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Regional Office of Education in Africa

- BREDA-

STUDY REPORT

Gaspard Onokoko Onosal Consultant….

EDUCATIONAL POLICY ANALYSIS AND TRAINING CURRICULA OF EDUCATION FOR PEACE AND RISK REDUCTION OF CONFLICTS AND DISASTERS IN TEN WEST AFRICAN COUNTRIES

Dakar, August 2012

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THANKS Our thanks go to all associations, NGOs, institutions and resource persons who have been willing to take part in this study, organized by UNESCO / BREDA. We also express our gratitude to the entire team of the section Education for peace, sustainable development and contemporary issues that played a leading role in carrying out the study on the analysis of national education policies of education for peace and conflicts and disasters risks reduction in ten (10) countries in West Africa. Our thanks especially go to Mr. Yao Ydo, Chief of the section Education for peace, sustainable development and contemporary issues who coordinated this study and provided constructive advice with great serenity and devotion . We are also grateful to our friends and to people who have agreed to read this report and provided us with suggestions and valuable comments: They are Kaba Diakhaté (Inspector of Education), Ousmane Fall (Inspector-Trainer of the FASTEF), Moussa Fall (Professor at UCAD), Aly Sagna, Catalina Ferrer, Azzedine Salah Mohamed, UTE Bocande, Aminata Kebe, Fatou Kine Camara, Abdou Diao (DEE), Ibrahima Ndour (DEMSG) Tambedou Malick, Catherine Moto, Perfect Hankan, Lucien Simba (OCHA) and UNESCO experts. As you can notice, the synoptic forms of the study results per country are not attached in the appendix. This is due to the constraints of the technical requirements.

Gaspard Onokoko Onosal GRA-REDEP

Consultant

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West and Central Africa - Profile of the impact of floods in November 2nd, 2010

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CONTENTS

Thanks Contents Acronyms and abreviations List of tables Synthesis of the study’s results General introduction First part: Framework of reference 1.1. Background of the study 1.2. Institutional framework 1.3. Security environment

1.3.1. Countries in crises 1.3.2. Countries where stability and security are threatened 1.3.3. Countries in social crises

1.4. Problematic 1.5. Methodology

1.5.1. Documents review 1.5.2. Collection tools 1.5.3. Data processing 1.5.4. Selection of countries and making up of their populations 1.5.5. Difficulties encountered and weaknesses of the study 1.5.6. Planning of the activities

Second part: Presentation of the study

2.1. Objectives 2.1.1. Overall objective 2.1.2. Specific objectives

2.2. Overall results 2.2.1. Configuration of the overall results 2.2.2. Good practices 2.2.3.Study forms by country

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Third part : Strategies and decisions of development and improvement of the educational policies .

3.1. General guidelines 3.2. Directions and strategic measures 3.3. Recommandations and priority actions

Conclusion Bibliography ACRONYMS AND ABREVIATIONS

APE Association of Pupils’ Parents

BEPC O Level Studies certificate BTS University two year study diploma MTEF Medium Term Expenditure Framework CE1 Elementary Course 1st year CE2 Elementary Course 2nd year IEC Internal Efficiency Coefficient EDPS First Degree Studies Certificate CM1 Medium Course 1st year (primary school) CM2 Medium Course 2nd year COMFEMEN Conference of Education Ministers of Countries Using French as a Common language CP1 Preparatory Course 1st year CP2 Preparatory Course 2nd year DRE Regional Directorate of Education DSRP Strategy Documents for Poverty Reduction EFA Education For All

OMD Millennium Development Goals PASEC Analysis Program of CONFOMEN Education Systems GDP Gross Domestic Product HIPC Heavily Indebted Poor Countries

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PTAB Triennial Plan Budgeted Activity AIDS Acquired Immune Deficiency Syndrome TAP Primary School Completion Rate TBM Crude Mortality Rate GER Gross Enrolment Rate ICT Information and Communication Technologies TMR Average Rate of Repetition NER Net Enrolment Ratio UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund ABS Sector Budget Support

APE Association of Pupils’ Parents CAP consolidated fund Appeal Process ECOWAS Economic Community of West African States CERF Emergency response Fund CF Catalytic Fund CH Humanitarian Coordinator CHF Common Humanitarian Fund ICC Inter-Agency Standing Committee EFA Education for All ERF Emergency Response Fund DSE Diagnosis of the education sector ESU Education in Emergencies Situation EPDF Development Fund of education programs GBS general budget support UNHCR United Nations High Commissioner for Refugees IIEP International Institute for Educational Planning FTI Initiative accelerated implementation INEE Inter-Agency Network for Education in Emergencies Situations MOE Ministry of Education MOES Ministry of Education and Sports MDTF multi-donors’ special trust fund OCHA Office for the Coordination of Humanitarian Affairs IOM International Organization for Migrations MDGs Millennium Development Goals NGO Non-Governmental Organization WFP World Food Program IDP displaced person within his own country UNDP United Nations Development Program

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SPES Strategic Plan of Education Sector RAD Alternative resolution of disputes CAR Central African Republic DRC Democratic Republic of Congo DRR Disaster Risk Reduction RRCO Avoiding conflicts EMIS Information System for Education Management ISDR International Strategy for Disaster Reduction

SPSSD Statistical Package for the Social Sciences (Software for statistical analysis) SWAp Sector Approach U.S. $ United States dollars

LIST OF TABLES

Table 1 : Summary analysis of documents

Table2 : Preferred areas of States, civil societies and institutions involvement in the activities of education policies

Table 3 : Synthesis of the critical analysis

Table 4 : Planning of learning in Benin

Table 5 : What is your opinion on educational policies / laws in the target countries

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SYNTHESIS OF THE RESULTS

The analysis of national education policies of education for peace and risk reduction of conflicts and disasters in ten (10) countries in West Africa, has led to a mapping of the countries that have provided or not their framework documents in the field of education programs in this area. However, this study is not only aiming at assessing the current situation of education for conflicts and disasters risks reduction in the education systems of the target countries. It also aims at providing suggestions of improvement, to encourage membership of the competent authorities of the 10 targeted countries to include conflicts and natural disasters risks reduction in all curricula. The results obtained from the collection and study of educational policy documents reveal that preventive education to reduce risks of conflicts and disasters should be one of the primary missions of school. Apart from the presentation of the mapping to reduce the risks of conflicts and disasters, this synthesis of the results reflects the strengths and weaknesses in the management of these risks in the education policies of ten (10) countries concerned. The study confirms that the ministries of education in some countries in West Africa have begun to address issues of risk management of conflicts and disasters. If a policy is defined as the act or the process of setting and directing the line of conduct in the long-term which will be followed by the Government, it does not yet exist consistent and coherent plans of action to reduce risks of conflicts and disasters in the countries concerned by the study. Connections between education policies and curricula are far from being a reality. STRENGTHS AND WEAKNESSES OF THE STUDY a) Strength of the study Telephone interviews or by Skype have been an opportunity to remind the authorities of the National Education sector of the importance of reducing the risks of conflicts and disasters in the access, the quality and the management of the educational system. • The study has contributed to the implementation of the recommendations of the Hyogo Framework for Action (HFA) 2005-2015, Education for All and the achievement of the Millennium Development Goals;

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• It refers to the international legal and institutional arrangements to reduce disaster risks; • It has established a mapping of best practices for the implementation of education for conflicts’ and disasters’ risks reduction; . placing education for conflict prevention and disaster risk reduction at the heart of the sustainable development agenda, the results of this study will probably offer future generations the opportunity to flourish in a protective environment; • This report is a framework of reference for preventing and reducing the negative impact of conflicts and disasters on education systems and on children, teacher (s), educational staff, parents and communities.

a) The weaknesses of the study In general terms: o low availability of policies / plans / laws governing education in some target countries (Côte d’Ivoire and Niger); o lack of specific programmatic devices in the education sector, enabling a support for risk reduction items of conflicts and disasters; o there is a low support of higher education and university concerns related to risk reduction of conflicts and disasters.

Pedagogically: o the lack of content on the risk reduction of conflicts and disasters in the formulation of strategic and priority educational policies; o cross-cutting issues such as education for peace and for a healthy environment are relegated to the background;

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General Introduction The importance of conflict and disaster prevention is not to be demonstrated. From 2002 to 2011, there were 4,130 disasters in the World due natural hazards that have killed 1,117,527 people and caused at least 1195 billion Dollars in economic losses. In 2011 alone, 29,782 people were killed in 302 disasters which affected 206 million people and caused damage estimated at $ 366 billion. The Stern Report suggests that West Africa "faces a serious risk of water-related conflicts in the future if cooperative mechanisms are not adopted. "(Stern et al., 2006, p.113). Over 40% of school children in the world live in countries affected by conflict and it is estimated that during the current decade, 175 million children will be affected annually by natural disasters. There were 103 armed conflicts in 69 countries between 1989 and 1997. One can at the same time recognize that for Africa alone, more than a quarter of the 53 countries that make up the region were affected by conflict in the late 1990s. In the same context, the International Congress of Yamoussoukro (Côte d’Ivoire) in 1989 noted the emergence of new non-military threats to peace among which we may note: the degradation of the environment due to human being, such as the deterioration of natural resources, climate change, desertification, destruction of the ozone layer, pollution, endangering all life on earth. Therefore, what strategy should be adopted to reduce risks of conflicts and disasters? UNESCO answers this question in its Constitutive Act which recommends that: "Since wars begin in the minds of men, it is in the minds of men that the defense of peace should be developed. "As noted Féderico Mayor, former Director-General of UNESCO at the 91st International Parliamentary Conference," this action goes through an education for values and the acquisition of fundamental behaviors that UNESCO highlights, because, he said, only education will permit peace to have its permanent foundation on the World "(Federico Mayor, Peace is everyone's business, UNESCO, 21 March 1994). Therefore, education for a culture of peace and to reduce risks of conflicts and disasters has a vital role to play in this respect. That’s why, Rigoberta Menchú Tum, Nobel Peace Prize winner in 1992, Goodwill Ambassador in 1996 called the signatories of the Manifesto 2000 for a culture of peace and non-violence to be actively involved in the creation a culture of peace. She concluded with this statement: "We do not want our children to be violent and commit genocide, torture and rapes."

