the four days around themessuch as autocritic and lucid realism in the face ofthe present situation on the one hand, and on theother hand, optimism of political will for the future,with as a point of convergence, the desire and theneed to transform declarations into projects, andprojects into programmes, and programmes intoconcrete actions.

The battle for education in each of our countries,goes on at numerous fronts largely discussed inthe seven panels of our conference; Universalizingbasic education, promotion of adult education inthe context of lifelong learning, secondary andhigher education, improvement in pertinence andquality, mobilization and management of resources,international cooperation.

There are also critical transversal issues mostof which have been treated during special sessionsof this conference. Such issues like girls and womeneducation; education in conflict, crisis andemergency situations; how to preserve educationfrom the ravages of HIV/AIDS; consideration of thenational languages and mu/tilingualism; integrationof the New-Information and CommunicationTechnologies and distance learning. Faced withthese fronts, it will not be enough to win a battle; itis necessary to win the war. Are we armed enoughto do it? We know very well what to do or not to do.We also know, since Dakar Conference, thatinsufficiency of resources now will no longer be anobstacle, if our policies are solid and coherent andif our national development plans of education arecredible.

What remains is to know how to render themcredible. MINEDAF VIII opened to us numerousperspectives. I am not going to mention them herein detail because you will find the important aspectsin the final document that we are going to adopt aswell as in the report which will be published.

101

I would just like to mention briefly some key ele­ments which will condition the success of ouractions:

- a documented diagnosis without complacency;

a coherent and solid policy piloting;

systematic and global approach to problems andthe implementation of both inter-sectoral andsectoral policies;

policy dialogue, share of powers and tasks inthe framework of efficient partnership that is tobe responsible and contractualized;

involvement of responsible automatisation"empowerment" of all the actors;

construction of a long and middle term "visionof education";

emphasis resolutely laid on the quality of EFA.This was one of the most renovating and thestrongest messages of the Dakar Forum.Thereis no choice between access and qualit}L Qualityis not a simple "added value" to education butrather a central intrinsic value of it and a largedimension of right to education.

Ladies and Gentlemen,

All these without doubt will need much eforts,but above all a consolidated, widened and renewedvision. As the MINEDAF VIII reference documentemphasized: "working to meet the basic educationalneeds of all must never be reduced to just investingmore in basic education as it exists today. Prioritymust be set, changes must be made". New modelsof educational systems, better conceptualized,more flexible and diversified will no doubt bedeveloped or invented.

Our educational systems also need supple­mentary resources and above all human resources.But, don't they need to be more meaningful first?In times of reforms the great danger is to touchonly the form, whereas it is rather the content whichposes problem. This is where lies the true challengeto re-foundation. Which type of education? Forwhom? By whom? For what goals? For whichdevelopment?

At what rhythm are we going to move? A greatpolitician one day made the following statementabout the reforms to be taken in his country: "'1/1k3are in a hurry: we shall go slowly".

Is this an advice for someone to wait or to bestagnant? Is it a counsel or advice of politicalrealism? Beyond the paradox, these reflectionsremind us that "time" in educational world is not

the same as that of economic or political world.

In education, we should somehow hurry to actslowly! But, it is important not to loose sight of thetarget or the strategy. For example, the greatreforms, imposed from the top, failed almosteverywhere in the world. Asserting to reformeducation by simply changing the teachingmaterials, without reviewing the curriculum/theprogrammes and the training of the teachers willoften end up in only a "little reform" without makingany real impact on the quality.

It is therefore imperative to choose above allgood of entry points and put into formation the leversof change. The role of research in education mayprove to be a precious help to decision making.

Ladies and Gentlemen,

After four days of intense works, MINEDAF VIIIcomes to an end. But, in reality, we have just began.We should give account from our actions. For wewill be judged from these actions. Success will notbe measured in terms of the number of our policyactions, but in terms of their quality the overallpertinence of our national education strategies.

The commitments that should be translated intoaction first begin at individual level. They concernfirst of all, each of our country. They are alsocollective and they concern the future of the wholeAfrica. But they are also international; a qualityeducation for all, everywhere in the world is also aconcern of the international community as a whole,in the South just as in the North, with the impulseof accountability, justice and solidarity. And it is nota question of charity!

Africa should re-appropriate its education. Butthe entire world, mankind should also re-appropriateit, so that a more human globalization withoutexclusion could become a reality.

Africa should search for African solutions. Buthow can we avoid a withdrawal into our identi~

even if it is at continental level, in the beginning ofthis 21st century? In a world which is becomingmore and more interdependent, are we going toonly globalize the problems? Is it not time to alsoglobalize the search for solutions?

We have common challenges. We have diversesituations. Our problems are specific. Conse­quently, we have a lot to learn from one another.

As somebody pointed out at the opening of thisconference, the New Africa, the Emerging Africawhich is strongly rooted in its own civilization valuesshould remain open, according to the words of a

102

negritude poet, "to the fertilizing and porous breathof other civilizations". Let me add the wish that theother parts of the world also open themselves tothe "fertilizing and porous breath" of Africancivilization.

Alone, we cannot achieve a lot. But together,with all our communities-local, national regional,international and with all people good will, we willbe able to face the challenge.

It is sometimes said that education is the goalof development. It is without doubt true, but I thinkthat the reciprocal is also important; it isdevelopment - individual, social, economic andpolitical - which is the goal of education.

And as we were reminded at the openingceremony of the MINEOAF VIII, by the young girlsof Zanaki Secondary School in Dar-es-salaam whoin their songs in Swahili, English and French,celebrated the good deeds of Education for All:indicated that, "Education is the key to life".

Bhutan, a very little and poor State in CentralAsia, at the foothills of the Himalayas, wrote in herconstitution, as a sustainable developmentobjective, the concept of GNH: Gross NationalHappiness. Isn't this a beautiful programme toreally give sense to polities?

Dear Friends,

MINEOAF VIII has ended, but all has just began.I wish everyone of us courage, enthusiasm andrenewed passion in order to end well this gigantic,but exciting enterprise which would enable us toattain the objective of a quality education for all bythe year 2015, in the faithfulness of our committedDeclaration in Dar-es-salaam ,"Learning to build theNew Africa".

I hope that you will carry back home this projectof Gross National Happiness, which I wish for eachof our countries.

Thank you!

103

Closing statement by Ms A"icha Bah Diallo,DADG/ED

Ms A"icha Bah D1ALLO

Honourable Ministers, representing Africancountries,

Honourable representatives of internationalorganizations,

Honourable representatives of the UnitedRepublic of Tanzania,

Dear Participants,

Let me begin by presenting Director GeneralKo"ishiro Matsuura's warm greetings to the peopleand government ofTanzania for their kind hospitalityand all the efforts made to ensure that MINEDAFVIII is a success. Their assistance with theorganization and coordination of this conferencehas been invaluable.

I also want to express particular thanks to allthe Ministers and their cabinets for leaving all theirwork on the ground to join us in reflecting on thedirection we want to give to education inAfrica.

The quality of the product we have just seenattests that the efforts made throughout thisconference were serious and intense. My deepthanks go to all the participants.

I am particularly grateful to our colleague andfriend, A. Parsuramen and his team, who sparedno effort to ensure that the proceedings of thisconference go smoothly. Please give him a biground of applause.

I also wish to thank Claudia Harvey, AimeDamiba, MochtarAbidi, Peter Herold, all clusters,national commissions, in particular the one in DarEs Salaam, and all colleagues at headquarters forthe excellent work they have accomplished despitethe enormity of the task. We needed dedicated andcompetent people to perform substantive andlogistical tasks at the same time.

It is also my duty to acknowledge and praisecivil society organizations. MINEDAF VIII hasdemonstrated at least two things. First, that thecontribution of NGOs and CSOs is invaluable.Secondly, that civil society and Africangovernments could work hand in hand and deliver

African countries have gathered here in Dar EsSalaam. Policy makers on education from 48countries have had a chance to network, discuss,and share experience on programmes and projectscritical to the future of the African child and theAfrican adult learner. This is, by itself, a majorachievement for MINEDAF VIII.

New programmes with tremendous potential,such as Bolsa Escola, have been made known toAfrican educators.

MINEDAF VIII was about practice, aboutmoving from policy to practice.

Therefore, I urge you, on behalf of the DirectorGeneral, to engage whole-heartedly in elorts atthis stage. I am sure you will have thrillingmoments, although things might sometimes bechallenging and unproductive.

It is our dUty to transform the good ideas thathave been expressed throughout this conferenceinto programmes and projects. Our resolutionsmust translate into concrete actions to benefit ourchildren and their parents.

For, we are concerned primarily about them.We are concerned about the child who cannot learnbecause his/her parents are poor, or becauseillness has decimated some of those who couldhave helped him/her do so (family, elders,teachers). We are concerned about the child whocannot go to school because war is raging justoutside his/her Village. We are also concernedabout the child who does not perform well in schoolbecause his/her parents are illiterate, or because

104

the education system is not adequately preparedto receive him/her.

Today is the time for action. A good number ofcountries have developed their national plans andthe international community is ready to supportthem through programmes such as the FastTrackInitiative.

105

Now that we have talked about our problems,about all our problems, let us go to work on theaction, and nothing but action. This is the motto ofMINEDAF VIII and it is going to be my last word.

ACTION, NOTHING BUTACTION!

·V~te~ot~~ ~y:t1~r~Exc,U~",c¥~;.Mrs Ne)b"'. ThaY Thay, Ghou~'"

Secretary of $t~t.· in:'clJarge of, Liter~cy andNon;'¥ormal Education

His Excellency, Mr. President of MINEDAF VIII,

Your Excellencies, ladies and Gentlemen ­members of the Diplomatic Corps,

Ladies and gentlemen,

The eight Conference of Ministers of Education

of African member States (MINEDAF VIII) held in

Dar-es-Salam, Tanzania from December 2-6, 2003

is coming to an end.

It is a great honour for me on behalf of my

colleagues - the ministers and on behalf of the

honourable invitees to express our profound

gratitude and warm thanks.

First and foremost to his excellency, the

President of the United Republic ofTanzania, who

accepted to chair the opening ceremony of the

conference.

Our thanks to the Government and people of

Tanzania for giving us their loveable hospitality and

have equally shown their great interest and paid

particular attention to the conference.

We also thank the Director general of UNESCO

and all his collaborators without forgetting those

hidden persons who faithfully served in their duty

posts during the process of our work.

I wouldn't be silent moreover regarding theoutstanding contribution of the interpreters whofaithfully completed their assignment.

The combination of all these efforts had anhappy effect by offering us an appropriate environ­ment where we could work in good conditions andconsecrate in reflecting on the present and futureof education in our continent.

On one hand, we have ended up with important

recommendations which could serve as the basis

for the elaboration and implementation of the

concrete plan of action in our respective countriesthat would enable us to face the challenges of Edu­

cation in Africa at the level of the 2015 target set bythe Dakar declaration.

On the other hand, the conference ofered usthe opportunity to strengthen the cooperation and

coordination among our African countries.

His Excellency, Mr. President of MINEDAF VII',

Your Excellencies, ladies and Gentlemen ­

members of the Diplomatic Corps,

Ladies and gentlemen,

I would like to end up by wishing that each one of

us would bring his/her foundation stone to the

building of the New Africa living in peace andprosperity.

106

Closing Speech By Hon. Ambassador Dr. Pius Yasebasi Ng'wandu,Chairman of MINEDAF VIII And Minister of Science, Technology

and Higher Education of The United Republic of Tanzania

Dr. Puis Yasebasi NG'WANDU

Ms Aicha Bah Diallo, Deputy Assistant DirectorGeneral for Education, UNESCO,

Mr Armoogum Parsuramen, Director ofUNESCO, BREDA,

Development Partners,

Representative of NGOs and Civil SocietyOrganisations,

Honourable Ministers of Education,

Members of the Diplomatic Corps,

Distinguished Participants,

Ladies and Gentlemen,

A Conference speaker once remarked: "Thereare three things I have never wanted to be : thefront pew in a church, the sixth verse of a hymnand the last speaker on a convention program".When I was asked to deliver this speech to markthe end of the 8th Conference of Ministers ofEducation of African Member States (MINEDAFVIII), I wondered whether I liked to be the lastspeaker. This reminded me of the luncheonspeaker who was told to begin his talk at 1:15 pmand asked the Club President how long he shouldspeak. "Speak as long as you would like" repliedthe President. "We all leave at 1:30 anyway". I hopeyou are not going to leave before I conclude myspeech.

107

On behalf of the Tanzanian Government andon my own behalf, I would like to thank all thehonourable participants of this conference. I havefollowed the discussions very closely and notedthat you actively participated in all deliberationswith composure, patience and concentration.Thisis what made it possible for you to developstrategies that will influence and guide thedevelopment of practice of Education ForAII (EFA)in our respective countries. I am sincerely gratefulto you all.