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In addition, the 2011 EFA Global Report has sufficiently demonstrated that the impact of crises on education systems and non-formal education is exacerbated by the lack of preparation of teachers and learners to manage such situations. From this point of view, if the impact of these crises and disasters on the education system are not considered and the role that this system can play to prevent them the West African States may fail in their mission to ". raise in the minds of men the defenses of peace through education, science, culture and communication," as stipulated in the Constitutive Act of the UNESCO. Because of its commitment to education for peace, sustainable development and contemporary issues, UNESCO commissioned a study to analyze educational policies and training curricula of ten (10) ECOWAS member countries in order to reassure that their programmatic axes aim to better prepare teacher (s) and student (s) to respond to emergency situations. The critical analyses of Education Policy has collected information on the place of peace education and conflict and disaster risk reduction in the educational systems of the targeted countries as well as on issues related to influence that the socio-cultural and security context of the sub - region might have on the integration of this education in the curricula. The study identified the strengths and weaknesses of the education sector and their causes, including the current and potential constrains or difficulties. . This report focuses on three main parts. At first, the general introduction presents the main reasons for the study. The arguments are as well as contextual and scientific. Indeed, the study is part of a process in West Africa on the one hand and is mainly based on performance yet inadequate educational policies taking into account risk reduction of conflicts and disasters on the other hand. At the scientific level it is to comply with the principles of formulating and evaluating current educational policies and the key areas that underpin this policy. In a second step, the option of a literature review that builds on the existing one, led to make a critical analysis of the various educational policies in the context of a process of action research. In this study, there is an analysis of the socio-cultural and security contexts, the vision, scope, purpose and strategic choice and good practices of national policies of the education sector. To accelerate the consideration of preventive education to reduce risks of conflicts and disasters in the educational policies and the commitment of the countries involved in the

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selected reform. Methodological recommendations have been made in the last part of this report. Among these recommendations one may note: To the attention of the authorities of West African education systems: establish a framework for cooperation at all levels form a review committee of educational policies; ensure the review of current policies to ensure they support efforts to reduce the risk of conflict and disaster in education; implement a partnership framework trough coherence and synergy ensure monitoring and evaluation To the attention of UNESCO: build the institutional capacity of stakeholders; ensure proper consideration of the problem of reducing the risks of conflicts and disasters in educational policies. Finally, we consider this study as a dynamic process that should gradually be enriched by the contributions of information from any readers who are willing to help us correct our mistakes by pointing.

First part :

FRAME OF REFERENCE

Background, institutional framework, security environment, problematic and methodology 1.1. THE BACKGROUND OF THE STUDY

To achieve an Education for All, the Dakar Framework for Action (2000) mentions that it is crucial to "meet the needs of education systems affected by a conflict, natural disasters and instability and conduct educational programs in order to promote mutual understanding, peace and tolerance and to prevent violence and conflict. "In addition, the commitments made at the Second Session of the Global Platform for Disaster Risk Reduction (2009) encouraged countries to provide safer schools and include disaster risks reduction in all curricula. Finally, the United Nations General Assembly adopted the resolution on the right to education in emergency situations (A/64/L.58) in 2010. It encourages Member States to implement policies to make the providing of education an integral part of humanitarian assistance and to implement policies and program interventions sensitive to gender and conflict, so that people affected by emergencies have equal access to a quality education that is safe and effective. In the Global Monitoring Report on E.F.A. (Education for All) in 2005, on the quality it is reported a "massive educational deficit" in some areas of the World including Sub-Saharan Africa where 22 countries out of 35 countries are indexed. (See the summary of the Global EFA Monitoring, 2005, page 2) The sub-saharan countries concerned have an index of EFA Development (which measures the achievement by a country of four of the six EFA goals) less than 0.8 while performing countries show a rate ranging from 0.8 to 0.94 in Latin America and even 1 in Europe and North America whose countries have achieved or almost achieved all the objectives. The report also shows that the outcome of the achievement,per country of each of the six EFA goals shows that low-performing countries in the top five objectives (protection of Early Childhood, Universal Primary Education, Learning of Youth, Adult Literacy and Gender) are those which have the least achieved the target 6 on "Quality". And quality education is presented as an education that aims goals in two complementary areas:

- The cognitive domain to ensure the success of students in the acquisition of knowledge and know-how in the fields called fundamental

- The socio emotional domain to provide students with skills in citizenship through the promotion of democratic values and attitudes and the development of creativity and affectivity in school. As such the integration of education programs for peace and disaster and conflict risk reduction in education policies and curricula of educational systems is essential to the achievement of national plans of education goals.

This study, to take its usefulness in the context of a future project of revision or consolidation of educational policies in ten countries of the ECOWAS, will try to answer the following questions:

What has been achieved?

The study is to answer the following questions:

. Is there any law /any policy for children or for education, how does it take into account the impact of any conflicts or disasters on the education system? Is there a policy for disaster management specific to the education system? Are there any safety policies of the schools? • Is the reduction of risks of conflicts and disasters clearly included in the educational policies? • Is the education policy is compatible with other national or international agreements? Can the proposed policy, be implemented according to the proposed schedule? • Do the educational policies respond to the issues of access, quality and that of management in connection with issues of the RRCO / C? • What influence the historical and cultural Senegalese context has on the education for human rights, peace and democracy in the educational system in Senegal? • What is the place of education for peace and the reduction of conflicts’ and disasters’ risks in the educational policies of the countries covered by the study? Are they performed? How? By whom? . What are the initiatives noticed in the matter the curricula of these countries? • What is the progress performed in the same context? • What are the failures identified? What obstacles have been faced? • Who did what in the matter of education for peace and conflict and disaster risk reduction in the ten (10) countries (state agencies, national organizations of civil society, universities, institutes research, non-governmental organizations, etc.).? • What are the best practices and best strategies for integrating peace education and risk

reduction of conflicts and disasters in the education systems of ECOWAS countries targeted? What are the resources on which to rely? What obstacles are going to be faced?

What would be the levers to operate in priority to deal with constraints in the context of an effective strategy for integrating peace education and conflict disaster risk reduction?

The 24th Summit of the Heads of State and Government of ECOWAS held in Bamako on 15 and 16 December 2000 in addition to major development programs to accelerate the process of economic and monetary integration, discussed the issues of security, peace and stability in order to make the sub-region of West Africa a zone of peace. The resolution of the 64th Session (2010) of the General Assembly of the United Nations on Education in emergency situation also requires Member States to: "(...) ensure that the best possible education systems are established, in particular through the allocation of sufficient resources, a good adaptation of curricula and teacher training, the implementation of risk assessment for disaster preparedness programs in schools , a legal framework for the protection and basic health and social services to withstand emergencies. '

1.2. THE INSTITUTIONNAL FRAMEWORK

Provisions concerning peace education and conflict risk reduction and disaster management are in many international instruments, including the Hyogo Framework for Action 2005-2015 adopted by the World Conference on Disaster Risk Reduction in 2005 and by the UN General Assembly (A/RES/60/195), the acts of the Second session of the Global Platform for disaster risk Reduction (2009) which encouraged countries to provide safer schools and to include disaster risk reduction in all curricula, The UN Resolution on the Right to Education in emergencies (A/64/L.58) in 2010. It encourages Member States to implement policies to make them providing education an integral part of the humanitarian assistance and to implement policies and program interventions sensitive to gender and conflict, so that the populations affected by emergencies have equal access to a quality education that is safe and effective.

The resolution of the 64th Session (2010) of the General Assembly of the United Nations Education in emergencies recognizes that global progress towards achieving development goals are compromised by conflicts and disasters.

It also calls on Member States to: "(...) ensure that the best possible education systems are established, in particular through the allocation of sufficient resources, a good adaptation of curricula and training teachers in the implementation of risk assessments, programs of disaster preparedness in schools, a legal framework for the protection and basic health and social services to withstand situations of emergency. ' At sub-regional level, the ECOWAS has adopted on December 10, 1999 a Protocol relating to the Mechanism for Conflict Prevention, Management, Settlement, for Peace-keeping and Security.

It may be noted that all aspects of prevention, management and conflict resolution are covered by the ECOWAS Protocol, except those relating to the profound causes of conflict. That is why in 2001, even before the lessons of the implementation of the Protocol relating to the Mechanism for Conflict Prevention, Management, Conflict Resolution, Peace-keeping and Security, the Supplementary Protocol on Democracy and Good Governance has been adopted.

These standards on peace, security and the environment are also written in the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child as well as in the educational policies and framework laws on national education in different countries of West Africa. These educational policies stipulate that national education tends to promote the values on which the nation identified itself. It is an education for freedom, pluralist democracy and respect for human rights, developing moral and civic significance of those it forms, it seeks to form men and women dedicated to the common good, respectful of laws and rules of social life and working to improve them in justice, fairness and mutual respect.

1.3. THE SECURITY ENVIRONMENT

Since the outbreak of civil war in Liberia in 1989 following an armed rebellion led by the former President of Liberia Charles Taylor, former member of the government of President Samuel Doe and the consequences that this war has had on the entire West African sub-region, the sub-region fell into a cycle of instability. Indeed, this rebellion quickly extended to the entire country, making casualties among the local populations and projecting through other neighboring countries.

Given the scale of atrocities and humanitarian disaster that led to and because of their consequences for the entire sub-region or the international community, the Heads of State and Government of ECOWAS had to establish a mechanism namely the Mediation Committee. Met in Banjul, on 6 and 7 August 1999, they decided among other things, the establishment of a peacekeeping force called ECOMOG (ECOWAS Monitoring Group). We must recognize that from 1975 to 1978, the ECOWAS was unaware of any problem of conflict and thought that if there is any threat of destabilization, this would come from outside the ECOWAS region. But with the emergence of border disputes within the Community in particular between Burkina Faso and Mali, the Heads of State and Government of ECOWAS have been led to adopt in 1978, the Protocol on Non Aggression and later, the Memorandum of Mutual Assistance in the Matter of Defense in 1981. In 1989, with the collapse of the Eastern bloc and the advent of an era of peoples' aspiration for more freedom and democracy, the Heads of State and Government of

ECOWAS learning from the new context, met in Abuja, on July 6, 1991 and adopted a Declaration of Political Principles enshrining liberty, democracy, the promotion of Human Rights and the Rule of Law.

1.3.1. Countries in crises.

Liberia There is a real progress in the process of peace building. Sierra Leone The process of peace building is progressing Côte d'Ivoire..

The peace process is making no progress at the level of the implementation of the process of national reconciliation initiated by the new regime. Guinea Bissau . The process of returning to a normal constitutional order is progressing with difficulties.

1.3.2. Countries where stability and security are threatened

Countries where there are real threats to security and stability in a part of the territory. These include south of Senegal, north of Mali and Niger.

1.3.3. Countries in social crises

Countries where there are open and persistent social crises notably Guinea Conakry, Nigeria and Togo, in the context of the exercise of democracy. A development of cross-border crime in the entire sub-region. Profound causes of conflict in all Member States of the sub region because of poverty, and weaknesses in the exercise of democracy to name them. From the above, we note that all the ingredients for the outbreak of open crises exist in each country of the sub region.