I recognise the presence of internationalorganisations and members of the DiplomaticCorps for being our partners in education in ourAfrican states, and also recognise the presenceand contribution of Non-Governmental Organi­sations (NGOs) and other local partners for theirefforts in maintaining these partnerships indeveloping education.

Distinguished Participants,

MINEDAF VIII is the first conference which washeld around the same time as the Forum ofAfricanParliamentarians for Education (FAPED).Parliamentarians and Ministers of Education ofAfrican Members States of UNESCO were able,at a roundtable, to discuss common strategies forthe advancement of education in Africa.Parliamentarians and Ministers of Educationshould now work together to ensure that qualityand relevant education is achieved.

Distinguished Participants,

The main theme of this conference was on theStrategies for Taking up the Challenges ofEducation in Africa in the New Partnership forAfrica's Development. Pursuant to this theme,participants have brainstormed, discussed andmade recommendations on six major issues ofconcern for the success of Education forAll.

For instance, you have rightly noted thateducation has undergone major shifts over the lasttwenty years. The new shift is from a preoccupation

with access, to a balance between access andquality of education and learning. In fact, thereshould now be greater emphasis on quality andrelevance of education and enhancement oflearning outcomes. Mwalimu Nyerere once said thatEducation for All which was not relevant to theneeds of the society always succeeded in producinga nation of failures. The concept of Education forAll in this sense should be broadened to includepre-primary, primary, secondary, adult and non­formal education. Education forAII must be relevantto Africa's needs to eradicate poverty and enableher to participate fully as an equal partner in thisglobalised world of science and technolog~

You have also discussed the need to improvethe quality of education, by ensuring that all thenecessary ingredients are in place and in suficientquantity and quality through partnership with thelocal community, the private sector, civil society andother development partners in education. Weshould be aware of the fact that "in the race forquality, there is non finish line". I am pleased thatduring the conference the issue of teachers, interms of quantity, quality, staff development andstatus, have been given due attention. Ernest Boyeronce said, "A poor surgeon hurts one person at atime. A poor teacher hurts 3D"!

Another area that you discussed was regionalco-operation, MINEDAF is itself a forum forexchange of experiences at a regional level. It is arealization of the African dream, mooted during theearly years of independence, that we need to co­operate as a region. I have noted that modalitiesfor regional co-operation in line with the philosophyof New Partnership for Africa's Development(NEPAD) were discussed. With NEPAD, there isan urgent need to accede the 1981 AccreditationConvention. I would urge all Member States whohave not ratified the Convention to do so. Thisconvention guarantees mobility of resources andknowledge across and within the region.

Distinguished Participants,

I am pleased that many of you were down-to­earth in your contributions; You expressed yourdissatisfaction in the ownership of educationsystems in Africa, medium of instruction, quality ofeducation and international policies that aredeliberately used to manipulate education systems

There was a general outcry that existingeducation systems in Africa are a legacy of ourdifferent colonial backgrounds. It was observed thatthe systems lack indigenous and local charac­teristics in terms of structure, content and process.Examples abound of some countries that haveevolved national education systems relevant to theirvalues and needs. I have in mind the much­acclaimed "Asian Tigers". Even Japan, which is farahead of the "Asian Tigers" economically, hasevolved its own brand of education relevant to itsneeds. In the Japanese Educational Challenge:Acommitment to Children, Merry White states:

... in borrowing European andAmerican modelsof schooling Japan did not borrow Westernconceptions of learning ... In Japan, to be modernis not, in any pervasive sense, to be Western. Tolook at Japan as a "Western country only leads toa shock of nonrecognition"

Distinguished Participants and Invited Guests,

We in Africa missed the opportunity atindependence to transform colonial educationsystems into systems that would respond to ournational needs. With the introduction of NEPAD,Africa stands the best chance to redress thesituation. NEPAD calls for partnership rather thanpatronage for the development of Africa. Thepartnership envisaged by NEPAD is a guaranteeagainst foreign policies that militate against ourdesired education systems.

During the panel discussions, the issue ofmedium of instruction was raised and deliberatedupon and participants expressed divergent views.There were two main views that dominated thediscussion. The first view was in favour of the useof mother tongue, at least in the early years ofschooling. Proponents of this view argued that theuse of mother tongue facilitates easy understandingof the subject matter because children are familiarwith the language of instruction. The second viewadvocated the use of languages that were handeddown by the colonialists because of theirinternational recognition.

In my opinion, the language that is easilyunderstood by many people, the language that isdynamic, user-friendly and capable of expressioncomplex scientific ideas is the most appropriate. Inthe light of African Renaissance, as expounded byNEPAD, it is high time forAfrica to consider adoptionof languages, such as Kiswahili, Zulu, Hausa, etc,that are African in origin.

108

Distinguished Participants,

It was evident from the deliberations of theconference that, with all the problems Africa isfacing, it is undisputable that only education, andonly quality, relevant education, plays a decisiverole in their elimination. Since those problems alecteveryone in our society, Education for All (EFA) isan endeavour to equipAfricans with knowledge andskills to solve them.

Distinguished Participants,

We recognize the role that UNESCO is playingin facilitating development of national policies ineducation. It organizes, in collaboration with otherUN agencies, world and regional fora in whicheducation development is evaluated andstrategised. The MINEDAF series of meetings,spanning a period of 40 years, is testimony toUNESCO's dedication to the cause of educationdevelopment in Africa. We commend UNESCO fora job well done.

African governments are also working with otherdevelopment partners in the mobilization of pUblicopinion and resources for education. In this regard,I am encouraged that bilateral and multilateralagencies, civil society organizations andinternational and local NGO's that are stakeholdersin education are with us here today and some haveactively participated in the conference. I would liketo express my appreciation to you all for variouscontributions that made MINEDAF VIII a success.May I also appeal to you to continue supportingthe development of education in Africa.

Distinguished Participants,

A good measure of the success of a conferenceis not in its report. Rather it is the effectiveimplementation of the strategies developed. Duringthis meeting, several recommendations, that have

far reaching implications, were made.Their properimplementations need to be seen in the context ofavailability of physical , human and financialresources. However, given the fact that a significantproportion of the populations in many countries inAfrica live below the poverty line, implementationof these recommendations is likely to flounde[There is, however, light at the end of the tunnel. Ifpartnerships are developed and maintained at localcommunity, national, regional and internationallevel, the burden of government will be made muchlighter and EFA programmes will be implemented.

Distinguished Participants,

Today MINEDAF VIII is coming to an end, butthe work towards EFA has just been given newenergy through these recommendations. I hope thatduring the next MINEDAF meeting the story of Ef7\implementation will be different. It should showgreater achievements and signal a brighter future.

Distinguished Guests and Participants,

Before I conclude, J would like to remind myselfof the ancient rule of an African tribe : a speakermust stand on one leg while addressing theaudience. As soon as his second foot touches theground, he must stop. I hope it is now time for mysecond foot to touch the ground.

I understand that you have been in the countryfor the last few days. I hope your stay in Tanzaniahas been enjoyable and knowledgeable to you all.Thank you for choosing Tanzania.

KARIBUNI TENA TANZANIA.

With those few remarks, I declare thisconference, MINEDAF VIII, officially closed.

Thank you for your attention.

109

Programme of MINEOAF VIII ConferenceDar-es-Salaam, United Republic of Tanzania,

2 - 6 December 2002

Monday 2nd Tuesday 3rd Wednesday 4th Thursday 5th Friday 6th7.30-18.30 7.30-18.30 7.30-18.30 7.30-18.30

Registration and Information Centre Information Centre Information CentreInformation Centre (Pre-function Lobby) (Pre-function Lobby) (Pre-function Lobby)

(Pre-function Lobby)8.00-9.00 7.30-8.00 7.30-8.00 7.30-8.00

Ministers' Caucus Meeting: Bureau Meeting: Bureau Meeting: Bureau(KIVUKONI) (RUVU) (RUVU) (KIVUKONI)

9.00-11.00 8.00-10.00 8.00-10.00Opening Ceremony Panel 3 Panef6

MINEDAF VIII Issues and strategies Mobilizing and(KIVUKONI) for the promotion of managing Resources

adult education in the for the implementationcontext of Life Long ofEFA Z

0Learning ~

(KIVUKONI) (KIVUKONI) <a:09.00-09.10 11.00-11.15 10.00-10.15 10.00-10.15 m

Break Break Break Break w-'

09.10-10.10 wFirst Meeting

0Q

Election of Bureau 9Adoption of AgendaAdoption of rules of

Procedures(KIVUKONI)10.15-12.15 11.15-13.15 10.15-12.15 10.15-12.15

HIGH LEVEL MEETING Pane/1 Panel 4 Panel 7HIV/AJDS Changes in education Issues and strategies Regional cooperation

(KIVUKONI) to meet regional in secondary and in educationcommitments in the higher education (KIVUKONI)context ofAV and (KIVUKONI)

NEPAD(KIVUKONI)

12.15-13.30 13.15-14.30 12.15-13.30 12.15-13.30 12.15-13.30LUNCH LUNCH LUNCH LUNCH LUNCH

Consultaion meeting of Note: Round Table onthe Ministers of Education as a Human

Education of the RightPALOPs and

Equatorial Guinea13.30-15.30 14.30-16.30 13.30-15.30 13.30-14.30 13.30-15.30Round Table Panel 2 PanelS Ministers Caucus Ministers Caucus

Ministersl Strategies for Improving the (KIVUKONI) (KIVUKONI)Parliamentarians universalizing relevance and quality

(KIVUKONI) education for children of education14.30.-15.30

In paralleland adolescents (KIVUKONI)

Ministers/NGOSPECIAL SESSIONS

(KIVUKONI)Consultation

1. Open Learning

(Room 1)and DistanceEducation(KIVUKONI)

2. Early childhooddevelopment(KIVUKONI)

15.30-15.40 16.30-16.40 15.30-15.40 15.30-15.40 15.30-15.40Break Break Break Break Break

15.40-17.40 16.40-18.40 15.40·17.40 SPECIAL SESSIONS 16.00-18.00Closing Ceremony 14.30-15.30

FAPED PANEL 2 PANELS NGO's Consultation Closing Ceremony(KIVUKONI) Continued Continued (Room 1) MINEDAFVIII

111

18:45 - 20:00 18:00 - 19:30 (KIVUKONI)15.40-17.40

Special session of the IICBA ScienceRegional EFA Forum (Room 1)

17.40-18.40Discussion on the

Statement ofcommitment(Room 1)

15.00-16.30Education in conflict

post-conflict countries(Room 2)

16.30-18.00Language Policy

(Room 2)20.00 19:30 - 21 :30 17.40-18.40

DG's Reception Dar-es-Salaam's DinnerReception Note: Round Table on

Bolsa Escola minimumincome initiative

(KIVUKONI)

1. Sunday 1st: 9.00-4.00 Meeting of the Board of Governors of the Guidance and Counselling Centre

2. Thursday 5th: 13.30-14.30 Meeting of the College of Education Specialists

3. Thursday 5th: 13.30-14.30 Consultation among Donors

4. Thursday 5th: 8.00 pm Meeting of ECOWAS Ministers of Education / Meeting of CEAC Ministers of Education

5. Thursday 5th: 8.00 pm SACMEQ meeting

6. Friday 6th: 18.00-20.00 Media Training Session for Education Specialists

7. Saturday 7th: 8.30-13.30 Media Training Session for Education Specialists

112

LIST OF DOCUMENTS

LlSTE DES DOCUMENTS

1. Working Documents! Documents de travail

ED-02/MINEDAF/1

ED-02/MINEDAF/2

ED-02/MINEDAF/3

ED-02/MINEDAF/4

Provisional agenda of the ConferenceOrdre du jour provisoire de la Conference

Provisional Rules of ProcedureReglement interieur provisoire

Taking up the challenges of education in Africa, fromcommitments to actionRelever les defis de /'education en Atrique, desengagements aux actions

Universal Primary Education, Goal for AllScolarisation primaire universel/e, un objectit pour tous

2. Reference documents/Documents de reference

ED-02/MINEDAF/REF/1 Implementation of the Decade of Education in AfricaMise en ceuvre de la Decennie de I'education en Atrique

ED-02/MINEDAF/REF/2 Re-thinking the brain drain in Africa in the light of recentevents and findingsL'Atrique et la tuite des cerveaux : reexamen de laquestion a la lumiere d'evenements et de resultats derecherches recents

ED-02/MINEDAF/REF/3 Synthesis of the progress made in Africa in the planningand achievement of education for allSynthese des progres accomplis en Afrique dans laplanitication et la realisation de I'EPT

ED-02/MINEDAF/REF/4 HIPC debt relief in African countries: scope for financingeducationRemise de la dette dans les pays pauvres tres endettesen Afrique : opportunite pour le tinancement de I'education

ED-02/MINEDAF/REF/5 Evaluation of the Additional Funding Needs: Way andMeans of Mobilizing New ResourcesEvaluation des besoins supplementaires de tinancement :voies et moyens de mobilisation de nouvefles ressources

113

ED-02/MINEDAF/REF/6 The Challenge of achieving EFA in Africa, civil societyperspectives and positions to MINEDAF VIIIDefi de la realisation de I'EPT en Afrique, perspectives etpositions de la societe civile El I'adresse de MINEDAF VIII

ED-02/MINEDAF/REF/7 United Nations Literacy Decade, Education for All:International Plan of Action

Decennie des Nations Unies pour I'Alphabetisation,I'education pour tous : Plan d'action international

ED-02/MINEDAF/REF/8 Follow-up mechanism of MINEDAF VIIIMecanisme de suivi de MINEDAF VIII

3. Other documents to be distributed/Autres documents El distribuer

• EFA Monitoring Report 2002Rapport de suivi sur I'education pour tous 2002

• Regional Agenda: Follow-up to the World Conference on EFA 2001-2006Agenda regional : Suivi du Forum Mondial sur I'Education pour tous2001-2006

• Towards an African Response: UNESCO's Strategy for HIV/AIDS Educationin Sub-Saharan AfricaPour une reponse africaine au VIH/sida: la strategie educative de I'UNESCOen Afrique subsaharienne

• The New Partnership for Africa's Development (NEPAD)Nouveau Partenariat pour le Developpement de l'Afrique

• Forward-looking Approaches and Innovative Strategies to promote theDevelopment of Africa in the Twenty-first centuryApproches prospectives et strategies novatrices en faveur dudeveloppement de I'Afrique au XXeme siede

• EFA National Plans of Action preparation in Sub-Saharan AfricaCase StudiesPreparation de Plans d'Action Nationaux EPT en Afrique SubsaharienneEtudes de cas

• Proposal for a Sustainable, Africa-Wide African Academic ExchangeProgramme

114

•

•

•

Proposition pour un programme pan-africain durable d'echangesuniversitaires

Evaluation of UNESCO Pilot African Academic ExchangeEvaluation du Programme Pilote de I'UNESCO d'Echange Universitaire

Caucus of MinistersReunion des Ministres

Summary Report on EFA ForumsRapport de synthase des Forums EPT

115

LIST OF PARTICIPANTS

LlSTE DES PARTICIPANTS

ETATS MEMBRES/MEMBER STATES

AFRIQUE DU SUO/SOUTH AFRICAH.E. Prof Kader ASMALMinister ot Education123 Schoeman StreetP.O. Box X 895Pretoria 0001Tel: (27-12) 312 5346

Mr Ouncan HINOLEDeputy Director General - General Education123 Schoeman StreetP.O. Box X 895Pretoria 0001Tel: (27-12) 312 5451Email: hindle.d@doe.gov.za

Ms Carol NUGA- DELlWEDirector Policy Support123 Schoeman StreetP.O. Box X 895Pretoria 0001Tel: (27-12) 312 5244Fax: (27-12) 324 6335Email: deliwe.c@doe.gov.za

Mr Ghaleeb JEPPIEDirector International Relations123 Schoeman StreetP.O. Box X 895Pretoria 0001Tel: (27-12) 312 5346Email: jeppie.g@doe.gov.za

Mr Thami MSELEKUDirector General/Permanent Secretary123 Schoeman StreetP.O. Box X 895Pretoria 0001Tel: (27-12) 312 5531Email: mseleku.t@doe.gov.za

Ms Lucy MOYANEDeputy Director School Education123 Schoeman Street

117

P.O. Box X 895Pretoria 0001

Tel: (27-12) 312 5524Email: moyane.l@doe.gov.za

ALGERIElALGERIAHE Mr Rachid HARAOUBIAMinister of Higher Education and ScientificResearchHead of delegationBen-Aknoun, AlgiersTel /Fax: (213-2) 191 2836

H.E. Mr Abd-EI-Naceur BELAIOAmbassador to the United Republic ofTanzaniaTel: (255-22) 211 76 19Fax: (255-22) 211 7620Email: naceurbel@yahoo.com

Mr Messaoud BACHIRICounsellorMinistry of High Education and ScientificResearchBen-Aknoun, AlgiersTel/Fax: (213-2) 191 2836

Mr Mahmoud BRAHAMDiplomatic SecretaryEmbassy of the Democratic People'sRepUblic of Algeria in Oar es SalaamTel: (255-22) 2117619Fax: (255-22) 211 7620

ANGOLAS. E. Mme Francisca Espirito SANTOVice Ministre de l'EducationEmail: fesanti@netangola.com

H.E. M. Brito SORINAOAmbassadeur en TanzanieP.O. Box 20973 Dar es SalaamTal/tax: (255-22) 211 7674

M. Domingos FRANCISCODirecteur general de I'education des adultesB.P. 611 LuandaTel/fax: (244-2) 322 836Email: ineda@snet.co.ao

M. Manuel KAVUNGO MAYIMONAConseiller du Ministre de I'education et de lacultureB.P. 5803 LuandaEmail: manuelmayi@hotmail.com

M. Valeriano MBEMBAChef Departement planificationCommission nationale angolaise pourI'UNESCOB.P. 1281 LuandaHI/fax: (244-2) 228 356

M. Amilcar EFRAIMChef DepartementCommission nationale de I'UNESCOB.P. 1281 LuandaTel/Fax: (244-2) 322 836Email: fesantos@netangola.com

M. Vicente MUANDAPremier SecretaireAmbassade d'Angola en TanzanieB.P. 20973 Oar es SalaamTel/fax: (255-22) 211 7674

BENINS. E. M. Jean Bio CHABI OROUMinistre des Enseignements primaire etsecondaire01 B.P. 10 Porto-NovoTel/Fax: (229) 21 5222Email: jchabi@yahoo.fr

H.E. M. Olabiyi YAIAmbassadeur a I'UNESCO1, Rue Miollis 75 732 Paris 15Tel/Fax: (331) 45 68 30 63Email: o.yai @unesco.org

M. Gabriel MONTCHOSecretaire general du Ministere deI'enseignement techniqueB.P. 250 CotonouTel: (229) 30 56 15

118

M. C. Sylvain ANIGNIKINDirecteur de I'enseignement superieur02 B.P. 325 CotonouTel: (229) 30 36 39/030021Fax: (229) 30 89 25M. Joseph AHANHANZOCoordonnateur national EPT01 B.P. 2767 DPP - MEPS Porto NovoTel/Fax: (229) 21 5048Email: ahanzo@intnet.bj

BOTSWANAH.E. Mr George K. KGOROBAMinister of EducationP.O. Box 005 GaboroneHI/Fax: (267) 3655 463Email: gkgoroba@gov.bw

Mr Bosele RADIPOTSANEChairman, EFA Working GroupP.O. Box 0079 GaboroneTel/Fax: (267) 3655 903Email: bradipotsane@gov.bw

Mr JamesJ.MARUATONAMember of ParliamentP.O. Box 240 GaboroneTel/Fax: (267) 3903 298

Mr Philemon RAMATSUIPermanent SecretaryMinistry of EducationPrivate Bag 005 GaboroneTel: (267) 3655 461Fax: (267) 3655 458Email: pramatsui@gov.bw

Mr Segomotso BASIAMANYDirector Primary EducationP.O. Box 119 GaboroneTel/Fax: (267) 3655 302Email: sbasiamang@gov.bw

Ms Ksomotso MOTLOTLESecretary GeneralBotswana National Commission for UNESCOMinistry of EducationP.O. Box 005 GaboroneTel: (267) 3655439Fax: (267) 3655 458Email: kmotlotle@gov.bw

Ms Motshwari M. MABOTE

Principal Education Officer (Guidance &Counseling)P.O. Sox 501 GaboroneTel/Fax: (267) 35 11 56Email: mmabote@gov.bw

BURKINA FASOS. E. M. R. Mathieu OUEDRAOGOMinistre de I'enseignement de base et deI'alphabetisation01 S.P. 1308 Ouagadougou 01Tel: (226) 306600Fax: (226) 33 12 88Email: Conasco@cenatrin.bf

M. D. Sernard YONlISecretaire generalCommission nationale burkinabe pourI'UNESCO03 S.P. 7046 Ouagadougou 03Tel: (226) 3072 15Fax: (226) 31 5614Email: conasco@cenatrin.bf

Ms Salimata SANOU ZERSOCoordonnatrice nationale EPT01 S.P. 1308 Ouagadougou 01Tel: (226) 33 12 88/89Fax: (226) 33 12 88Email: salimatazerbo@yahoo.com

Mme Aminata Elisabeth OUEDRAOGOCoordonnatrice du Centre international pourI'education des filles et des femmes enAfrique (CIEFFA)01 S.P. 1318 Ouagadougou 01Tel: (226) 33 58 50Fax: (226) 33 58 51Email: cieffa@unesco.snu.bfemarieange@ hotmail.com

BURUNDIMme Cecile NDASIRINDEDirecteur general de I'enseignementsecondaire general et pedagogiqueMinistere de I'education nationaleS.P. 1990 SujumburaTel: (257) 241 599Fax: (257) 228 477Email: mineduc@cbinf.com

CAMEROUN/CAMEROONS. E. Prof. Joseph OWONA

119

Ministre de "education nationaleS.P. 1600 YaoundeTel: (237) 223 1262Fax: (237) 222.11.22

M. Sarthelemy MVONDO NYINASecretaire generalCommission nationale de la Republique duCameroun pour I'UNESCOS.P. 1600 YaoundeTel: (237) 22211 22Fax: (237) 222.11 .22Email: cncam.unesco@gcnet.cm

M. Alphonse NKOMEChef de Service de I'alphabetisation et de lapost-alphabetisationMinjes/Dja YaoundeTel: (237) 22 38 / 796 80 99

M. Yaya YAKOUSADirecteur de I'education de baseS.P. 1600 YaoundeTel/Fax: (237) 2231406

M. Richard Sernard WILLAYIConseiller techniqueCoordonnateur national EPTMinistere de I'education nationaleS.P. 1600 Yaounde

M. Fran90is TETOUOMCoordonnateur du centre d'excellence desexperiences de micro science de YaoundeTel: (237) 222 67 37Fax: (237) 765 84 20Email: tetouom2000@yahoo.fr

COMORES/COMOROSM. Moussa MDJOMSADelegue aux affaires sociafes et Chef dedelegationS.P. 2207 MoroniTel/Fax: (269) 744266Email: mdjomba@hotmail.com

M. Toihimi MOHAMEDDirecteur general de I'enseignementsuperieurS.P. 410 MoroniTel/Fax: (269) 74 41 85

M. Aboubakari SOINA

Secretaire general de la commissionnationale des Comores pour I'UNESCOS.P. 73 MoroniTel/Fax: (269) 73 08 91Email: comnat.comores@snpt.km

M. Djae MDAHOMAChef du service des statistiques et cartescolaireCoordonnateur national EPTS.P. 714 MoroniTel/Fax: (269) 730802/7441 85/77 05 93Email: mdahomadjae@hotmail.com

M. AliAHMEDInspecteur de l'EducationOuani Anjouan ComoresTel/Fax: (269) 71 11 87/71 01 78/71 11 19Email: sico@snpt.km

M. Moctar ZOUSOUDOUSecrE3taire general de l'educationFomboni Mohele ComoresTel/Fax: (269) 72 0910

CONGOS. E. Mme Rosalie KAMA NIAMAYOUAMinistre de I'enseignement primaire etsecondaire charge de /'alphabetisationS.P. 2078 SrazzavilleTel: (242) 81 2536Fax: (242) 66 55 43

M. Marie-Joseph MALLALI-YOUGADirecteur des etudes et de la planificationCoordonnateur EPTMinistere de l'enseignement primaire etsecondaire charge de I'alphabetisationS.P.2078SrazzavilleTel/fax: (242) 664456

M. Anaclet NIAMAYOUAAttache de Cabinet du Ministre deI'enseignement primaire et secondairecharge de I'alphabetisationEmail: aniams2002@yahoo.fr

COTE D'IVOIRES. E. M. Amani Michel NGUESSANMinistre de l'education nationale

120

25 S.P. 761 Abidjan 25Tel: (225) 20 21 05 34Fax: (225) 20229332

M. Sakary DAHODirecteur de I'informatique, de laplanification, de I'evaluation et desstatistiques01 S.P. 4897 AbidjanTel/Fax: (225) 20 21 9906Email: dipes@aviso.ci

M. N'guessan Nicolas KOTOSIACharge d'etudesCommission nationale ivoirienne pourI'UNESCOS.P. V 297 AbidjanTel/Fax: (225) 20 21 7865/0766 15 05Email: kotobia06@yahoo.fr

DJIBOUTIM. Idriss AHMED MIGUILChef de Departement education de baseS.P. 2301 DjiboutiTel/Fax: (253) 35 01 66Portable: (253) 81 0657