1.4. PROBLEMATIC

Availability of working papers has been slow with respect to the period of leave and school vacations. Innovative approach, the study on the risk reduction of conflicts and disasters is to analyze educational policies to see how they relate to risk reduction of conflicts and disasters in order to make persons and goods less vulnerable and to seek to peacefully and safely manage the land and the environment. Thus, it can be seen as a

strategy "adequate and understanding" in the service of Education for All which remains a goal to achieve. Therefore, the issue of education for peace and risk reduction of conflicts and disasters arises and whether all the educational policies support this education which is preventive. In any event, risks reduction of conflicts and disasters are a complex issue. Relationships between disasters and conflicts contrast and vary depending on the context. The reasons are various. First, the concept of risk reduction of conflicts and disasters refers to several representations Risk reduction of disasters in the Hyogo Framework of Action does not include conflicts, but the principles of risk reduction can also be applied to situations of conflict and strife. The reducing of conflicts is dependant on economic, social, political or environmental factors. Then, the analysis of sectoral documents of education requires a prior environmental, political and security analysis of the countries concerned and their influence in the education system. But as pointed out by the General Assembly of the United Nations (64th session, 2010). "A large proportion of non school children in the World live in areas affected by conflicts or affected by natural disasters and this is a serious difficulty to achieve the international targets for education, particularly the Objective 2 of the Millennium for Development. " Education has a vital role to play in this regard. Like all children and youth have the right to a quality education in times of disasters and conflicts, the international community tries to protect schools in emergency situations and continue to provide access to education. Some of these efforts are to ensure that education systems (and the governments that manage them) are better prepared to respond to emergency situations. It is therefore believed not to expect a successful achievement of the Millennium Development Goals (MDGs) without taking into account children traumatized by conflicts and disasters for whom it is necessary to increase access to schools and train teachers in techniques of risk reduction of conflicts and disasters. To be sure to go beyond a simple analysis of educational policies, it is necessary to be sure that these policies include the geopolitical environment and strategies in security, economic, social and cultural sectors. Why, despite the existence of national education policies, curricula seemingly perfect t, continue to ignore education for peace and risk reduction of conflicts and disasters? The answer is simple. Risk reduction of conflicts and disasters should be organized around a comprehensive, interdisciplinary and curriculum approach including measures at the national, sub-regional, regional and international levels. Although the role of education in disaster mitigation is increasingly recognized, the integration of measures to reduce risks of conflict and disasters (RRCO / C) in the policy, planning and programming of education poses significant challenges.

There is therefore a clear need for clear guidelines on how to include and implement RRCO / C measures under sectoral planning and implementation. To give more significance to all activities of education for peace and risks reduction or disasters, to ensure they do not remain simple experiments, it is essential that they are part of a real re planning of educational systems, the only one which may meet their vital requirements of consistency, fairness, performance and sustainability in the context of the emergence of the "new African school." As a result of this challenge, we consider risk reduction of conflicts and disasters as a cross-cutting issue affecting various areas such as health, history, civics, science, new technologies of communication, human rights and the action research.

Educational policies to reduce risks of non operational disasters are not a real innovation, but their integration into the teaching learning class in several disciplines taught, could make them effective and sustainable for the population concerned. Because even if the education policies change, we will get significant changes if certain elements that affect the actual curricula, those that take place in the school and in the classroom, are also changed. To be operational, they need technicians and executives trained and taught in risks reduction of conflicts and disasters. It takes time, commitment and resources but UNESCO and our fifteen member States of the ECOWAS are convinced of that.. This is the price of the quality and development of education systems in the sub-region. We do not have the right to fail.

1.5. METHODOLOGY

The consultant has used a combination of qualitative and quantitative approaches. The following techniques were preferred: observation, document review and educational diagnosis. The procedures for sampling, instruments for collecting information, data processing and planning of activities are mentioned in this chapter on methodology.

1.5.1. The document review

The consultant conducted a literature review in order to get information on educational policies, curricula and programs in the country in terms of reducing risk of conflicts and disasters and education for peace by both the government and the stakeholders of civil society and the organizations of the international cooperation. The analyzes focus on the presence in the educational policies, framework laws or curricula of items, objectives or themes related to the object of our study, on the strategies adopted by educational programs, the teaching materials used and recommended pedagogical relationships.

Table 1 : SUMMARY ANALYSIS OF DOCUMENTS

Country N° Type of document Source Venue and date of publication

1. Cadre de politique éducative de la Côte d’ivoire. _

2. Le rapport d’Etat du système éducatif ivoirien. _

Cote d’Ivoire

3. Le plan d’action en moyen terme du secteur de l’éducation.

_ 2009

1. Plan Sectoriel de l’Education 2010 - 2020 _ February 2010

Togo 2. Lettre de politique sectorielle de l’éducation. 2009

Benin

1. Plan décennal de développement du secteur de l’éducation. 2006 -2015

Ministry of Education

Tome1 – Cotonou October 2006

1. Lettre de politique éducative. _ 9Juillet 2008

Burkina Fasso

2. Loi d’orientation de l’éducation. _ 30 july 2007

1. Descriptif de la Troisième Phase du Programme D’investissement pour le Secteur de l’Education (PISE III) 2010 – 2012.

Secretariats MEFP/MESRS/MEALN

2. Programme décennale de développement de l’éducation (PRODEC). Les Grandes orientations de la Politique Educative.

_ January 2000

Mali

3. Lettre de politique Educative du Mali 2010 – 2012. Ministry of Education

11 feb 2010

1. Loi d’orientation de l’éducation nationale n°91-22 Ministry of Education

16 feb 19 91.

2. Le Plan national de Développement de l’Education et de la Formation pour la Troisième Phase du PDEF.

_ _

3. Rapport annuel de performance 2011 du secteur de _ _

l’éducation et de la formation.

4. Lettre de Politique générale pour le secteur de l’éducation et de la formation 2012-2015.

_ _

5. Curriculum de l’éducation de base. _ _

6. Guide pédagogique _ _ 7. Rapport de revue de la Politique d’éducation et de

Protection de la Petite Enfance au Sénégal. _ _

Senegal

8. Lettre de Politique générale pour le secteur de

l’éducation, 1999-2008 _ _

1. Education-Policy 2004-2005 National Educational Development : A Policy Framework

_ _

Gambia 2. Data on national education: The Gambia _ September

2010 1. La loi d’orientation L/2005/025 _ 22

november 2005

Guinea

2. Le système éducatif guinéen : Diagnostic et perspectives pour la politique éducative dans le contexte de contraintes macroéconomiques fortes et de réduction.

_ _

3. Politique nationale de lutte contre le VIH/SIDA dans le secteur de l’éducation.

_ 2006

4. Lettre de politique sectoriel de l’éducation. _ 2007 5. Déclaration de politique éducative. _ 1989

6. Loi d’orientation du système éducatif. _ 1998 1. Loi de base pour l’éducation. _ _

2. Rapport d’analyse sectoriel au Cap-Vert. _ 2011 Cape Verde 3. Plan d’action national pour l’Education Pour Tous _ _ Niger 1. Loi d’orientation de la politique éducative du

Niger. _ _

TOTAL 29

1.5.2. Collection tools 1.5.3.

An analytical grid of framework documents of education has, at first, to gather information on the nature, relevance, sources, the author or authors of the document to

analyze and identify the institutions and organizations that develop or have developed educational policies, plans or programs to reduce risks of conflicts and disasters or a similar program that is to say an education program focused on sustainable development, peace, global issues, multiculturalism, education for citizenship and values and roughly programs on issues related to the promotion of rights and duties. A triangular device has been designed to ensure a better reliability of the data collected. The information collected was cross with those obtained from documents of educational policies.

1.5.3.Data processing

In a first step, a separate processing of each document received was made.

A form of annotation is then established for each document and country. This form is presented in table shape with columns indicating the various comments made by category of assertions.

Each form is filled with a comment made on the basis of the content of the form.

In a second step, a synthesis was made.on the basis of the comparison of the results of the separate analysis of the collected data with the various tools.

1.5.4. Selection of countries and making up of their populations

The selection has covered ten countries of ECOWAS. There are Benin, Burkina Faso, Cape Verde, Côte d'Ivoire, Guinea, Mali, Niger, Togo, Senegal and Gambia. With the exception of the Gambia, nine countries are Francophone.

1.5.5. Difficulties encountered and weaknesses of the study

This study has limitations among which we note

The focussing of the study of the Francophone countries of ECOWAS did not

permit to have an overall view on the matter;

The availability of working documents has been slow with respect to the period

of leave and vacations;

The time taken in the translation of documents from Gambia (English) and Cape

Verde (Portuguese) into French.

1.5.6. Planning of the activities

The study took place from13 July to 26 September 2012 according to the following:

from 13 to 26 July 2012 : Collection of documents on education policy.

from 27 to 10 August 2012 : Documentary review and study of official texts and experiment programs

from 10 au 17 August 2012 : Data processing of the critical analysis–and gathering of information

from 17 to 20 August 2012 : Drafting.

21 August 2012 : Return of the first version of the report to be submitted for validation.

26 August 2012 Dépôt du Rapport validé +Présentation Power Point.

Second part: PRESENTATION OF THE STUDY

2.1. OBJECTIVES

2.1.1. Overall objectives

The overall objective of this study is to analyze the educational policies of 10 West African countries in order to identify the means to get ready for a conflict or a disaster, to mitigate or to respond to.

2.1.2. Specific objectives

More specifically, it to: - review existing policies and see how they relate to RRCO / C. -Identify specific activities and programs that can include items on risk reduction of conflicts and disasters or that actively promote tolerance and peace building. -Identify best practices, strengths, weaknesses and obstacles related to the management of the education for peace and risk reduction of conflicts and disasters; - issue recommendations and provide general guidance, strategic directions and priority actions that can promote the development, revision or the strategic use of national policies in relation to reducing the risk of conflicts and disasters.

2.2 OVERALL RESULTS

The management of the risk of disaster is a concept that can be used in the planning and development programs in order to reduce risk and vulnerability induced by development . However, this study is not only to make an assessment on the current situation of education to reduce the risk of conflicts and disasters in the education systems of the targeted countries. It also aims to initiate a process to encourage the competent authorities to provide safer schools and to include risk reduction of conflicts and disasters in all curricula. Moreover the interviews have been, an opportunity to remind the authorities of the Ministry of Education the importance of preventive education to reduce risks of conflicts and disasters in the access, quality and management of the education system. The results obtained from the collection and analysis of educational policy documents reveal that preventive education to reduce risks of conflicts and disasters should be one of the primary missions of the school . Looking through the literature on educational policy, we note that the role of education in disaster mitigation is increasingly recognized. The critical analysis, initially led, to gather information on the nature, relevance, sources, the author or authors of the document to analyze and identify the institutions and organizations which develop or have developed educational policies, plans or programs to reduce the risk of conflicts and disasters or a similar program that is to say, an education program focused on sustainable development, peace, global issues, multiculturalism, the education for citizenship and values and generally programs on issues related to the promotion of rights and duties. Information was also collected on the levers to primarily operate to deal with constraints within an effective strategy of the development, revision or consolidation of educational policies and legislations for the sustainable integration of education for peace and reducing of conflict and disasters risks in the education systems of the ECOWAS.member countries. However, we consider this study as a dynamic process which must gradually be enriched by the contributions of information from any readers who would be willing to help us correct our mistakes by taking contacts with us..

The study also resulted in raising certain issues derived from the literature on education for peace and risk reduction of conflicts and disasters. The review of this literature has helped raise issues related to the difficulties of integrating the RRCoC in the official documents of the education sector and pedagogical approaches of this education in our educational systems. This study highlight the lack of support of education for risk reduction of conflicts and disasters and strategic choices relevant and coherent of sectoral plans of education or educational policy. Roughly, the report of the study highlights the efforts of the targeted States to generalize the approach through skills in curriculum development, to promote access and retention of a greater number of girls in school to promote mutual understanding, peace and tolerance and to prevent violence and conflicts. The analysis of education policies on risk reduction of conflicts and disasters within ten (10) countries in West Africa, has produced a mapping of countries which have planned or not in their policy documents in the education sector, programs in this area. Apart from the presentation of mapping to reduce the risks of conflicts and disasters, this synthesis of results, reflects the strengths and weaknesses in the management of these risks in the education policies of ten (10) countries. The study confirmed that the ministries of education in some countries in West Africa have begun to address issues of risk management of conflicts and disasters since 2007. Nevertheless, the study reveals that none of ten (10) countries not yet included in a clear manner the issue of reducing risks of conflicts and disasters in its educational policies or regulations. It also highlights that there is still no real specific educational programs, comprehensive and consistent of risk reduction of disasters in other countries of West Africa. A set of fact sheets is already available by country, showing what are the best practices for managing disaster risk and how one make them work.

Table 2 : PREFERRED AREAS OF STATES, CIVIL SOCIETIES AND INSTITUTIONS INVOLVEMENT I N THE ACTIVITIES OF EDUCATION POLICIES

Preferred areas of common involvement Type of agences

Math, sciences, languages, geography-history

Education for peace

Risk reduction of conflicts and disasters

Hygiene/sanitation t

Rights of the child

Education

Purchase of equipments

Children and persons in handicap situation

Insecurity

HIV/AIDS

Girls’ school enrolment

Literacy

NGOS 3,6% 20,0% 15,0% 30,0% 10,0% 10,0% 0,0% 10,0% 0,0% 30,0% 20,0% 20,0% Ministries 43,6% 0,0% 1,3% 1,9% 25,0% 20,0% 17,9% 17,9% 14,3% 7,9% 3,6% 10,0% UNESCO 13,6% 30,0% 35,0% 10,0% 35,0% 0,0% 0,0% 0,0% 3,6% 0,6% 20,0% 30,0% UNICEF 20,0% 25,0% 35,0% 50,0% 35,0% 30,0% 0,0% 0,0% 3,6% 33,6% 30,0% 0,5 % Pupils’ parenrs

0,0% 0,0% 0,0% 1,7% 1,7% 7,1% 7,1% 7,1% 3,6% 3,6% 8,0% I,0 %

Local communities

0,0% 1,1% 0,1% 2,4% 1,3% 17,9% 17,9% 17,9% 7,1% 14,3% 10,7% 3,0 %

Others 0,6% 3,0% 0,0% 1,0% 4,0% 0,0% 10,0% 10,0% 0,0% 5,0% 10,0% 1,4 % Total % % % % % % % % % % 14,3%

2.2.1. Configuration of overall results

The configuration of the overall results is as follows: The real will to pay particular attention to cross-cutting concerns relating to the fight against the spread of HIV / AIDS, to promote fairness, to civic education, to environmental and human rights education and to peace is clearly recognized by the majority of targeted States through their sectoral policies of education and their legislations on education policy.. -The issue of effective integration of risk reduction of conflicts and disasters in the sectoral planning of education is a burning issue. - The absence of issues specifically related to the reducing of risk of conflicts and disaster is seen across sectoral documents of education of all the targeted countries. -The partnership approach is not sufficiently developed in almost 60% of sectorial plans studied. -The relevance of the Education Sector Programs in relation to the strategy of poverty reduction and the Millennium Development Goals is widely shared by all players of the education system we contacted. - Except Benin and Mali, most targeted countries do not have teaching tools in the field of risk reduction of conflicts and disasters. When this material exists, it is not popularized on a large scale and on the long term. The majority of Malians surveyed do not know what has already been done in their country as part of the risk reduction of conflicts and disasters. -The issue of transversal activities does not arise at the level of 50% of national education policies targeted. In these documents, gender, peace, human rights, HIV / AIDS, vulnerable populaions and the fight against the worst forms of child labor dominates. - Planning and regulation in the education sector is both a technique, a culture and a commitment. Some national policies and plans of education studied, did not take into account the three main areas of education policy including access, quality and management (UNESCO, 2006, p. 32) - Policies related to the mitigation of conflicts or disasters must match these areas and other policies and objectives of the education policies with large overall goals related to reducing risks of conflicts or disasters. - All proposed policies can not be implemented in accordance with the proposed timetable for lack of human, financial and physical resources enough or available, but also for security reasons. -The legal ground, texts and international documents aimed at implementing equal education programs to reduce the risk of conflicts and disasters are not mentioned in the documents of the education sector. -The study reveals that the risk reduction of conflicts and disasters is almost a taboo in the faculties and institutes of higher education. This absence is justified by a lack of teachers who are frequently estimated not enough in number, poorly trained and ill-equipped to provide this education.

There is therefore a clear need for governments to give clear guidance on how to include risk reduction of conflicts and disasters in their educational policies. Benin has a curriculum on reducing the risk of conflicts and disasters at the mid primary school. Appropriate educational tools for teachers and pupils have been developed. However, they have hardly been used, except in the short term at primary school. Lack of adequate financial and additional support, these activities have not been consolidated and disseminated on a large scale. (Ministry of Secondary Education, 2009) ..

Table 3: SYNTHESIS OF THE CRITICAL ANALYSIS

QUESTIONS FOR CRITICAL ANALYSES COUNTRY

Is there a law / policy for education?

Is the RRCoC clearly included in the educational policies?

What is the place of education for peace and RRCoC in the Educational Policies and other programs?

What are transferable skills or activities similar to RRCoC contained in these documents?

What are the best practices and best strategies?

Who did what in education for peace and RRCoC?

Is there a policy for managing financial resources for RRCoC?

Is there a timetable for implementation?

What are the failures identified? What obstacles did we hit?

Bénin Yes(03) Yes, but timidly, small-scale sustainability without

Occasional, Few

Peace, environment, VIH.SIDA, gender

Development of educational tools and an array of planning lessons, introduction of RRCoC in classroom activities

Ministry of Education, schools, civil society (NCSA-GEM-GUARD

Yes, but these are insufficient financial resources

Yes Lack of funding, breaking activities,

Burkina Fasso

Yes No Occasional Environment VIH.SIDA, gender, human rights

Strengthening human rights education

N T S N T S N T S Not RRCoC integration in education policy, lack of technical and financial resources

Cape Verde

Yes No Occasional Environment HIV/ AIDS gender

Initiatives for girls' education

NTS NTS NTS Idem

Côte-D’ivoire

Yes No Not much visible

Civism Initiatives to promote girls' education, Civics

NTS NTS NTS E lack of technical and financial resources, insecurity

Gambia Yes No Not much

visible Environment, HIV/ AIDS, gender

Initiatives to promote girls' education and the fight against HIV / AIDS

NTS NTS

NTS E lack of technical and financial resources, low adherence to

the theme makers

Guinea Yes No inconspicuous

HIV/ AIDS gender

VI Initiatives to promote girls' education, preventive education on HIV/AIDS

NTS NTS NTS Idem

Mali Yes Yes, but timidly, small-scale sustainability without

Occasional Peace HIV/AIDS, gender, human rights

Development of educational tools and an array of planning lessons, introduction of RRCoC in classroom activities

Ministry of Education and PhD Malian civil defense

NTS NTS lack of technical and financial resources, insecurity

Niger Yes No Not much Environmen Initiatives for NTS NTS NTS Lack of

visible t, HIV/AIDS Gender

girls' education

technical and financial

Senegal Yes No Not much visible

Peace, environment, VIH.SIDA, gender, human rights, citizenship, civics

Introduction of education for peace and human rights in the curricula; Initiatives in favor girls school enrollment

Ministry of Education

NTS NTS Disconnection between education policy and curricula, lack of technical and financial resources

Togo Oui Non Not much visible

Environment VIH.SIDA, gender, human rights

Initiatives to promote girls' education, human rights education

NTS NTS NTS Lack of technical and financial resources.

Total 10 NTS : Nothing to Signal (Rien à signaler)

2.2.2. Good practices

Benin

Since the Rio Summit in 1992, Benin has developed an institutional and regulatory framework to meet the environmental challenges and integrate environmental issues in education. The Action Plan of 1994 on environment particularly highlights strategies for the introduction of environmental education into the education system in Benin. Its teaching tools for environmental education have been developed. However, they have not been used, except at primary school. These teaching tools also lack well-developed treatment of the issue of climate change (Ministry of Secondary Education et al. 2009a) A capacity building project for secondary schools in Benin on the impact of climate change and the adaptation strategies was implemented from

2009 to 2011 by the non-governmental organization, GARDIEN, supported by CC DARE119.

Benin has revised its curriculum to better integrate climate change issues. (Ministry of Education et al, 2009a, 18-19; Ministry of Education et al, 2009c, 22).

Physics, chemistry, technology and Earth and Life Sciences have been the new disciplines to integrate this transversal competence in the curriculum (Ministry of Education et al, 2009c, 20).