EGYPTElEGYPTH.E:.. Dr Shebl Sadran EL GHAREESProfessor of Foundation of Education AlexUniversity4, Mokbel Sasha Street-Gelem. AlexTel: (203) 486 56 71Mobile: 012 338 66 77Fax: (203) 5844360Email: dr-shebleSadran@ hotmail

ERITHREElERITREAMr Osman Saleh MOHAMMEDMinister of EducationP.O. Sox 1056Tel: (291-1) 116644Fax: (291-1) 121 913Email: osman-saleh@moe.gov.er

GABONS. E. M. Daniel ONA-ONDOMinistre de I'education nationaleMinistere de l'education nationaleS.P. 06 Libreville

Mme Blandine MEFANEDirecteur general-adjointlCoordonnateurnational EPTMinistere de I'educationB.P. 3533 LibrevilleEmail: bmefane@caramail.com

M. Jean-Marie BOUYOUSecretaire general commission nationalegabonaise pour I'UNESCOB.P. 264 LibrevilleTel: (241) 72 20 49Fax: (241) 76 37 59Email: bouyougn@voila.fr

GAMBlE I GAMBIAH.E. Ms Ann Therese NDONG-JATTASecretary of State for EducationBanjulTel/Fax: (220) 202 010Email: atniatta@qanet.gm

Mr Baboucarr BOUYDirector, Planning, Policy Analysis, Researchand Budgeting Directorate, (PPARBD)BanjulTel: (220) 228 889Email: bbouy26@hotmail.com

GHANAH.E. Mr Christopher AMEYAW-AKUMFIMinister of EducationP.O. Box M45 AccraTel: (233-21) 662 772Fax: (233-21) 664 067

Ms Charity AMAMOODeputy Secretary GeneralGhana National Commission for UNESCOP.O. Box 2739 AccraTel: (233-21) 666 042Fax: (233-21) 662 718

Mr Alex TETTEY-ENYOChairman Specialised Committee onEducationGNC/UNESCO GhanaP.O. Box 2739 AccraTel: (233-21) 666 042Fax: (233-21) 662718

GUINEE I GUINEAS.E. M Sekou KABA

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Vice-MinistreTel: (224) 41 3255

M. Saidou S~UAREConseillerB.P. 964 ConakryTel: (224) 134043 39Fax: (224) 413441

M. Ibrahima MAGASSOUBASecretaire general commission nationaleguineenne pour I'UNESCOB.P. 964 ConakryTel/Fax: (224) 41 4894Email: unesco@biasy.net

M. Alpha Mahmoudou DialloDirecteur general de I'lnstitut de recherche etd'action pedagogique (INRAP)Tel: (224) 46 25 01Mob. : (224) 11 21 26 50Fax: (224) 41 3441Email: mahmoudoudiallo@yahoo.fr

GUINEE-BISSAU I GUINEA-BISSAUM. Rui CORREIA LANDIMCoordonnateur EPTCP 1321NDEBissauTel. : (245) 20 49 22Fax: (245) 20 32 17Email: indebissau@hotmail.com

GUINEE EQUATORIALEEQUATORIAL GUINEAM. Santiago Bivini MANQUECoordonnateur EPTRepresentant du Ministre de I'educationnationaleMalaboTel: (240) 91 370

KENYAH.E. Mr Boaz K. MBAYAAmbassador, Permanent Delegate toUNESCO3, rue Freycinet, 75116 ParisTel: (331) 56622525Fax: (331) 47204441Email: kenparis@wanadoo.fr

Mr Naomy WANGAIDirector of Education

P.O. Box 30040NairobiTel: (254) 33 11 44

Mr F. M. MAKINDIKenya's Deputy Permanent Delegate toUNESCO3, Rue Freycinet 75116 ParisEmail: Kenparis@wanadoo.fr

Ms Miriam MWIROTSIPolicy FormulationP.O. Box 30040 NairobiTel: (254-2) 22 77 28Email: mwirotsi@africonline.ka.com

Mr E. A. VODOTISecretary GeneralKenya National Commission for UNESCOP.O. Box 72017 NairobiTel: (254-2) 38 89 80

Mr David ADVDAEducation ConsultantB.P. 56769 NairobiTel: (254-2) 212 22Email: adudais@hotmail.com

Dr Esther KAKONGEDeputy Secretary GeneralKenya National Commission for UNESCOP.O. Box 72017 NairobiTel: (254-2) 38 89 80Email: estherkakonge@hotmail.com

Ms Salome W. GICHURANational EFA Co-ordinatorTel: (254-2) 33 44 11Email: salomegichura@hotmail.com

LESOTHOH.E. Mr MAQELEPOAssistant Minister of EducationP.O. Box 47 MaseruTel: (266) 332 521Email: sgu@education.go.ls

Mile Ntsebe KOKOMEDeputy Principal Secretary/ EFA CoordinatorP.O. box 47 MaseruTel: (266) 315 932Email: sgu@education.gov.ls

122

Ms Kekeleho TSEROASecretary GeneralP.O. Box 47 MaseruTel: (266) 332 521Email: sgu@education.gov.ls

LIBERIAH.E. Dr Evelyn S. KANDAKAIMinister of EducationP.O. Box 9012 Broad StreetMonroviaTel: (231) 226 144Fax: (231) 226 216Email: d.kandaka2002@yahoo.com

Hon. Dr Isaac ROLANDDeputy Minister of Education for Planning,Research and DevelopmentTel: (231) 226 216Fax: (231) 226144

JAMAHIRIYA ARABE L1BYENNEI LIBYANARAB JAMAHIRIYAH.E. Mr Bashir Abdadaim BASHIRAmbassador of Libya in TanzaniaP.O. Box 9143 Dar es SalaamTel: (255-22) 215 0188

MADAGASCARS. E. M. Ignace RATSIMBAZAFYDirecteur de Cabinet du Ministre,Coordonnateur national EPTB.P. 7552 AntananarivoTel: (261-20) 223 20 77Fax: (261-20) 222 47 65

MALAWIH.E. Or A. George NGA MTAFUMinister of EducationP.O. Box 328 Lilongwe 3Tel: (265) 1 788474

Hon. Masten KANJETel: (265) 08868421

Mr Dan CHIMWENJEDeputy Vice ChancellorTel: (265) 1 333 987/579Fax: (265) 1 333 692 56Email: dchimwenjee@sdnp.org.mw

Mr Joseph Brighton MATOLADirector of Basis Education

Tel: (265) 1 789422Email: matolajb@malawLgov.mw

Mr David MULERASenior Programme OfficerP.O. Box 30778 Lilongwe 3Tel: (265) 1 755144Fax: (265) 1755 135Email: mnatcom@malawLnet

MALIM. Abou DIARRADirecteur du Centre national pour I'educationB. P. 1583 BamakoTel: (223) 222 42 62Fax: (223) 223 37 60Email: cne@buroticservices.net.ml

Mme Aminata SALLSecretaire generale de la commissionnationale malienne pour I'UNESCOTel: (223) 222.25.15Fax: (223) 223.37.67Email: unesco@spider.toolnet.org

M. Salifou SAMAKEConseiller techniqueCoordonnateur national de I'EPTTel: (223) 222 24 50Fax: (223) 223 10 34Email: cne@buroticservice.net.ml

MAROC/MOROCCOS.E. Mme Najima Rhozali THAY THAYSecretaire d'Etat chargee de I'alphabetisationet de I'education non formelleMinistere de I'education nationale et de lajeunesseRabatTel: (212-61) 48 0819Email: maiimathaythay@yahoo.fr

Mme Habiba EL BOUAZZAOUIDirecteur de I'education non formelleRabat, rue du CongoTel: (212-37) 73 28 20Fax: (212-37) 70 4313Email: helbouazzaoui@menara.net.ma

M. Ahmed JNIYEHDirecteur de I'alphabetisation54, rue UUM Bibia, AgdalRabat

123

MAURITANIE IMAURITANIAM. Babah AHMED BABOUDepute a I'Assemblee nationaleTel: (222) 5251884

MAURICE I MAURITIUSH.E. Mr Sangeet FOWDARMinister of Training, Skill Development andProductivityCia Ministry of EducationPhoenix, MauritiusTel: (230) 210 2014Fax: (230) 2121813

Ms Vijay Lutchmee RAMSAMYPermament Secretary, Ministry of Education& Scientific ResearchMinistry of Education & SrIVTB HousePont Fer, Phoenix,Tel: (230) 697 7730Email: vlramsamy@mail.gov.mu

Mr Hiranand B. DANSINGHANIEFA National Co-ordinatorMinistry of Education and Scientific ResearchTel: (230) 686 3712Fax: (230) 686 8554Email: hdansinghoni@mail.govmu

MOZAMBIQUEHE Ms. Telmina PAIXAJDeputy MinisterMozambique Ministry of EducationTel/Fax: (258-1) 49 21 96Email: telmina@mined.gov.mz

Ms Paula MENDONCAEFA CoordinatorMozambique Ministry of EducationTel/Fax: (258-1) 49 28 89/49 21 96Email: paula@mined.gov.mz

Ms Guiteria MABOTENational Director for Technical EducationMozambique Ministry of EducationTel/Fax: (258-1) 4921 96Email: Guiteria@mined.gov.mz

Mr Raimundo WILSON3rd Secretary25, Garden Avenue

Mozambique Ministry of EducationEmail: raimundowilson@yahoo.com.fr

Mr Virgilio JUVANENational Director of PlanningMinistry of Education

NAMIBIE I NAMIBIAHon. Mr John MUTORWAMinister of Basic Education, Sport & CultureP.O. Box 13186 WindhoekFax: (264-61) 22 42 77Email: jmutowa@mec.gov.na

Mr Stanley SIMATAADeputy Permanent SecretaryMinistry of Basic Education, Sport & CultureNamibiaPrivate Bag 13186 WindhoekTel/Fax: (264-61) 2933354/3370Email: ssimataa@mec.gov.na

Dr Theophilus KANUPINGENENational EFA CoordinatorPrivate Bag 13186 WindhoekTel: (264-61) 293 32 04Fax: (264-61) 293 34 22Email: tkamupingene@mec.gov.na

Prof. Barnabas OTAALAUniversity ProfessorUniversity of NamibiaPrivate Bag 13301Tel/Fax: (264-61) 206 3312/13/(264-61) 206 33 20Email: botaala@unamina

Mr Marius KUDUMOChief Programme OfficerNamibia National Commission for UNESCOPrivate Bag 3391 WindhoekTel: (264-61) 270 63 02Fax: (264-61) 270 63 22

Mr Immanuel MAMBAHUHigher Education Teacher TrainingP.O. Box 7188 KatuturaWindhoekTel: (264-61) 270 61 32Fax: (264-61) 270 61 00Email: inambahu@mhevtst.gov.na

Ms Ndapewa NGHIPANDULWA

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Secretary GeneralNamibia National Teachers' Unionp.a. Box 61009Tel: (264-61) 262247Email: africanonline@come.na

Ms Spendu ONESMUSNational ECD - Co-ordinatorTel: (264-61) 283 31 32Email: sonesmus@yahoo.com

NIGERS.E. M. Ibrahim ARYMinistre de I'education de base et deI'alphabetisationB.P. 557 NiameyTel: (227) 72 22 80Fax: (227) 7221 05

M. Oumarou HAMISSOUCoordonnateur EPT/Directeur de laPlanificationMinistere de l'Education de Base et deI'AlphabetisationB.P. 557 NiameyTel/Fax: (227) 72 22 80n2 26 77/20 36 44Email: eptnex@hotmail.com

NIGERIAH.E. Prof. Babalola BORISHADEMinister of EducationFederal Ministry of EducationAbuja, NigeriaTel: (234-9) 5232800Fax: (234-9) 523 78 39Email: borix@winning.com

H.E. Prof. Michael OMOLEWAAmbassador/Permanent DelegateNigerian Permanent Delegation to UNESCOTel: (331) 45682727Fax: (331)45675941Email: m.omolewa@unesco.org

Prof. 0 . JEGEDENational CoordinatorNational Open Universty of Nigeria, LagosTel: (234) 4820720/4825745Email: jegede@ouhk.edu.hk

Prof. Ebele MADUEWESIExecutive Secretary

Nigeria Educational Research andDevelopment Council (NERDC), ShedaLokoja-Kaduna RD PMB 91Garki, Abuja, NigeriaTel: (234-9) 8822202Email: enaduewesi@yahoo.com

Dr Nuru YAKUBUExecutive Secretary Nat. Board for Tech.EducationPMB 2239 KadunaTel: (234-6) 224 6554Fax: (234-6) 224 75 07Email ; nyakubu@nbte-nigeria.orgmnuryakubu@yahoo.com

Dr. Ahmed OYINLOLAExecutive SecretaryNational Commission for Mass EducationPMB 295 Garki-AbujaTel/Fax: (234-9) 234 40 31

Ms Amina J. IBRAHIMNational EFA CoordinatorTel/Fax; (234-9) 314 39 90Email: efa@ nigeriafirst.org

Dr. Nafisatu MUHAMMADExecutive SecretaryNational Commission for Nomadic Education,PMB 2343, KadunaTel: (234-6) 224 06 13Fax: (234-6) 224 06 38Email ;nafsymoh@hotmail.com;nafsy@skannet..com

Ms Fatima OTHMANCouncilor Nigerian Permanent Delegation toUNESCOTel: (331) 45 68 27 27Fax: (331 )45675941Email: dl.nigeria@unesco.org

H.E. Mr Bandele BANJOKOMinister PlenipotentiaryHigh Commission of NigeriaP.O. Box 9214 DSMTel/Fax: 0744 388 907Email: babariioko@vaha.com

Ms Mariam KATAGUMSecretary General

125

Nigerian National Commission for UNESCOAbujaTel/Fax: (234-9) 413 91 38/41391 36

Mr Suleman JATAUPersonal Assistant to Hon. Minister ofEducationTel: (234-9) 5237800Fax: (234-9) 523 28 00

OUGANDAlUGANDAH.E. Mr. Edward KHIDDU-MAKUBUYAMinister of Education & SportsP.O. Box 7063 KampalaTel: (256-41) 25 72 00Fax: (256-41) 23 04 37Email: mineduc@africaonline.co.ug.