Table 4 : PLANNING OF LEARNING IN BENIN

Programme of secondary school studies

Situation of apprenticeshio (LS)

Integration points : Content

Activities

Year 1 (age 11/12)

LS 2 the local environment and the idea of the environment (my

III. Importance of my environment in my life, for my community and

Awareness to climate change Knowledge of climate change (causes, effects and impacts) Development of intervention

living setting and the idea of the environment)

my country PAR. How to behave vis-à-vis my environment

strategies (adaptation and mitigation)

LS 4 tropical the environment of Africa

III. Threat to the tropical environment of Africa Deterioration) of plant life, soil and loss of biodiversity b) Some examples of threats

Impact of climate change

IV. Actions aiming to protect and to safeguard the tropical environment of Africa

Strategies for the adaptation to the impacts of climate change ( reforestation, fight against coastal erosion, shoreline protection)

Year 2 (age 12/13)

LS1 Moderates environments and human activities

Many possible solutions Strategies to reduce emissions of greenhouse gases (encouraging the use of public transport,, control of industrial pollution, the use of electricity, hydrogen or bio fuels engines, the adaptation of nuclear energy)

LS 2 Polar environment and human activities

II. Economic activities and lifestyle A. In Arctic environments - Implications for modern activities in the Arctic

Melting of glaciers: rising of sea level, strategy to reduce emissions of greenhouse gases ( control of industrial pollution)

Year 3 (age 13/14)

LS3 The natural environment in Benin

Threatened natural environments and B. possible protective measures - Possible actions to protect the natural environment in Benin

Coping strategies (preservation or restoration of natural environments, reducing the burning of vegetation), the limitation of destructive forest practices and the burning charcoal

Year 4 (age 14/15)

LS 4 Resources and development process in Benin: restrictions and challenges

II. Impact of resources mismanagement in the development process

Reduction of resources (quantity, quality), such as water and wood Increase of vulnerability because of the climate change impacts

An example of a business in a reinvestment situation, is the creation of an information package to educate elected local authorities about the drought-affected the northern region of Rama (Ministry of Secondary Education et al. 2009b).

� Mali

The Malian doctorate of civil defense and the Ministry of Education have developed a strategy to develop a culture of prevention through formal education. Mali, which is extremely vulnerable to natural disasters such as droughts, locusts and floods has tried in recent years to teach risk reduction of conflict s and disasters to pupils of primary, to students of secondary schools, and to integrate disaster management in education

2.2.3. Study forms by country

Mali

Background

Mali is a country located in the center of West Africa and is landlocked and has a climate ranging from the Sudanese to the Sahara.one. Mali is a landlocked country in West Africa. It covers an area of 1241. 238 km2 and has a population of 12,051,000 (2006). This vast country is characterized by the size of the rural population (7.6 million) in an environment characterized by desertification in the north and by a deterioration of the ecology in the south, a population growth rate of about 3 % per year, a high rate of youthunder the age of 15 (45%), a national economy mainly dominated by agriculture. The gross enrollment rate in the first cycle of basic education

goes from 82% in 2009 to 90% in 2012, in the second cycle, it goes from 49% to 57%. Mali is currently involved in an armed conflict.

Titles of documents studied

1-Investment program for the education sector (2010 - 2012) 2-The two-.year program of educational development. The broad lines of educational policy, 2000. 3. Letter of Education Policy in Mali. 4. National policy on girls' education, 2009 5. National policy school manual and teaching materials. 6. National policy on non-formal education, 2009. 7-National policy on vocational training, July 2009.

1. SECURITY SITUATION

There in a political instability which creates an insecurity

GOOD PRACTICES

The Malian Doctorate of Civil Defense and the Ministry of Education have developed a strategy to develop a culture of prevention through formal education. Teaching of risk reduction of conflicts and disasters for pupils of primary schools and students of secondary schools elementary students, middle and high school and to integrate disaster management in education

Level of support for emerging themes: peace, disaster risk reduction

- Mali has a vision to set up a successful education system able to adapt to change and make the school the starting point of development. - Policy documents of education are well structured. Each component includes the following: facts : observation objectives, expected, outcomes indicators, strategies, activities . - 90%of disabled persons do not go to school.

Observation - The education policy focuses on 11 priority areas. - Lack o a policy in education for peace and risk reduction of disaster.

RECOMMANDATIONS

Clearly include education for peace and disaster risk reduction in education policy and the ten-year program of development .. - Ensure that the objectives of the ten year Plan are consistent with the six goals of Education For All. - Establish a Permanent University Consultative Committee (CPCU) for the prevention of conflicts. - Establish a national, regional and departmental dialogue framework to support the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through RRCC thematic. - Develop all funds research opportunities for a sustainable management of the RRCC.

- Concerted monitoring and evaluation of the RRCC. - Adapt the content of educational policy in the current context of the country. Develop a specific educational policy for the reduction of risks and natural disasters in harmony with the general policy of education. -

Mali is among the countries where there are real threats to security and stability in a part of the territory. Development of cross-border crime in the entire sub-region. It is extremely vulnerable to natural disasters such as droughts, locusts and floods

Benin

Background Benin, located in West Africa, in the tropics, is bordered to the south by the Atlantic Ocean to the east by the Federal Republic of Nigeria, to the north by the Republic of Niger, to the north-west by Burkina Faso, and finally to the west by the Republic of Togo. Benin stretches over one hundred and twenty five (125) kilometers from the east to the west along the Atlantic Ocean and roughly keeps these sizes up to the upper regions. It should be however noted that Benin, like many countries in

the region is facing many serious problemsof governance and corruption.

Titles of documents studied

The tenyear plan for the development of the education sector. 2006 - 2015

SECURITY SITUATION

Benin is a development of cross-border crime and electoral crises open positions.

BONNE(S) PRATIQUE(S)

The objectives of the Ten Year Plan are consistent with the six goals of Education For All. - Existence of Standing University Consultative Committee (CPCU) for the prevention of conflicts. - Since the Rio Summit in 1992, Benin has developed an institutional and regulatory framework for environmental challenges and integrated environmental issues in education. In particular, the Action Plan of 1994 on environment highlights strategies for the introduction of environmental education into the education system in Benin. - It has developed educational tools on environmental education and on issues of climate change and to integrate climate change issues into school and university curricula and training modules

Level of support for emerging themes: peace,

. - Existence of training modules for teachers and students in

disaster risk reduction

health school and environmental protection. - Existence of a political will to improve the quality of programs and curricula - Existence of the enforcement structures of the monitoring of the program and ten scenarios and financial arbitration for the educational policy

- Observation

The content of the programs of training do not favor the achievement of the objectives in terms of skills to develop in the learner. - Lack of existing programs on topics related to peace and risk reducing of disasters. At the level of higher education lack of incentives for research. -

RECOMMANDATIONS

A clear integration of education for peace and disaster risk reduction in education policy and the ten year program of development - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education For All. - Establish a Standing University Consultative Committee (CPCU) for the prevention of conflicts. - Establish a national, regional and departmental framework of dialogue to support the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through the RRCC thematic

- Develop all funds research opportunities for a sustainable management of the RRCC. - Ensure a concerted monitoring and evaluation of the RRCC. - Adapt the content of educational policy to the current context of the country. Develop a specific educational policy for the reduction of risks and natural disasters in harmony with the general educational policy.

Benin is vulnerable to natural disasters and border conflicts.

Burkina Faso

Background

Burkina Faso is a West African country without access to the sea, surrounded by Mali to the north, Niger to the east, Benin to the southeast, Togo and Ghana to the south, and Côte d’Ivoire to the southwest. Burkina Faso has a tropical climate Sudano-Sahelian type. Burkina Faso is a landlocked country in sub-Saharan Africa, with an area of 272,527 km2. Preliminary results of the general census of the population and housing (RGPH) 2006, Burkina Faso had about 13,730,258 inhabitants. Several socioeconomic indicators appear unfavorable for youth and women. At the level of education: - The gross enrollment rate in primary education was 72.6%, with 64.80% for girls; - The literacy rate was very low, at around 20.25% with 14.11% for girls; The gross enrollment rate in secondary second cycle was 9.30%, including 6.67% for girls.

Titles of documents studied

1.Framework law on education 30-07-2007. 2.Document of Education Policy July 9, 2008.

SECURITY Burkina Faso is experiencing cross-border crime and a

SITUATION post-election crisis

GOOD PRACTICES

Introduction of emerging theme in the programs of education: environmental education, civic education, STI / HIV AIDS, child rights. Creation of a dialogue framework involving stakeholders of the education system -

Level of support for emerging themes: peace, disaster risk reduction

The education system in Burkina Faso aims to develop the individual skills to deal with social problems. Basic education prepares the child for a responsible life in a spirit of peace and tolerance.

Observation

-Disconnection between the education policy and the curricula; - Inadequate curricula and inadequate life skills; - The scope of the priority program is not extended to peace education and conflict and disaster risk reduction -Weak support for higher education in the planning of educational policy implementation.

- ;

RECOMMANDATIONS

A clear integration of education for peace and disaster risk reduction in education policy and the ten year program of development. - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education For All. - Establish a Standing University Consultative Committee

(CPCU) for the prevention of conflicts. - Establish and make operational a national, regional and departmental framework for dialogue to support f the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through RRCC thematic. -Develop all funds research opportunities for a sustainable management of the RRCC. - Concerted monitoring and evaluation of the RRCC. - Adapt the content of educational policy to the current context of the country; Develop a specific educational policy for the reduction of risks and natural disasters in harmony with the general education policy. -

Burkina Faso is vulnerable to natural disasters and border conflicts. We note that all the ingredients for the outbreak of crises are open in Burkina Faso and in each of the countries of the sub region.

Côte d’Ivoire

Background Country of West Africa, with an area of 322,400 km ², the Republic of Côte d'Ivoire is bordered to the north by Mali and Burkina Faso, to the east by Ghana, to the west by Guinea and Liberia. With 1.8 million inhabitants in 1920, the population of Côte d'Ivoire has increased significantly to 3.1 million in 1955 and to 6.7 million in 1975. The last census was held in 1998 estimated the population at 15.4 million people (51% men and 49 women). The latest estimates (OECD, 2007) indicate that the Ivorian population is 18.5 million people in 2006. Only 70% of Ivorian children in school age actually have access to school, and less than half (46% in 2007) complete primary school. Girls are particularly disadvantaged in rural areas. The peace process is making no progress in its implementation

i Titles of documents studied

1.Framework of educational policy in Côte d’Ivoire.. 2. The State report on Ivorian education system. 3.The plan of action in the medium-term of the education sector, 2009

SECURITY SITUATION

Côte d'Ivoire is in a situation of neither war nor peace

Good practices)

Review of existing curriculum - Revision of the budgeting process and practices to raise funds Issuing of a set of projects and renewed legal and regulatory texts -

LEVEL OF SUPPORT OF EMERGING THEME : PEACE, REDUCTION OF DISASTERS RISK

Low support for cross-cutting issues or life skills in educational policy. This educational policy has not provided any activity related to the education for peace and disaster risk prevention. -

Observation

Issues related to reducing risks of conflicts and disasters are not supported in educational policy.

RECOMMANDATIONS

The Ivorian educational policy documents needs to be rewritten with the support of UNESCO and experts, taking into account the socio-political and educational situation at the time; - Integrate the components access and qualities; - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education for All; - Establish a Standing University Consultative Committee (CPCU) for conflict prevention; - Create a connection between the curriculum and the educational policies Disseminate the educational policy at large scale. -

Côte d'Ivoire is a country where there are real threats to security and stability in a part of the territory. There isa development of cross-border crime. Côte d'Ivoire is very vulnerable to natural disasters. From the above, we note that all the ingredients for crises to break exist in this country.

Togo

Background Togo is a country of 56,785 km ² with a length of 600 km and a width varying from 50 to 150 km. The country has 1,700 km of border with Burkina Faso, Ghana and Benin and 50 km of coastline on the Gulf of Guinea. Erosion is very important. In six years, water has advanced 140 m. According to estimates of the United Nations Division, the size of the Togolese population passed from 2,882,000 inhabitants in 1981 to about 6,585,000 inhabitants in 2007. Projections estimate the size of the Togolese population to 8.984.000 in 2020 with an average annual growth rate of 2.4%. The gross enrollment ratio in primary education increased from 102% in 2000 to 112% in 2007. Togo has experienced moments of tension and insecurity.

Titles of documents studied

1. . Education Sector Plan 2010-2020. 2. . Document of Sector Policy of Education, 2009

SITUATION OF SECURITY

Togo is experiencing a development of cross-border crime and poet-electoral crises

GOOD PRACTICES Existence of an implementation plan and mechanisms for

monitoring and evaluation of the Education Sector Plan. - Reduction of disparities and improvement of equity in the distribution of resources - Development of strategy of know-how - The desire to revise curricula -Development of an effective partnership with the various members of society

Ievel of support of emerging themes : peace, reduction of risk of disasters

The logic framework of intervention of the Education Sector Plan provides no strategic sub-objective or in no activity that supports the programming of emerging themes like the education for peace and disaster risk reduction . The Sector Plan of Education does not provide an important part to the education for peace and disaster risk reduction at all levels of the education system as it has done for HIV / AIDS and ICT

Observation Despite the willingness of the authorities to adhere to the objectives of reducing risks of conflicts and disasters, the sector plan of education of Togo does not take into account the issue

of RRCC at these priority activities.

RECOMMANDATIONS -Clearly include the education for Peace and disaster risk reduction in education policy and the ten year program of development - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education For All. - Establish a Standing University Consultative Committee (CPCU) for the prevention of conflicts. - Establish a framework for national, regional and departmental dialogue to support the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through the RRCC thematic - Develop all funds research opportunities for a sustainable management of the RRCC. - Ensure the concerted monitoring and evaluation of the RRCC. - Adapt the content of educational policy in the current context of the country. Develop a specific educational policy for the reduction of risks and natural disasters in harmony with the general education policy.

Togo is experiencing a development of cross-border crime. We note that all the ingredients for the outbreak of crises and natural disasters exist in this country.

Senegal

Background Senegal is bordered by the Atlantic Ocean to the west, Mauritania to the north and east, Mali to the east, and Guinea and Guinea-Bissau to the south. From a climate point of view, the country is facing droughts and gradual desertification affecting the northern and central areas. . Relatively stable, the security situation is marked in the south, called the Lower Casamance, by an armed conflict.

Titles of the documents studied

1. Framework law on Education No. 91-22 of 16 February 1991. 2. The National Plan for the Development ofEducation and Training for the Third stage of the PDEF. 3. The Annual Performance Report 2011 of education and training. 4. Document of General Policy for the education and training sectors: 2012-2015. 5. Curriculum for basic education. 6. Teaching Guide 7. Review Report of the Education Policy and Protection of the early childhood in Senegal. 8.Document of General Policy for the Education sector, 1999-2008

SITUATION OF SECURITY

Senegal is among the countries where there are real threats to security and stability in a part of the territory: it is the Casamance crisis and border tensions.

GOOD PRACTICES Good collaboration between writers of curricula and the civil

society. - Commitment of the civil society to integrate the education for peace into the school curriculum. - Support by the authorities of the Ministry of Education of the education goals for peace and the reduction of risks of conflicts and disasters. - Existence of a curriculum of basic education that supports on the limired learning, development of skills related to peace and the environment.

Level of support of emerging themes : peace, reduction of risk of disasters

The educational policy of Senegal is in the context of the EFA goals and the Dakar Framework. - The country is currently experimenting a program of education for peace, human rights and citizenship in the primary and secondary schools. - The curriculum of basic education in the process generalization provides on the spot learning on education for peace. However, none of the policy documents of Education in Senegal has planned an activity on the issue of reducing risks of conflicts and disasters. Absence of a specific program to reduce risks of conflicts and disasters.

Observation - In the faculties, schools and institutes of higher education,

educational activities for peace and disaster risks reduction are included in no program of the faculties, schools and higher education institutes of higher education. They are not higher education institutes. They are not considered as being part of the training. The Institute of Human Rights and Peace at the University Cheikh Anta Diop provides courses on peace outside the faculties.

RECOMMANDATIONS - Clearly include education for Peace and disaster risk reduction in education policy and the ten year program development - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education For All. - Establish a Standing University Consultative Committee of the (CPCU) for the prevention of conflicts. - Establish a framework for national, regional and departmental dialogue to support the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through the RRCC thematic - Seize all opportunities to research funding for asustainable support of the RRCC. - Concerted monitoring and evaluation of the RRCoC. - Adapt the content of educational policy to the current context of the country. -Develop a specific educational policy for the reduction of

risks of natural disasters in harmony with the general education policy. -

Senegal is among the countries where there are real threats to security and stability in a part of the territory, the Casamance crisis and border tensions. In conclusion, we note that all the ingredients for the outbreak of crises exist (80 schools in Dakar are flooded following the rains of August and September).

The Gambia

�

Background • The Gambia is a virtual enclave of Senegal. The relief of the country is flat and never rises beyond 55 meters above sea level The rainy season runs from June to September, with rainfall of 900 to 1400 mm (increasing from east to west). The riparian areas, in addition to be a rich ecosystem play an important role against the soil erosion by preventing filtering runoff of water to ship the good farmland into the rivers. These wetlands may consist of trees or herbaceous plants. Floods are frequent.

Titles of documents studied

1.Education-Policy 2004-2005 National Educational Development : A Policy Framework

2.World Data on Education- Gambia:-(September 2010) SITUATION OF SECURITY

Security is often disrupted Because of border tensions

Good practices Use of inter-disciplinary approach as a means to develop

teaching and learning (life skills)

Level of support of emergeing themes: peace, redustion of disaster risks

• -The policy document on education policy adopted by the Parliament in 1992. - One of the objectives of the educational policy of the Gambia is to create an awareness of the importance of peace, democracy and human rights among the children -This new curriculum framework for basic education promotes pupils success, including those with special care. However, none of the policy documents of Education in Gambia has planned an activity on the issue of reducing risks of conflicts and disasters.

• Constats

• Inconsistency between the statements of educational policy and planning learning. - No specific content of training in the context of peace education and disaster risk reduction. Higher education does not develop any activity for the promotion of a culture of peace and the reduction of disaster risks.

• RECOMMANDATIONS -Integrate effectively into the school curriculum of

education for peace and disaster risk reduction. - Develop educational tools on education for peace and

disaster risk reduction. - Ensure that the objectives of the Ten Year Plan are consistent with the six goals of Education For All. -Establish a Standing University Consultative Committee of the (CPCU) for the prevention of conflicts.

• Gambia is among the countries where there are real threats to security and stability

in a part of the territory. There are also persistent social crises and a development of cross-border crime. In conclusion, we note that all the ingredients for crises break exist in this country.

Guinea

Background Guinea is located on the Atlantic coast of West Africa. It is surrounded by Guinea-Bissau (385 km of border), Senegal (330 km), Mali (858 km), Côte d'Ivoire (610 km), Liberia (563 km), Sierra Leone (652 km) and the Atlantic Ocean. It has a tropical climate with two seasons: a rainy season and a dry one.. The environment in Guinea seems preserved thanks to the low population density and limited industrialization. The major threats are deforestation, pollution from mining industry.

According to the World Refugee Survey 2008, published by the U.S. Committee for Refugees and Immigrants, Guinea hosted nearly 29,300 refugees and asylum seekers at the end of 2007, mostly from Liberia, Sierra Leone, and Côte d'Ivoire. In December 2007, 11,900 refugees were living in one of the three camps, Laine, Kouankan 1 and Kouankan II, and at least 9,300 refugees were living in urban areas.

Titles of the documents studied

1. Education policy L/2005/025 of November 22, 2005 2. The Guinean education system: Diagnosis and prospects for educational policy in the context of strong macroeconomic constraints and reduction. 3. National policy to fight against HIV / AIDS in the education sector, 2006. 4. Policy Document on Education Sector, 2007 5. Educational policy statement, 1989 6-Act on the Education System guidelines, 1998

SITUATION OF SECURITY

Guinea is experiencing the development of cross-border crime and post electoral crises..

GOOD PRACTICES Existence of a national policy to fight against the AIDS in the education sector

Level of support of emerging themes : peace, reduction of disaster risk

-Guinea has made significant quantitative progress in education policy - The country has made efforts to introduce a transverse dimensions in the official documents relating to the education

sector. - An important work remains to be done to give greater priority to education to be more in accordance with the official statements. However, the study shows that the educational policy of Guinea coping with the context of EFA. But the coverage of technical and higher education remains poorly developed. It does not support the education for peace and the reduction of disaster risk.. -

Observation

It is important to note that significant progress has been made in the area of national policy to fight against HIV / AIDS. It should of course go beyond the provisions applied to the prevention of HIV / AIDS transmission in the education sector to promote the culture of peace and the reduction of disaster risks. - The budgetary decisions in Guinea remain unfavorable to education in general and to technical and higher education in particular. The gross enrollment rate (GER) experienced a real increase in the primary education from 34% to 78% between 1990 and 2006

- RECOMMANDATIONS

-Clearly include education for peace and disaster risk reduction in education policy and the ten year program of development - Ensure that the objectives of the ten year plan are consistent with the six goals of Education For All.

- Establish a Consultative University Consultative Committee of the (CPCU) for the prevention of conflicts. - Establish a framework for national, regional and departmental dialogue to support for the reduction of risks of conflicts and disasters. - Strengthen synergy and dialogue with all interested ministries through the RRCC thematic - Seize all opportunities to seek funding for a sustainable support of the RRCoC. - Concerted monitoring and evaluation of the RRCoC. - Adapt the content of educational policy to the current context of the country. Develop a specific educational policy for the reduction of risks and natural disasters in harmony with the general education policy.

Guinea is among the countries where there are real threats to security and stability in a part of the territory. There are also open persistent social crises and development of cross-border crime. From the above, we note that all the ingredients for crises break open exist in this country.

Cape Verde

Background Cape Verde is an island nation in the Atlantic Ocean off the coast of Africa. The archipelago of Cape Verde lies in the Atlantic Ocean off the coast of Senegal, Gambia and Mauritania. It is divided into two series of islands: the Sotavento islands and the islands of Barlavento all of which are volcanic in origin. The climate is hot and dry, with average temperatures between 20 and 25 ° C. During the months of January and February the islands came under the influence of dust storms from the Sahara. Living on a cramped and not very fertile land, Cape Verdian populations survive today through food aid and emigration (about 700,000 citizens are abroad and 500,000 in the country) who allowed eradicate hunger. Substantial part of the funds paid by the European Commission is given to the emergency agencies in case or humanitarian disaster.