H.E. Ms Gerard NAMIREMBE BITAMAZIREMinister of State for EducationP.O. Box 7063 KampalaTel: (256-41) 23 22 57Fax; (256-41) 345714

Mr Francis X.K. LUBANGAPermanent Secretary, Ministry of Education& SportsP.O. Box 7063 KampalaTel/Fax; (256-41) 25 70 38Email: IUbanga@utlonline.co.ug

Hon. Ms Ruth Nvumwetta KAVUMA, MPParliament HouseP.O. Box 7178 KampalaTel; (256-41) 241038Fax: (256-41) 231296Email: rkaruma@parliament.go.ug

Hon. Mr Avitas TIBARIMBASA, MPParliament HouseP.O. Box 7178 KampalaTel: (256-41) 241038Fax: (256-41) 231296

Mr Charlestony MUKASA-LUSAMBUChairman, Pr. Sch. Headtears' AssociationP.O. Box 11266 KampalaTel: (256-41) 51 0390/404845Fax: (256-41) 34 17 76Email ;/usambules@yahoo.com

Mr Birungi-Mayanja TEOPISTAGeneral Secretary - Teachers' Union

P.O. Box 377 KampalaTel/Fax: (256-41) 34 56 74Email: uta@utlonline.co.ug;biruteo@yahoo.com

Ms I. Mary OCHENGLecturer in Makerere UniversityP.O. Box 7062 KampalaTel/fax: (256-77) 66 30 50Email: ochengmk@mail.com

Ms Rose LUKWAGO-NASSALIDirector Education Standards AgencyTel/Fax; (256-41) 340134Email: rnassalilukisago@hotmail.com

Mr Basima Dongo MPANDEYHead of Institution IDeputy Vice-ChancellorKyambogo UniversityTel/Fax ; (256-41) 2888 96/(256-77) 408958

Ms Anastasia NAKKAZISecretary-General Uganda NationalCommission for UNESCOP.O. Box 4962 KampalaTel: (256-41) 25 9713Fax: (256-41) 25 84 05Email: ugunesco@africaonline.co.ug

Mr. Emmanuel J.B. KIGONGO-MUSIIGEActing DirectorNCDC KyambogoP.O. Box 7002 KampalaTel/Fax: (256-41) 28 55 49/2861 45Email: ncdc@uol.co.ug

Mr. Joseph MUVAWACAEconomistP.O. Box 7063 KampalaTel/Fax: (256-41) 342277Email: jnuvawala@hotmail.com

Mr Anthonie EMIRUVice PrincipalNsamizi Training Institute of SocialDevelopmentP.O. Box 149 MPIGITel: (256-41) 71 0046Fax: (256-77) 41 87 22Email: emiru20002002@yahoo.com

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REPUBLlQUE CENTRAFRICAINE ICENTRAL AFRICAN REPUBLICS. E. M. Timoleon MBAIKOUAMinistre de I'education nationale et de larecherche scientifiqueB.P. 35 ou 1583 BanguiTal: (236) 61 72 19Fax; (236) 61 72 19

M. Abel KOULANINGASecretaire generalCommission nationale centrafricaine pour I'UNESCOB.P. 1583 BanguiTel: (236) 61 4300Fax: (236)614174Email: cacomnat@intnet.cf

M. Jonas GUEZEWANE-PIKICoordonnateur National de I'EPTDirecteur General de I'education nationaleB.P. 35 Ministere de I'educataion nationale etde I'enseignement superieurTel: (236) 61 0289/0421 23Fax: (236) 61 72 19Email ;eptbeafrica@yahoo.fr

REPUBLlQUE DEMOCRATIQUE DUCONGO IDEMOCRATIC REPUBLIC OF THE CONGOS. E. M. Kutumisa B. KYOTAMinistre de I'education nationaleB.P. 3520 Kinshasa GombeTel: (243) 88 62 923

M. Jean Bosco KIMA KINOSIConseiller du MinistreB.P. 3580 Kinshasa GombeTel: (243) 88 02 349

M. Bolaluete NSAMBISecretaire general de la commissionnationale de la Republique du Congo pourI'UNESCOB.P. 501 Kinshasa ITel: (243) 89 66 366/99032591 81 30706Fax: (243) 88 48 252Email: nsambi@nomade.fr

Mr Willy MASHIND TSHIMWEMWEVice ConsulConsulat general de la RDCKigoma

B.P. 294 Oar es SalaamTel: 074 149 1578Email: willymashind@yahoo.fr

M. Natisa ASANGAMAAttache AdministrativeAmbassade de la ROC en TanzanieP.O. Box 975Tel: 074446132010741257401

REPUBLIQUE UNIE DE TANZANIEUNITED REPUBLIC OF TANZANIAH.E. Or Pius Y. NG'WANDUMinister for Science, Technology and HigherEducationP.O. Box 2645 Oar es SalaamTel: (255-22) 2664774Fax: (255-22) 266 6097/270 0919Email: msthe@msthe.go.tz

Ryngwandu30@hotmail.com

Hon. Mr Joseph MUNGAIMinister of Education and Culturep.a. Box 9121 Oar es SalaamTel: (255-22) 211 3134

HE Mr Haroun SULEIMANMinister for Education, Culture and SportsP.O. Box 394 ZanzibarTel: (255-24) 22 37 421Email: edu@zanzinet.com

Hon. Mr Bujiku SAKILADeputy Minister of Education and CultureP.O. Box 9121 Oar es SalaamTel: (255-22) 212 7535

Hon Mrs Zabein MHITAOeputy Minister for Science Technology andHigher EducationP.O. Box 2645 Oar es SalaamTel/Fax: (255-22) 266 4774Email: msthe@msthe.go.tz

Mr Abdul Hamid MZEEPrincipal SecretaryMinistry of Education, Culture and SportsP.O. Box 394 ZanzibarTel: (255-24) 223 1225Fax: (255-24) 2232498Email: edu@zanzinet.com

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Prof. Geofrey V. MMARIVice ChancellorOpen University of TanzaniaOar es Salaam

Mr David MUGUSSISenior Education OfficerMinistry of Education and cultureEmail: davmugussi@hotmail.comTel: 074482 7172(255-22) 212 3686

Or FUNGO AIi FUNGOMinistry of Science, Technology and HigherEducationP.O. Box 2645 Oar es SalaamTel: (255-22) 266659

Prof. Mohammed S. SHEYADeputy PermanentDelegate to UNESCO Paris18, av. Pointcare, 75116 ParisTel: (331) 47550546Email: mssheya@hotmail.com

Mr Stephen MAINAEducationP.O Box 13647 Oar es SalaamTel: (255-22) 215 0793Email: tenmet@africaonline.co.tz

Mr Valentino N. GANGEEFA CoordinatorP.O. Box 9121 Oar es SalaamTel: (255-22) 212 1220Email: gangevalentino@hotmail.com

Mr Asha AHMEOPreschool Teacher TrainerP.O. Box 3716 ZanzibarTel: (255-24) 2232277Email: madrasaz@Zitec.org

Mr Muhwela Adam KALlNGAPrivate Secretariat to MinisterP.O Box 9121 Oar es salaamTel: (255-22) 211 3134/0744270285Email: makalinga@yahoo.co.uk

Or Joseph KISANJIOpen University of TanzaniaTel: 0741 222 206Email: jkisanj;@aw.org

Mme Khadija MPEARAKEFA CoordinationMinistry of Education, Culture and SportsP.O. Box 394, ZanzibarTel: (255-24) 223 2827 /240117 (0741)Email: edu@zanzinet.com

Ms Modester MWINULAUNESCO National Commission of the UnitedRepublic of TanzaniaProgramme officerTel: (255-22)2700919Fax: (255-22) 29 0096Email: modesterm@yahoo.com

Ms Niwako E. MNZAVASecretary GeneralUNESCO National Commission of the UnitedRepublic of TanzaniaP.O. Box 20384 Dar es SalaamTel: (255-22) 2700396Tel/Fax: (255-22) 270 0919Email: mnzavane2001@yahoo.com

Mr Leonard J.SHUMAProgramme OfficerUNESCO National Commissionp.a. Box 20384 Dar es SalaamTel /Fax: (255-22) 270 0919Email: leojafeti@yahoo.com

Mr Gordian J. MUKIZAProgramme Officer for EducationUNESCO National Commission of theUnited Republic of TanzaniaP.O. Box: 20384, Dar es SalaamTel /Fax: (255-22) 2700919Email: gmukiza@hotmail.com

Ms Julia T. HOZAProgramme OfficerUNESCO National Commission of theUnited Republic of TanzaniaP.O. Box 20384 Dar es salaamTel /Fax: (255-22) 2700919

Ms Lambrastha H. MAHAIDeputy DirectorInstitute of Adult EducationTel: (255-22) 2151048Fax: (255-22) 215 0836

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Mr Ezekiah OLUOCHTanzania Teachers UnionP.O. Box 21 96 Dar es SalaamTel: (255-22) 212 0206Email: ttu-hg@africaonline.co.tz

Mr Yahya MSULWAGeneral Secretary Tanzania Teacher UnionP.O. Box 2196 Dar es SalaamTel: (255-22) 212 0206Email: ttu-hq@africaonline.co.tz

Mr Antony NYONDOTanzania Teachers UnionP.O, Sox 2196 Dar es SalaamTel: (255-22) 212 0206Email: nyondoam@yahoo.com

Ms Margaret SITTAPresidentTanzanian Teachers Unionp.a. Box 2196 Dar es SalaamTel: (255-22)120206

SAO TOME ET PRINCIPEH.E. Ms Maria Fernanda SOUFINMinisterTel: (239-12) 21446CX Postal 41Email: mineducul@cstome.net

Mr Alberto FERNANDES LEALChef de Departement de la statistique duMECCP /62Tel: (239-12) 26341Fax: (239-12) 22 654Email: fernandesleal@yahoo.fr

Ms Ana Maria JOSE DA COSTACoordinatrice EPTTel: (239-12) 21 624Fax: (239-22) 23 766Email: anavera@hotmail.com

SENEGALM. Assane HANESecretaire general de la commissionnationale pour I'UNESCOS.P, 11522 DakarTal/Fax: (221) 821 1770/8225730Email: comnat@sentoo.sn

SEYCHELLESMs Jeanne SIMEONDirector General for SchoolsP.O. Box 48 MaMTel/Fax: (248) 28 31 31/2242 11Email: spedu@seychelles.net

Mr John BEMONTDirector Resource Planning & ProjectDevelopment, EFA CoordinatorP.O. Box 48 Victoria, MaMTel/Fax: (248) 28 32 20/(248) 224859Email: nesis@seychelles.net

SIERRA LEONEMr Martin Sama BANYAMinister of GovernmentC/o Ministry of Education Science andTechnologyTel: (232) 2355 56

Mr William A. TAYLORDirector General EducationClo Ministry of Education Science &TechnologyTel: (232) 24 00 23Email: wat19@yahoo.co.uk

SOUDAN/SUDANH.E. Mr. Mohamed Abuzeid MUSTAFAMinisterTel/Fax: (249-11) 77 33 26/77 98 88/77 6030H.E. Mr ABO-El Munem HASSANAmbassadorSudan Embassy in Oar es Salaam

Mr Ibrahim Suliman EL-DASISCoordinator for EFA & D.G PlanningTel/Fax: (249-11) 78 67 86/77 98 88/77 6030

SWAZILANDSenator, John P. CARMICHAELMinister of EducationP.O. Box 39 MbabaneTel: (268) 404 3308

Mr Jabulani G. KUNENEPrincipal SecretaryMinistry of EducationP.O. Box 39 MbabaneTel/Fax: (268) 404 2496/404 3880

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Ms. Dorothy L1TILERSecretary-General National CommissionBox 39 MbabaneTel: (268) 404 2129Fax: (268) 404 5448Email: dlunesco@afrjcaonlline.co.sz

Ms Thulisile DLADLAAdult Literacy & Basic Education ProviderP.O. Box 64 MbabaneTel/Fax: (268) 404 2729Email: motsa.thuli@swazLet

Mr Israel SIMELANEChief Inspector Primary EducationBox 39 MbabaneTel: (268) 404 6066Fax: (268) 404 3880Email: isrelsimelane@realnet.co.sz

TCHAD/CHADSEM. Mandigui YOKABDJfMMinistre de I'education nationaleB.P. 743 NdjamenaTel: (235) 51 9353Fax: (235) 51 45 12Email: yok@intnettd

M. Abderamane KOKOSecretaire executif du CONEFEBP. 777 NdjamenaTef/Fax: (235) 52 31 76

M. Moussa WAYORSecretaire permanent de I'education pourtous - EPTMinistere de I'education nationaleB.P. 743 NdjamenaTel: (235) 51 4031Mob. : (235) 29 46 41Fax: (235) 51 45 12/523976

TUNISIEHE M. Zouhe'ir ALLAGUIAmbassadeur de la Tunisie aupres de laRepublique Unie de TanzanieP.O. Box 100069Addis AbebaTel: (251-1) 621840/41Fax: (251-1) 61 4568E-mail: embassy.tunisia@telecom.net.et

Mme Fatma TARHOUNISecretaire generale de la Commissionnationale tunisienne pour I'UNESCOTel: (216-71) 32 08 38/32 82 92/32 34 36Fax: (216-71) 321014Email: fatma.tarhouni@minedu.edunettn

ZAMBIEIZAMBIAH.E. Mr Andrew MULENGAMinister of EducationP.O. Box 50093 LusakaTel: (260-1) 253502

Mr Yoman MWAUSAEducationTel: (260-1) 224 975

Mr Henry M. KABIKAHigh CommissionerP.O. Box 2525Tel: (260-1) 212 529

ZIMBABWEH.E. Dr Swithun MOMBESHORAMinister of Higher and Tertiary EducationP.O. Box UA 275 Union Av HarareTel.lFax: (263-4) 796 441

H.E. M. Aeneas Soko CHIGWEDEREMinister of Education, Sport and CultureP.O. Box CY 121 Canseway, HarareTel/fax: (263-4) 797 110

Dr Washington MBIZVOPermanent Secretary, Higher and TertiaryEducationP.O. Box UA 275 Union Av. HarareTel/Fax: (263-4) 796 441

Mr Celestino Grey CHIVANDADirector - Manpower Planning andDevelopmentMinistry of Higher and Tertiary EducationP.O. Box UA 275 Union Av. HarareTel/fax: (263-4) 796441

Mr Thomas MACHINGAIDZERegional Director (Education)P.O. Box 328 ChinhoyiTel/Fax: (263-6) 723 019Email: tmachingaidze@yahoo.fr.co.uk

Mr Moses KATSANDE

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Officer (Assistant to Minister)Ministry of Higher and TertiaryP.O. Box 295 HarareTel/fax: (263-4) 790614

ETATS NON-MEMBRESNON-MEMBER STATES

Holy see ISaint siegeS. E. Mgr Luigi PEZZUTOApostolic Nuncio - Vatican AmbassadorP.O. Box 480 Dar es SalaamTel: (255-22) 2666422

Prof. Donatus KOMBAApostolic Nunciature ExpertP.O. Box 480 Dar es SalaamTel: (255-22) 266 6422

Prof. George A. MALEKELAApostolic Nunciature ExpertP.O. Sox: 480 Dar es SalaamTel: (256-22) 266 6422

BRESIUBRAZILMr Cristovam BUARQUESenatorEmai!: cristovambuarque@·..:Ql.com.bz

Mr Mabel BARRETO DA BOUZAProgramme OfficerBrazilian Cooperation Agency- ABCTel: (258-6) 492987Email: mabelbranco@hotmail.cQm

FRANCEM. Paul COUSTEREChef du Bureau des enseignements scolairesMinistere des affaires etrangeresTel: (331) 53 69 34 96Email: paul.coustere@diplomatic.fr

M. Arnaud DORNONAttache d'educationAmbassade de FranceP.O. Box 2349 Oar es SalaamTel: (255-22) 266 6021Email: arnaud.dornon@diplomatic.fr

JAPONMr. Hiroki FUKUMOTOCultural AttacM

Embassy of Japan in TanzaniaTel: (255-22) 211 5827Fax: (255-22) 211 5830P.O. Box 2577 Dar es Salaam

SYSTEME DES NATIONS UNIES

Food and Agriculture Organization of theUnited Nations (FAO)Mr Pierre GENCERepresentativeP.O. Box 2 Dar es Salaam

International Labour Organization (ILO)Mr AIi IBRAHIMDirector ILO for East AfricaP.O. Box 9212 Dar es SalaamTel: 0794400077Email: a/ibrahim@i/o.org

Mr William MALLYAILO (lPEC) Child Labour ProgrammeP.O. Box 9212 Dar es SalaamTel: (255-22) 212 6821Email: mallya@ilodar.tz

UNAIDSMr Peter PlOTExecutive Director20 Av Appta -1211 GenevaSwitzerlandTel; +41 22791 4722Email: piotp@unaids.org

Ms Marie Odile EMONDAssistant Executive DirectorGeneva, SwitzerlandTel: +41 22791 4722Email: emondm@unaids.org

Ms Gillian HOLMESChief - Programme DevelopmentTel: +41 22791 4644Email: holmesg@unaids.org

United Nations Development Programme(UNDP)Mr John HENDRAUNDP Resident RepresentativeTanzaniaTel: (255-22) 211 2799

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United Nations Environment Programme(UNEP)Ms Prof Akpezi OGBUIGWEHead Environmental Education Training UnitDEPI/UNEPP.O. Box 4707400100 NairobiTel: (254-2) 62 33 81Fax: (254-2) 62 39 17Email: akpezLogbuigwe@unep.org

United Nations Economic Commission forAfrica UN-ECAMr Kasirim NWUKESenior Economic Affairs OfficerEconomic and Social Policy DivisionP.O. Box 3005 Addis Ababa, EthiopiaTel: (251-1) 44 3375Fax: (251-1) 51 0389Email: knwuke@uneca.orgtchandu@yahoo.com

Mr Joseph NGUEconomic Affairs OfficerP. O. Box 3005Addis Ababa, EthiopiaTel: (251-1) 44 34 02Fax: (251-1) 514416Email: jngu @uneca.org

UNFPAMr Teferi SEYOUMUNFPA RepresentativeP. O. Box 9182 Dar es SalaamTel: (255-22) 2132002/3Email: teferi.seyoum@undp.org

Mr Thor OFTEDALDeputy RepresentativeUNFPA Dar es SalaamTel: 074 830 6617Email: thor.oftedal@undp.org

United Nations Children's Fund (UNICEF)Ms Carol BELLAMYExecutive Director3 UN Plaza UNICEF HouseNY NY 10017Tel: 1 2123267000

Ms Rima SALAHRegional Director

UNICEF Regional OfficelWest and CentralAfricaCote d'lvoireEmail: rsalah@unicef.org

Ms Dina CRAISSATIRegional Advisor EducationUNICEF Regional OfficelWest and CentralAfricaCote d'lvoireEmail: dcraissati@unicef.org

Mr Bjorn LJUNGQVISTResident RepresentativeP. O. Box 4076 Oar es SalaamTel: (255-22) 215 0811/15

Ms Changu MANNATHOKORegional Education AdviserUNICEF Eastern and Southern Africa RegionUNICEF-ESARO, UN gigiriP.O. Box 44145 NairobiTel: (254-2) 6221 99Email: cmannathoko@unicef.org

Ms Rozanne CHORLTONCo-ordinator Basic EducationBELSA ProgrammeP.O. Box 4076 Oar es SalaamTel: (255-22) 215 0811Fax: (255-22) 215 1603Email: rchorlton@unicef.org

Or Stella KAABWEEducation project officer - TZP.O. Box 4076 Oar es SalaamTel: (255-22) 215 0811/5Email: skaabwe@unicef.org

World Health Organization/OrganisationMondiale de la Sante (WHO/OMS)Mr William M. MNTENGAProgramme OfficerP. O. Box 9292 Oar es SalaamTel: (255-22) 2111718/0741410173Email: mntenga@who.or.tz

Mr Akpa Raphael GBARYRegional Adviser, Human Resources forHealthCite du Djoue B.P. 6Brazzaville, CongoTel: (242) 83 92 84

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Fax: 1 321 95 39511Email: gbarya@afro.who.int

Mr Wedson MWAMBAZIWHO Representative TanzaniaTel: (255-22) 211 1718Email: mwambazi@who.or.tzwrtan@who.or.tz

INTER GOVERNMENTALORGANIZATIONS/ORGANISATIONSINTERGOUVERNEMENTALES

Academie 'Africaine des Langues(ACALAN)M. Adama SAMASSEKOUPresident ACALAN, Ancien Ministre deI'educationMaliTel: (223) 223 84 47Fax: (223) 223 84 50Email: acalan@malinet.ml

African Development Bank (ADB)Ms Zeinab EL BAKRIDirector Social Development DepartmentP.O. Box 316 Abidjan, Cote d'lvoireTel: (225) 20 20 40 60Email: z.elbakri@afdb.org

Mr Baboucarr SARRChief Education AnalystEducation DivisionSocial Development Department North,South, East Region BADB.P. 316 Abijdan

Tel: (225) 2020 49 28Fax: (225) 20 20 53 95Email: B.Sarr@afdb.org

African Union/Union Africaine (AUlUA)Mr Marcel DIOUFHead of Education and CultureP.O. Box 3243 Addis AbabaTel: (251-1) 51 77 00Fax: (251-1) 51 1203Email: marceldiouf@hotmail.com

Agence Intergouvernementale de laFrancophonieMme Annick D'ALMEIDA-AGBOJANChargee de programme (Education de base)13, quai Andre citroen 75015 Paris

Tel: (331) 44 373222Fax: (331) 44 37 33 34Email: almeidaa@francophonie.org

Commonwealth Education Fund, AdvisorMs Nguyah Shaku FEESECommonwealth Education Fund AdvisorP. O. box 1890 WUSE AbujaNigeriaTel: (234-9) 413 09 86Email: nuyanf@actionaidnigeria.org

Commonwealth of LearningMr Gajaraj DHANARAJANPresident600·1285 W. Broadway,Vancouver, BC CanadaTel/Fax: + 1 6047758200Email: gdhan@col.org

Mr Vis NAIDOOEducationSuite 600, 1285 W. Broadway,VancouverV61388Tel: +1 6047798200Fax: +1 6047758210Email: vnaidoo@col.org

Commonwealth SecretariatMs Nancy SPENCEDirector, Social Transformation Prog.DivisionMarlborough House Pall Mall LondonSw 1Y 5HXTel: 44 (0) 207 747 6460Fax: 44 (0) 207 9301647Email: n.spence@commonwealth.int

Dr Henry L. KALUBATel: 44 (0) 207 747-6276h.kaluba@commonwealth.int

Ms Amina OSMANSenior Program OfficerTel: 44 (0) 207 747 6553Email: a.osman@commonwealth.int

CONFEMENMs Adiza MAILELESecretaire generaleB.P. 3220 DakarSenegalTel: (221) 821 6028

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Fax: (221) 821 32 26Email: confemen@sonoctel.senet.net

ECOWASMr William AWINADOR-KANYIRIGEDirector of CabinetOffice of the Executive SecretaryEcowas SecretariatPMB 401 Asokoro DistrictAbujaTel: (234-9) 314 76 42Fax: (234-9) 3147662Email: awinador@hotmail.com

Mr Mamadou GUEYEa.g. Director of Human DevelopmentP.O. Box 401 Abuja, NigeriaTel: (234-9) 314 76 35Fax: (234-9) 314 30 05/76 46Email: mgueye@ecowasmail.net

ICBCM. Vincent NICODDelegueP. O. Box 73226 NairobiTel: (254-2) 27 23 93/4/5/6Email: Unicod.mail@icrc.org

International Committee of the RedCrosslComite International de la CroixRouge (ICRC/CICR)Mr Rene KOSIRNIKHead Education and Behaviour UnitCommunication DepartmentICRC, Geneva SwitzerlandTel: +41 22 7302769/+41 22 734 6001Fax: +41 22 733 2057Email: rkosirnik.gva@icrc.org