Titles of documents studied

.1- Basic law on education. 2. Report on sector analysis in Cape Verde. 2011. 3-National Plan of Action for Education for All

SECURITY SITUATION

GOOD PRACTICES It concerns the abolition of tuition fees to universalize the fidt cycle of secondary education

Level of support of emerging themes: peace, disaster reduction disk

There are some disparities in terms of access to post-primary education between girls and boys. Note that there is also almost no themes on education for peace and disaster risk reduction and in cape verdian educational policy documents

Observation

Thanks to a favorable macro-economic and demographic political context Cape Verde has already achieved universal primary education, and a near-universal access to the first cycle of secondary education with 95% in 2009. However, the only official university does not develop activities for peace and disaster risk reduction. -

RECOMMANDATIONS

- Include in the curriculum content in a privileged place on education for peace and disaster risk reduction. - Ensure that the objectives of the ten year plan are consistent with the six goals of Education For All. -Establish a Stnding University Consultative Committee of the (CPCU) for the prevention of conflicts.

Countries where there are real threats to security and stability in a part of the territory. These include south Senegal, north Mali and Niger. Countries where there are persistent social crises include Guinea, Nigeria and Togo, in the context of the exercise of democracy.

Development of cross-border crime in the entire sub-region. Root causes of conflict in all member countries of the sub region because of poverty, and weaknesses in the exercise of democracy In conclusion, we note that all the ingredients for the outbreak of crises are in each of the countries of the sub region..

Niger

Backgroud Niger is a desert country in West Africa located between Algeria, Benin, Burkina Faso, Chad, Libya, Mali and Nigeria. The territory of Niger is made of 80% of the Sahara and the Sahel. Only one band in the south is green. Niger is a vast country (1,267,000 km2), but landlocked. The climatic conditions are unfavorable to economic activities . The poor soils are threatened by a constant advance of the desert. Desert rose by 200,000 hectares per year. Government programs of reforestation to face frequent droughts and the growing demand for wood and agricultural land. Increasing desertification is a major concern for the future (cropland occupy only 13% of the territory), especially as it leads to the

appearance of new areas of pastoral migrations in the agricultural zones. Demographic pressure and overexploitation of the soil resulting, from it, led to a decline in fertility and cause a process, different from the previous one, the practice of agriculture in the marginal lands of the North. One consequence of this situation is the increasing conflict between pastoralists and farmers. Overexploitation of wood resources (firewood), deforestation to gain new land (2 million hectares in 14 years), and overgrazing accentuate the process of desertification. Despite the political stability, noticeable since 2010, the country remains deeply affected by an ongoing conflict between the government and Tuareg community.. Niger's population is estimated at 15,730,754 inhabitants in 2011. The Niger a country where access to education and vocational qualification remains low

The rate of adult illiteracy is estimated at 80%. Four out of five adults can not read or write (including 7 women out of 8).

¬ The national primary school enrollment rate is 45% in

urban areas and 38% rural ones. Nearly two out of three children do not go to school in rural areas

¬ The disparity boys / girls is very high: an average of 12%

gap in primary education. Women generally have a level of education far below that of men.

SECURITY SITUATION

Titles of documents studied

1. Framework law on education policy in Niger.

BONNE(S) PRATIQUE(S)

Level of support of emerging theme : peace, rik reduction of disasters

Niger is on the way of education despite the difficulties of mobilizing additional own resources. However, the country remains structurally unequal approximately 90% of the population of the education system (medium and higher) are of urban origin. The highest priority is given to the primary school The theme on education for peace and disaster risk reduction does not explicitly appear in the document of the national policy of education.

Observation The low quality of education in Niger is comparable to the insufficient number of teaching hours actually provided to pupils annually in schools. The entry skills is a pedagogical priority in the educational system of most countries of the region is not visible in the

document of national education policy.

RECOMMANDATIONS

Integrate education for peace and disaster risk reduction in the programs of the education sector. - Revisiting the educational policy by including the cultural aspect of peace and disaster risk reduction. - Ensure that the objectives of the ten year plan are consistent with the six goals of Education For All. Establish a Standing University Consultative Committee of the (CPCU) for the prevention of conflicts. -

Countries where there are real threats to security and stability in a part of the territory. These include south Senegal, north Mali and Niger. Countries where there are persistent social crises include Guinea, Nigeria and Togo, in the context of the exercise of democracy. Development of cross-border crime in the entire sub-region. Root causes of conflict in all member countries of the sub region because of poverty, and weaknesses in the exercise of democracy. In conclusion, we note that all the ingredients for the outbreak of crises are in each of the of the sub region countries..

Third part :

STRATEGIES AND DECISIONS OF DEVELOPMENT AND IMPROVE MENT OF THE EDUCATIONAL POLICIES

At the end of the critical analysis of policy documents of the education sector that enabled to highlight the context of determining the policy of education for peace and disaster risk reduction, we can say that the method to adopt is the comprehensive review of the policy of the education sector. This review will focus on the following areas: ϖ The general guidelines; ϖ The strategic and priority measures; ϖ The priority actions. 3.1 GENERAL GUIDELINES

In compliance with the findings of international meetings on EFA, the national strategy for the development of a policy of education for peace and disaster risk reduction must be guided by the values spread by the policy documents and the basic texts of each country.

Based on this vision, a policy education development for peace and disaster reduction should be oriented towards the integration of all the issues of armed conflict and education, the different types of threats (tornadoes, earthquakes, volcanic eruptions, landslides, storms, floods, fires and droughts, threats, definitions, standard measures provided, before, during and after an emergency, and an evaluation of learning strategies in the development programs of the government management system for planning, the achievement and monitoring of different spheres of the administration; strategies for capacity building, the program of public education and advocacies for a fundamental change in the management of conflicts and disasters in West Africa. It will seek to promote a pedagogical and educational action for the child, whatever,the child, so that he can contribute to protect his well-being and develop his skills in a group or a class trained in respect of the others. . Given the proven ineffectiveness of the financially unrealistic adoption of transversal programs, this policy must consider the education for peace and disaster risk reduction as not only essential for a sustainable development of a country but also to seize the opportunity that represents peace in the world.

If in general, the long-term option might be an approach to enter thanks to skills to ensure sustainability through a more systemic action, it will, be at first, to develop an educational policy through: ϖϖϖϖ an educational, social and political environment ϖϖϖϖ resources for all students; ϖϖϖϖ an intervention on both the context and the individual; ϖϖϖϖ a theoretical legal, legislative and administrative framework, viable to prevent potential conflicts and disasters.

In this respect, the philosophy behind the revision of the educational policy is part of a movement to better take into account the capacity of students to plan, organize and implement activities that serve to prevent, mitigate or reduce risks of conflicts, disasters related to natural phenomena or human activities. Thus, the evolution of the school always giving more importance to education for peace, security, justice and respect for human rights confirms that values such as mutual enrichment, tolerance, solidarity, respect for the environment, cooperation must now find an stronger expression and anchorage than before.. Ultimately, the policy of education for peace and disaster risk reduction is not a goal in itself, but a means, it can hardly think for itself and naturally fits in a dynamic which aims to gradually build a peaceful West African society peace of solidarity from school a venue to receive and prepare children for a better tomorrow. 3.2. STRATEGIC AXES AND ACTIONS

Strategic axes and actions that shape and promote the implementation of educational policy in education for the culture of peace and the reduction of disaster risks arising from the following guiding principles: ♣ Quality education for all (equality and fairness). The exercise of the reality of education for peace and disaster risk reduction pays a special attention to issues of justice, as well as curricula requirement which must be tailored to the needs of the situation and opportunities of the persons.;

-Strengthened decentralization / devolution. For a better development of the culture of peace and reducing of disaster risks, the devolution of power from the center to the local level, around schools inspections and schools should be strengthened with a view to greater accountability and empowerment. ♣ Effective and well coordinated partnership. Fort the sake of creating an enticing environment, a broad partnership, effective and organized will be developed so that the available resources of all kinds from the various stakeholders and partners can be invested without any hindrance in the education sector. ♣Sound and effective management. Parallel to the accountability of the different hierarchical levels, including schools and institutions, accountability for results as well as the transparent and efficient management of resources allocated to the system will be constructed in regulations for work. These axes and the strategic actions are issued around elements which are access, quality and management to be seen below. With regard to access, one must : develop a strategy for planning and democratizing the access to education through the identification with the holding of reliable statistics, the establishment of a school card for students victims of armed conflicts and disasters. extend peace the education for peace and disasters risk reduction in all sectors and sub-sectors of the education system. Access is through the establishment of a system of integration which supports diverse characteristics and needs of students and continuously extending from childhood education to technical and vocational education. A parallel system should work for non-formal education which mostly concerns the lower socio economically disadvantaged. -Set up a legal framework. The importance of legal issues is crucial. A policy on Education for Peace, disaster risk reduction and respect for human rights must be the implementation of a plan of action and legislative support to ensure the legitimacy of the program and recall rights and obligations of all stakeholders. develop a strategic communication, a collaboration and partnership with other key stake holders. Communication and cooperation between key stakeholders (Ministries, NGOs and private sector) are fundamental. This can make possible to increase the opportunities to share decisions, a sense of ownership and accountability.

combine strategies of advocacy, of lobbying, information and sensitization in a plan of strategic communications. Advocacy and communication strategies are essential tools for supporting the implementation and monitoring of programs of education for peace and reducing disaster risk. establish a steering and implementation system by creating an inter ministerial of consultation and coordination as well as the redevelopment of the organization of the education system. This should go in part through the creation of a national agency of the education for peace management and disaster risk reduction and secondly through decentralization and devolution of this management respectively through local authorities the school inspections and the IDEN,This devolution will be accompanied by the establishment of a supervisory and control body. revise the system of public resources allocation and to mobilize resources through an active non-public partnership. West Africa has a strong tradition of financial partnership at both internal and external levels, even if, a will to coordinate the efforts of each other, to avoid dispersion and engage them in synergy in this action and relevant priority appeared only recently. However, given the magnitude of the challenge of achieving this policy of education for peace and disaster risk reduction and the shortcomings found in the ability of the states to finance alone this large work, it is, to highly dynamize this partnership by expanding and strengthening the contribution of states and secondly, to optimally profitable resources acquired.

Table 5: WHAT IS OUR OPINION ABOUT THE EDUCATIONAL POLICIES /LAWS OF THE TARGET COUNTRIES

COUNTRIES

OPININIONS

Benin Burkina Faso

Cape Verde

Cote d’Ivoire

Gambia

Guinea

Niger Mali Senegal

Togo total

Yes X X X X X X X X X 9 It supports cross-curricular competencies likely to host the RRCoC.