Mr Carlo VON FLOEHead of ICRC Mission to the African UnionP.O. Box 5701Addis Ababa, EthiopiaTel: (251-1) 50 39 11Fax: (251-1) 51 31 73Email: addis oua.ado@icrc.org

Mr Vincent NICODHead of the Regional DelegationP.O. Box 73226Nairobi, KenyaTel: (254-2)72 39 63/4/5/Fax: (254-2) 71 55 98

Email: unicQd.nai@icrc.org

International Monetary Fund (IMF)MrAIi ABDIResident RepresentativeTel: (255-22) 211 3971/211 5880

NEPAD SecretariatMr Abderrahmane MEROUANECoordinator for Human ResourcesDevelopmentNepad SecretariatMidrand Halfway House RSAJohannesburgTel: (27-11) 3133353Fax: (27-11) 3133450Email: amrn_2001@yahoo.fr

Panafrican Institute of Education forDevelopmentllnstitut Panafricain del'Education pour le Developpement(IPED/PIED)Or Amadou Hamady DIOPSecretaire executif49, Avenue de la JusticeKinshasa I, B.P. 1764Republique Democratique du CongoTel (Mobile) : (243) 780 31 48/982711 70Email: baseedu@hotmail.com;Adiop51 @yahoo.com

Ms Evelyne I. FaYExecutive DirectorIPED-CEGEP International500 Cremazie Est.Montreal, QC, Canada, HZP, E7Tel: (1) 514 381 8631Email: efoy@FEDECEGEPS.QC.CA

World BankMr Birger FREDRIKSENSenior Education Advisor1818 H. Street, Washington DC, USATel: 1 2024735033/2024732900Email: frederiksen@worldbank.org

Or Rest LASWAYEducation SpecialistP. O. Box 2054 Oar es SalaamTel: (255-22) 211 4575Email: rlasway@worldbank.org

Mr Jamil SALMI

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1818 M Street,Washington DC 20433Tel: 1 202 473 3445Email: jsalmi@worldbank.org

Mr Philip HAYAdviserEmail: phay@worldbank.org

Mr Michael MAMBOEducation SpecialistP. O. box 30557 LilongweMalawiTel: (265-1) 770 611Email: mmambo@worldbank.org

NON·GOVERNEMENTALORGANIZATIONSIORGANISATIONS NONGOUVERNEMENTALES

ACTIONAID/ANCEFAMr Charles ABANICountry Director, NigeriaTel: (234-9) 413 0986nEmail: charles@actionaidnigerial.org

ACTIONAID/Mozambique EducationNetwork Steering CommitteeMs Marta CUMBIChairAv. Eduardo Mondlane1170, Maputo, MozambiqueTel: (258-1) 43 04 30/1Fax: (258-1) 42 25 95Email: mcumbi@fdc.org.mz

Mr Roberto LUISR. Comandante Augusto Cardoso 327,Maputo, MozambiqueTel: (258) 82 86 84 68Fax: (258-1) 31 4306Email: robertol@actionaidmozambique.org

ADEAMr Mamadou NDOYESecretaire Executif7-9 rue Eugene-Delacroix 75116Paris, FranceTel: (331) 45 03 77 57Fax: (331) 45 03 39 65Email: m.ndoye@iiep.unesco.org

Mr Hamidou BOUKARY

Senior Program Officer7-9 rue Eug£me-Oelacroix 75116Paris, FranceTel: (331) 45 03 77 57Fax: (331) 45 03 39 65Email: e.boukary@iiep.unesco.org

Mme Catherine ECOLlCETConsultant7-9 rue Eugeme-Oelacroix, 75116 ParisFranceTel: (331) 45 03 77 57Fax: (331) 45 03 39 65Email: cecolivet@hotmail.com

African National Campaign Educationfor AllProf Dominic K. AGYEMANConsultant to Ghana National EducationCampaign Coalition (GNECC)c/o GAPVOOUniversity of Cape Coast/GhanaTel (Mobile) : (233-24) 333248Tel/Fax: (233-24) 233 802Email: popucc@ghana.com

African Association for Guidance &Counselling (AAGC)Mr Dan-Sush SHUSUMANE335 S. Atlantic AvePittsburghPA 15224 USATel: +1 412441 4105Fax: +1 412441 4105Email: Oanbushnet@yahoo.com

ANCEFAlPLANMs Leoncia SALAKANALearning Adviser, Plan Internationalp.a. Sox 3515 Oar es SalaamTanzaniaTel: (255-22) 215 2924/5Email: leoncia.salakana@plan­internationa.org

ANCEFA SenegalMr Gorgui SOWRegional CoordinatorS.P. 3007 Oakar YoffTel: (221) 8242244Fax: (221) 824 1363Email: ancefa@sentoo.on

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APNET Aeseau des Editeurs AfricainsM. Aliou SowPresidentEdition GanndalS.P. 542 Conakry, GuineeTel/fax: (224) 463507Email: ganndal@mirinet.net.gn

ATD Quart Monde - En TanzanieMr Andrew HAYESRepresentativep.a. Sox 61786Oar es SalaamTel: (255-22)276 1170 or 0748 347211Email: andwh3@yahoo.co.uk

Botswana High CommissionMr O.M. MOREMIHigh Commissionerp.a. Sox 31910Lusaka, ZambiaTel: (260-1) 250 555

CAEB/AONGEB-BeninMr Paul H LOKOOirecteur Executif01 S.P. 1484 Porto-NovoSeninTel: (229) 21 38 60Fax: (229) 21 2747Email: caeb@leland

Civil Society Movement of Liberia (CSML)Mr Philip-Joe SAAExecutive Director/Spokespersonp.a. Sox 3148Monrovia, LiberiaTel: (231) 512 917 (cell)Email: saaphilipjoe@yahoo.com

Civilsocietylib2002@yahoo.com

CCAlONG- MaliMr Mahamane BOURYS.P. 3132 BamakoE 3216 Bamako, MaliTel: (223) 673 71 59Fax: (223) 222 1439Email: asg@afribone.net.ml

cca@ afribone.net.ml

CCEB/BF- Burkina FasoMr Christophe ZOUNGRANA

Executive Secretary01 B.P. 642 Ouagadougou 01Tel: (226) 36 41 19Fax: (226)36 41 21Email: cceb.bf@fasonet.bf

Centre International pour L'education desFilles et des Femmes en Afrique (CIEFFA)Ms Aminata Elisabeth OUEDRAOGOCoordonnatrice du CIEFFAOlB.P. 1318 Ouagadougou 01Burkina FasoTel: (226) 33 58 51Email: cieffa@cieffa.snu.lfEmaricange@hotmail.com

Christian Children's Fund KenyaMr Dismas OBUBAp.a. Box 14038 NairobiKenyaTel: (254-2) 4 44 48 90/3Fax: (254-2) 4 44 44 26Email: dismuso@ccfkenya.org

Coalition For Quality Basic EducationMr McBilly NG'OMBECoordinatorPrivate Bag 11 Lilongwe, MalawiTel: (265) 727006Email: tum@stnp.or.m.w.

CSO Coalition in MalawiMr Bernard N. M. MANDAPresidentTeachers Union of MalawiP/B 11, Lilongwe MalawiTel: (265) 727 006Fax: 088 422 016Email: tum@sn&p.org.mw

CSACEFAMs Ify OFONGFacilitating Committee MemberMof 461, Kumasi, Crescent, Off Amina Kano,Wuse 2, Abuja, NigeriaTel: (234-9) 413 78 33/080 4212 89 03Fax: (234-9) 42 25 97 13Email: widenig@infoweb.abs.net;csacefe@hotmail.com

MrTom MATIMAKI MAIYASHIModerator15th 'Gobarau SU.

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p.a. Box 442 Kaduna, NigeriaTel: (234-9) 413 7833Fax: 0803 349 46 88Email: csacefa@hotmail.com

Education Internatlonal/lnternationale deI'EducationMr Samuel NGOUA NGOURegional CoordinatorB.P. 14058 Lome, TogoTel: (228) 221 2841Fax: (228) 221 28 48

Mr Abdulwahed Omar IBRAHIMTel/Fax: 09 882 21 07Email: nut@beta-Iinkserve.com

Ms Frederique BONICoordinator, Advocacy5 Blud du Roi Albert 11 1210 BXl,BelgiumTel: (32-2) 224 06 11Fax: (32-2) 224 06 06Email: frederiQue.boni@ei-ie.org

Mr Theodore Kabiri NWACHUKWUSecretary General Nigeria Union of Teachersp.a. Box 516 CRARKI Abuja, NigeriaTel: (234-9) 8822107Email: nut@beta.linkserve.com

Mr Emanuel FATOMA5 Bid du Roi Albert 11, 1210 BrusselsTel: (32-2) 224 06 11Fax: (32-2) 224 06 11Email: headoffice@ie-ie.org

EFA Network Coalition - GambiaMs Adelaide SOSSEH-GAYEChairpersonGarba Jahumpa RoadBakau New TownGambiaTel: (220) 496 990/496 666Email: worldview@gamtel.gm

Mr Matarr Suraa BALDEHSecretary & coordinatorTel: (220) 371 804Fax: (220) 224 652Email: msbaldeh@crsgm.org

Elimu Yetu Coalition - KenyaMr Andiwo OBONDOHCoordinator - EFA CampaignP.O. Box 4281400100 NairobiTel: (254-2) 4440440Fax: (254-2) 44 45 843Email: elimuyetu @actionaidkenya.org

FAWEMs Alice TIENDREBEOGOVice President01 B.P. 581 OuagadougouBurkina FasoTel: (226) 36 62 68Email: afed@cenatum.bf

Ms Lornah MURAGECommunications ManagerP.O. Box 53168 NairobiTel: (254-2) 573351Fax: (254-2) 57 41 50Email: fawe@fawe.org

Ms Ruth KAVUMAP. O. Box 7178 KampalaTel: (256-41) 25 87 25Email: Mkavuma@parlianet.go.ng

Ms Elizabeth YONAP.O. Box 63319 Oar es SalaamTel: (255-22) 276 1737

Mme Yvonne MATUTURUCadre d'appui au Ministere charge de lamobilisation pour la paix et la reconciliationnationale, membre du comite de FAWEBurundiB.P. 1555 BUjumbura, BurundiTel: (257) 246 837Fax: (257) 229 898Email: yvonnematuturu@yahoo.fr

Federation Africaine des Associations deParents d'Eleves et d'Etudiants (FAPE)M. Martin ITOUAPresidentB.P. 1113 Brazzaville, CongoTel: (242) 81 01 02Email: fapebzv@yahoo.fr

Forum For Education In UgandaMr Frederick MWESIGYE

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National CoordinatorC/o World Learning Inc.Box 7009 KampalaTel: (256-41) 51 01 54Email: fenu@oneznetmail.co.ug

Functional Illiteracy Research andEducation Inc.Ms Fenna E BACCHUSChief Executive Officer544 Walnut StreetAltamonte Springs,Florida 32714-2329 USATel/Fax: (407) 7746542/4840292Email: fennabacchus@cfl.rr.com

Ghana National Education CampaignCoalitionMr Alfred Kofi APPIAHProgramme Manager Ghana NationalEducation Campaign CoalitionP.O. Box MT 102 Accra NewtownTel: (233-21) 254 681Email: gnecc@hayoo.com

Guidance, Counseling &YouthDevelopment Centre for African MalawiProfessor Davison MUNODAWAFAP.O. Box 3005 Lilongwe 3MalawiTel: (265) 1 759 026Emai/: gcydca@liccom.net

INRAPMr A. Mahmoudu DIALLODirector GenerallnstitutB.P. 841 ConakryTel: (224) 21 2650 (cell)

(224) 462501 (B)Fax: (224) 41 3441Mail: mahmoudoudiallo@yahoo.com

International Educational Working Group(ACTIONAID)Mr Abimbola AKINYEMIPlot 461 KUMASI CrescentAbuja, NigeriaTel: (234-9) 413 0986/7Email: bimbolaa@actionaidnigeria.org

International Federation of LibraryAssociations (IFLA)Ms Kay RASEROKA

President-ElectThe LibraryPrivate Bag 00390 University P.P.GaboroneTel: (267) 355 2620Fax: (267) 357 291Email: RASEROKA@MOPIPI.UB

International Fourth World MovementMr Nicolas TWEEHUYSENCoordinatorP.O. Box 61736 Oar es SaalamTel: 07408407520Email: nielegwee@yahoo.com

International Union of Architects (UIA)Mr Kaisi KALAMBOMember President, Architects Association ofTanzaniaP. O. Box 8275 Oar es SalaamTanzaniaTel: (255-22) 211 3965Fax: (255-22) 212 1899Email: l<kklandplan@twiga.com

Kenya (Knut)Mr Lawrence MAJALP.O. Box 30407 NairobiTel: (254-2) 220 387

Kinnapa Development ProgrammeMr Supeet MSEYAP.O. box 36 Kibaya/KitetoArushaTel: 0272552171

Literacy and Adult Basic Education(LABE)Mr Patrick Delba KIIRYADirector of National Literacy OrganisationP. O. Box 16176 KampalaUgandaTel: (256-41) 5321 16/ (256-77) 6441 97Fax: (256-41) 53 48 64Email: Labe@africaonline.co.ug

Literacy Coordinator for NGOMr Cyrus KABUGWA MURAGECoordinatorP.O. Box 4445600100 Nairobi, KenyaTel: (254-2) 71 0920Fax ': (254-2) 71 08 11

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Email: Cyrus Murage@wycliffe.org

NAMIBIAlNIEDMs Angelika TJOUTUKULanguage DevelopmentPrivate Bag 2034 OkahandjaTel/Fax: (264-62) 502613Email: atjoutuku@nied.ed.na

National Museum of TanzaniaOr Teny TOPALlANProf. Marine ScientistP. O. Box 511 Dar es SalaamEmail: Uopalian@worldnet.att.net

NCDC KyambogoMr Emmanuel J.B. KIGONGO-MUSIIGECurriculum DevelopmentP.O. Box 7002Kampala, UgandaTel: (256-41) 284459Fax: (256-41) 28 61 70Email: ncdc@uol.co.ug

Nigeria Educational Research andDevelopment Council (NERDC)Prof. Ebele MADUEWESIExecutive SecretaryNERDC, ShedaLokoja-Kaduna RD PMB 91Garki, Abuja, NigeriaTel: (234-9) 882 22 02Fax: (234-9) 88 10 47

Niger REPTNIMs Halima F. MASSALATCHISecretary GeneralB.P. 708 Niamey, NigerTel: (227) 75 50 44Email: reptni@yahoo.com

Ms Bibata ADUMOUTresoriere generale/REPTNIB.P.708 Niamey NigerEmail: reptni@yahoo.com

Nshimizi Training Institute of SocialDevelopmentMr Anthonie EMIRUTraining InstituteP.O. Box 149 Mpigi, UgandaTel: (256-77) 41 8722Fax: (256-41) 71 00 46

Emaif : Emiru2002002@yahoo.com

Observatoire Education de Base dansl'Espace CEDEAO (OEB/CEDEAO)M. Abdoulkadri ZEINOURepresentant OES CEDEAOS.P. 6049 Samako, MaliTal : (223) 29 40 84Fax: (223) 291653Email: oeb-cedeao@cefib.com

Open University of TanzaniaMr Geoffrey MMARIVice ChancellorP.O. Sox 23409 Dar es SalaamTel: (255-22) 266 8445Email: vc@raho.com

OVODECMr Abduf AZIZ DIALLOTresorierS.P. 3078 Conakry, GuineeTel: (224) 254342Email: OVODEC@yahoo.fr

PlanMr Wiseman NGWATARegional Education AdviserSuite 276, Private Sag X15Menlo Park 0102South AfricaTel: (27-12) 343 3715Email: wiseman.ngwata@plan­international.org

Mr David MUTHUNGUP.O. Sox 25196Nairobi, KenyaTel: (254-2) 5771 32Email: david.muthungu@Plan­International.org

Ms Fadimata ALAINCHARRegional Learning AdviserS.P. 21121 Dakar Ponty, SenegalTel: (221) 860 25 85Fax: (221) 860 29 51Email: falainchar@hotmail.com

Ms Leoncia SALAKANALearning AdvisorTel: (255-22) 215 2924/25

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Email: leoncia.salakana @plan­international.org

Reseau Education pour tous AfriqueCentrale (REPTAC)Mme Sarah KALA LOSE-KOUTACoordinatrice nationale du REPTACS.P. 4295 Douala, CamerounTel: (237) 343 2514Fax: (237) 343 25 14/343 15 34/343 46 33

REPTOMr Yao Raymond AFANTCHAOSecretary GeneralSIC Guichet ANCEFAS.P. 20225 Lome, TogoEmaif : r afantch@hotmail.com

cuhp@voila.fr

ROASEN/EPTMs Then3Se KEITA MAl MANGAPresident du ReseauS.P. 10798 Niamey, NigerTel: (227) 722013/724498Fax: (227) 740646ofdsaa@ intnet.ne/t.keita@voila.fr

Save The Children AllianceMs Warve Mary Rose KARIUKIRegional Education AdviserSave the Children U.K.East and Central Africa RegionP.O. Sox 39664 NairobiTel: (254-2) 5709 18Fax: (254-2) 57 67 60Email: w.kariuki@scuk.or.ke

SNEAB Burkina FasoMr Donatien YAMEOGOSecretaire GeneralS.P. 01 Ouagadougou 553Surkina FasoTel: (266) 31 6055Email: SNEAS@cenatrin

South Africa Global Campaign forEducationMr Solly MASUSELAP.O. Sox 6401, Johannesburg 2000South AfricaTel: (27-11) 334 4830Fax: (27-11) 334 4836/8Email: sylvia@sadtu.org.za

Southern Africa Consortium forMonitoring Educational Quality (SACMEQ)Mr Saul MURIMBADirectorSACMEQP. a. Box HG 435 HighlandsHarare, ZimbabweTel: (263-4) 332 222/334 425Fax: (263-4) 332 344Email: smurimba@unesco.co.zw

Ms Margaret Muttie KEITHEILEResearcher, Ministry of EducationPrivate Bag 005Gaborone, BotswanaTel: (267) 3655408Email: mkeitheile@gov.bw

Syndicat National des Enseignants duNiger (SNEN)Mr Kassoum ISSASecretaire general du SNENB.P 576 Niamey, NigerTel: (227) ?4 20 73Fax: (227) 74 28 55Email: ikassoum@caramail.com

TACOSODEMs Theofrida KAPINGAExecutive Secretaryp.a. Box 63196 Oar es SalaamTel: (255-22) 276 0166Fax: (255-22) 276 0170Email: tacosode@africaonline.co.tz

Tanzania ECD NetworkMs Elle HUGESECO Special Session with AOEASecretariatp.a. Box 11245 Oar es SalaamTanzaniaTel: (255-22) 215 0322Email: amanichild@cats-net.com

World Space (Kenya) (Private Sector)Mr Levy P. MElTAMERBusiness Executivep.a. Box 43305 Nairobi, KenyaEmail: meitamer@worldspace.com

Mr Ahmed KASSAMGeneral Manager

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p.a. Box 412 466 Johannesburg 2024Tel/Fax: (27-11) 449 4000Email: akassam@worldspace.com

Mr Clive CGEREOASoutien Supportp.a. Box 464 Pinegouwerie 2123JohannesburgTel/Fax: (27-11) 4494000Email: cgereda@email.com

World Confederation of Teachers (WCT)Mr Eliam M. BIYELAPresident of NAPTaSA & Representativep.a. Box 716 Empamgeni 3880South AfricaTel/Fax: (27-35) 7923153Email: biyela@nahu.co.za

Zambia National Education CoalitionMs Jennifer CHIWELAp.a. Box 33709 Lusaka, ZambiaTel: (260-1) 231 201Cell : 097 784 948Email: paf@zamnet.zm

Mr Patrick MaaYAAlNational Chairmanp.a. Box 31914 LusakaZambiaTel: (260-1) 231 439

Mr Philemon MWANACHINGWALAp.a. Box 31914 Lusaka, ZambiaTel: (260-1) 231 439

Zambia High CommissionMr Henry M. KABIKAHigh Commissionerp.a. Box 2525 Oar es SalaamTanzaniaTel: (255-22) 212 5529

OBSERVATEURS/OBSERVERS

East African Legislative AssemblyMs Kate KAMBAMemberP.O. Box 8508Dar es Salaam, TanzaniaTel: 0741252544 (cell)Email: kate@raha.com

Independent ConsultantMr Raogo Antoine SAWADOGOB.P. 13373, Ouagadougou 10Tel: (226) 385751Email: raogoantoine@yahoo.com

National Assembly of TanzaniaDr Teny TOPALlANProfessor/marine ScientistP.O. Box 511 Dar es SalaamTanzaniaEmail: Uopalian@worldnet.att.net

Somerset EducationalMr Barry MOCKEManaging DirectorP.O. Box 1071Rivonia, Johanesburg 2128Tel: (27) 42 243 2030Email: bmocke@ibLco.za

World SpaceMs Anitha SONIHead of AfricaP.O. Box 412466 CraghallSouth AfricaTel: (27-11) 4494000

Mr Noah SAMARAChairman2400 N Street Washington DCUSATel: 1 202-9696000

Mr Clive GERADASolutions SupportP.O. Box 464Pinegouwrie 2123, JohanesburgTel: (27-11) 449 4000Email: cgerada@email.com

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University of Oar Es SalaamMs Joyce NDALlCHAKOSenior LecturerP.O. Box 35048 Dar es SalaamEmail: jndali@uccmail.co.tz

LIST OF PARTICIPANTS FROM HEADQUARTERS AND FIELD OFFICESL1STE DES PARTICIPANTS DU SIEGE ET HORS SIEGE

HEADQUARTERSDirector generalMr Koi"chiro Matsuura

Assistant Director-General for Educationand Representative of Director GeneralMr John Daniel

Assistant Director GeneralAFRMr Noureini Tidjani Serpos

Deputy Assistant Director­General for EducationMs Aicha Bah Diallo

BPIMr Michel BartonMs Sue WilliamsMs Jasmina Sopova

CLOMr Mourad BoularesMs Steve HewittMS.Daniele VallinMr Thomas AverittMs Nirmaloe SathiyarajanMS.Elisabeth DialloMr Fitzum GhebreMr Mokhtar AbidiMr Mohamed Salah El Din

CLD/ Field OfficesMr Lucas AmuriMr Noel De SouzaMr Lewis T MoutouMr Martyn SwainMr Emmanuel PetrosMs Lea OuedraogoMr Malick SyMr Serigne Diagne

ODGMr Richmond MarkMr Julius Banda

ED/BASMs Claudia HarveyMr Ibrahima Bah LalyaMs Jennifer Dajczman

EDIBAS/L1TMs Shigeru AoyagiMs Claire Mollard

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ED/BAS/PEMs Winsome Gordon

ED/EPSMr Kishore SinghMr Kacem BensalahMr Gwang-Chol Chang

ED/HEDMr Lucio Sia

ED/PEQMr Edouard Matoko

EO/EO/SDIMs Sonia Fernandez LauroMr Bertrand Ambry

ERCMs Fatoumata Marega

DFUMr Hilaire Mputu

SCMr Alexander Pokrovsky

FIELD OFFICES

UNESCO DakarMr Armoogum ParsuramenMs Agnes Beynis GumiraMs Lieke Berghauser-PontMr Mathieu BrossardMs Diarata CoulibalyMr Aime DamibaMr Joseph De LaleuMs Marie DorleansMs Ursule FranciscoMs Zeynabou GueyeMs Eva IversenMs Chantal KameniMs Ndeye Maguatte DioufMs Asha KhanwarMr Gora NdiayeMr Babatunde OlayodeMr Nicolas ReugeMs Oumy SarrMs Selva SantiMr Cherif SeyeMr Benoit SossouMs Martina Simeti

Consultant Unesco OakarProf. Peter Herold

Unesco AccraMr Boubacar Camara

Unesco AbujaMr Hubert CharlesMs Fagbulu Iyabo

UNESCO Addis AbabaMr Mamady CondeMr Abdoul Wahab Coulibaly

UNESCO BamakoMrs Elisabeth MoundoMrYdo Yao

UNESCO Brazzaville/KinshasaMr Ernst Fassbender

UNESCO BrazilMr Fabio Eon

UNESCO Oar-es-SalaamMr Cheikh SyMs Moji OkuribidoMs Catheen SekwaoMs Consolata MkobaMr Peter Mayeye

Unesco HarareMr Juma ShabaniMr Tirso Dos SantosMr Richard Hodzi

UNESCO MaputoMr Lupwishi MbuyambaMs Zulmira RodriguesMr Noel Chicuecue

Unesco Nairobi and PEERMr Paul VittaMs Susan NkinyangiMr Mudiappasamy DevadossMr John EkajuMs Jane Mutisya

UNESCO WindhoekMs Aune Naanda

UNESCO YaoundeMr Paul Mpayimana

INSTITUTS

IBE(Geneve)

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Ms Cecilia BraslavskyMr Pierre Luisoni

IICBA (Addis Ababa)Ms Fay ChungMr Atsushi MatashiMr Kifle AtiawMr Eddah Gachukia

IIPE (Paris)Mr Gudmund HernesMr A. DraxlerMr David Clarke

IUE (Hambourg)Mr Adama OuaneMs Madhu SinghMr Marc-Laurent Hazoume

IUS (Montreal)Ms Denise LievesleyMr Simon EllisMr Claude Akpabie

Programme SISEO-AOCNESIS-WCA ProgrammeMr Bernard Audinos