No X 1

Yes X X X X X X X 7 It is not adapted to the current socio-political and security situation in the country No X X X 3

Yes X X X X X X X X X 9 Curricula are disconnected from the education policy. No X 1

Yes X X X X X X X X X 9 It is to be encouraged

No X 1

Yes X 1 It does not cover all major areas of an educational policy. No X X X X X X X X X 9

Yes X X X X X X X X X 9 It does not clearly support the education for peace and conflict and disaster risk reduction No X 1

Yes X X X X 1 It must be reviewed.

No X X X X X X

Yes X X X X X X X X X X 10 We must popularize the policy.

No 0

Yes X X X X X X X X X 9 Lack of harmony between the various ministries in the support of education.

No X 1

Yes X X X X X X X X X X 10 Lack of a long-term financial support for the implementation of educational policy.

No 0

Yes X X X X X X X X X X 10 Human, financial and physical resources are insufficient. No 0

Yes X X X X X X X X X X 10 There is a need to develop a specific policy of conflicts and disasters risk reduction in harmony with the general policy

No 0

Yes X X - - - X X X X 6 It puts forward the approach of entry through skills. No X 1

Yes X X X X X X X 7 Absence of a framework for its implementation and its becoming oprational. No X X X 3

3.3. RECOMMANDATIONS AND PRIORITY ACTIONS

Priority actions of this policy framework arise from conditions which seem essential to the success of an integration process. Selected actions are the following. : To the attention of the authorities of the Ministry of Education 1. Form a committee to review the curriculum (persons responsible for curriculum development, teachers of the training institutes and universities teachers, representatives of the working group of the education sector, the group of representatives should include representatives of people of different religions and various groups; 2. Include peace building and teaching of life skills; 3. Ensure the review of current policies to be sure they are not discriminatory and support efforts to reduce the risks of conflicts and disasters in education. ; 4. Include disaster risk reduction in all curricula To the attention of UNESCO . Contribute to the formation of a committee to review the curriculum (persons responsible for curriculum development, teacher of training institutes and universities teachers, representatives of the working group of the education sector, the representatives’ group should include people of different religions and different groups; 2. Build the capacity of actors / actresses of education in strategies for integrating measures to reduce the risk of conflicts and disasters in the planning process of the education sector, 3.Provide a training session on the RRCO / C to the educational staff at all levels; 4. Contribute to the review of current policies to ensure they are not discriminatory and support efforts to reduce the risks of conflicts and disasters in education. 5.The implementation of a financing strategy: a strategy of realistic funding must take into account the fiscal realities of the country and the possibility of mobilizing additional resources. The Important features of this strategy lies in the emphasis on profitability and on the exploitation of economies of scale resulting from the expansion of access and supply in an educational system that focuses on education and training in the field of culture of peace and risk reduction of disasters. 6.. The priority to the implementation of a national advocacy and a strategic plan of communication to support the curriculum of education for peace and disaster risk reduction focusing on the roles, rights and responsibilities of all learning institutions,

educators, parents and local communities and highlighting the main programs and issuing a report on their progress;

7. Campaigns of sensitization are important for the implementation of a program of education for peace and disaster risk reduction as suggested. To this end, Ministries will launch an information and sensitization campaign to communicate the proposals contained in the document of education policy, including the rights, responsibilities and obligations attached to them.

8.. Planning for sustainability through NGOs, the community and the multi sector participation 9.To conduct research on the national context in particular sub-regional in general are a prerequisite if we want to implement a program for the culture of peace and the reduction of disaster risk and make it a permanent structure. 10. Raise awareness among national governments and donors that educational policies are part of the post-conflict environment. 11. Integrate assessments and post-conflict peace building in the national strategy of education. 12. Creation in the context of post-conflict, of a group of……for education and peace building (which operate under the auspices of the Committee on Peace building of the United Nations), involving a wide range of political actors and educators can help to forge a new consensus, the fact to use this commission for a public dialogue can enable policy makers to gain a better understanding of potential dangers. 13.Develop the fund for peace building. Many governments of countries in post-conflict do not have the capacity or financial resources to initiate planning exercises at a large scale. A more important fund focusing on long-term planning for peace building could complement the efforts already made by donors and used to mobilize additional funding.. These priority actions are to be developed through a plan of action whose main parameters could be: GENERAL OBJECTIVES, STRATEGIC OBJECTIVES, LINES OF ACTIONS AND ACTIONS. . However, it is for the authorities of the Ministries of Education of the countries concerned, after the sharing and validation of this Study, to make the development of this plan of action in order to have a strategic planning tool. UNESCO / BREDA could contribute to this work.

CONCLUSION

Dignity of an educational system is measured by its ability to adopt and provide a service of quality education for all children, especially those living in areas of conflict, post-conflict or post-disaster. Aware of this truth and under the auspices of international organizations, countries of West Africa are trying to implement policies liable to address the challenge of Education for All in the coming years. Today the situation is that it is unrealistic to achieve this goal without implementing curricula and training for peace and disaster risk reduction. And in this sense, we must recognize that the solutions adopted so far by most countries in the sub-region have revealed their limits. It seems that the urgency of the situation has been well felt and that through the Global Monitoring Report on EFA 2011 "The hidden crisis: Armed conflict and education" there is a desire to redefine options in education for peace and disaster risk reduction. This study initiated by the UNESCO / BREDA will certainly make an important contribution to the success of this process in perspective. Education plays a key role in supporting the wider processes of peace building and State building. To be effective, national governments must quickly respond to the demands of citizens in post-conflict situations by building classes, recruiting teachers and ensuring that education is accessible. Pooling of funds at sub-regional and national levels can help minimize the risks for the donors and to ensure that aid is allocated according to needs. Indeed, this study has been concerned to identify the issues raised by the education for peace and disaster risk reduction through national education policies and clarify the vision to make clear the choices to be made. It highlighted that the integration of this innovation into the curriculum can be understood and developed only if, both sides, persons responsible and practitioners have the capacities to answer the questions raised by armed conflict and natural disasters and to define their role in the choice of future commitments. The analysis for the review of the educational policy for peace and disaster risk reduction reveals, in addition, a fairly strong opening opportunities to achieve integration of this activity in the school curriculum. It can also highlight a number of essential prerequisites for an integration project that would be favorable to all persons concerned and recognized by all parties involved. But there are also many questions regarding the qualification of the teachers to engage in an integration and their desire to find a balance between investment among students traumatized and stressed by the horrors of armed conflict and disasters. But beyond the specific educational issues and teaching methods also remain concerns. It is the same for financial and communicational aspects. Despite the weaknesses, the findings of this reflection offer a relevant framework for a realistic review of the policy of education for peace and disaster risk reduction in West Africa. Governments can get the maximum benefit to foolow the path to human development and to excellence.

BIBLIOGRAPHY

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armés et l’éducation, 2001 7. UNESCO BREDA, Rapport de revue de la politique d’éducation et de Protection

de la Petite Enfance au Sénégal, 2009 8. Curriculum de l’Education de Base : Guide Pédagogique PDEF 2008 9. Plan d’action : Programme mondial en faveur de l’éducation aux droits de

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References and complementary reading

Academic Documents

Anderson, A. 2010. Combating climate change through quality education. Washington: The Brookings Institution. Consulté le 27 janvier 2011 sur : www.brookings.edu/~/media/Files/rc/papers/2010/09_climate_education/09_climate_education.pdf

Bird, L . 2009. Promoting resilience: Developing capacity within education systems affected by conflict. Document de réflexion commandé par le Rapport mondial de suivi sur l'EPT 2011, La crise cachée : les conflits armés et l'éducation.

Brannelly, L .; Ndarhutse, S.; Rigaud, C. 2009. Donors’ engagement: supporting education in fragile and conflict-affected states. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur :unesdoc.unesco.org/images/0018/001833/183363e.pdf

110 Integrate the reduction of risk of conflicts and disasters in the planning of the sector uf education

Chalmers, M. 2005. Spending to save: Is conflict prevention cost-effective? Bradford, The Centre for International Co-operation and Security, Department of Peace Studies, University of Bradford (CICS Working Papers 1). Consulté le 27 janvier 2011 sur : www.bradford.ac.uk/acad/cics/publications/spending/working_paper_1.pdf

Crane, K. et al. 2010. Building a more resilient Haitian state. Santa Monica: Rand Corporation. De Hoop, T. 2010. ‘Insuring against earthquakes: simulating the cost-effectiveness of disaster preparedness’. Dans : Disasters Vol. 34, n° 2, p. 509-523. Hofman, D. 2007. ‘Comment maîtriser le coût des catastrophes’. in Finances et développement (FMI). Vol. 44., n° 1. Consulté le 13 mai 2011 sur : www.imf.org/external/pubs/ft/fandd/fre/2007/03/pdf/hofman.pdf INEE UNESCO-IIPE. 2011. Education and Fragility in Liberia. Paris: INEE et UNESCO-IIPE. INEE. 2010d. The multiple faces of education in conflict-affected and fragile contexts. Consulté le 27 janvier 2011 sur : www.ineesite.org/uploads/documents/store/INEE_Multiple_faces_of_ed_in_conflict-affected__fragile_contexts_FINAL.pdf

Kirk, J . (dir. publ.). 2009. Certification Counts: Recognizing the learning attainments of displaced and refugee students. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0018/001809/180906e.pdf Luzincourt, K. ; Gulbrandson, J. 2010. Education and Conflict in Haiti: Rebuilding the Education Sector after the 2010 Earthquake. Washington: USIP. Consulté le 27 janvier 2011 sur : www.usip.org/files/resources/sr245.pdf MacEwen, L. ; Choudhuri, S. ; Bird, L. 2010. ‘Education sector planning: working to mitigate the risk of violent conflict’. Document commandé par le Rapport mondial de suivi sur l’EPT 2011, intitulé La crise cachée : les conflits armés et l’éducation. Consulté le 13 mai 2011 sur : http://unesdoc.unesco.org/images/0019/001907/190707e.pdf Metzger, U. 2008. Teaching disaster risk management in Sri Lanka’s schools: experience since the 2004 tsunami: GTZ. Consulté le 27 janvier 2011 sur : www2.gtz.de/dokumente/bib-2009/gtz2009-0342en-teaching-disaster-risk-management.pdf Nicolai, S. (Ed). 2009. Opportunities for change: education innovation and reform during and after conflict. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0018/001838/183808e.pdf

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République de Côte d’Ivoire. 2009. Plan d’actions à moyen terme du secteur de l’éducation. Consulté le 8 février 2011 sur : http://planipolis.iiep.unesco.org/upload/Cote%20Ivoire/CotedIvoirePlandactions2009.pdf Uganda Ministry of Education and Sports. 2004. Education Sector Strategic Plan 2004-2015. Consulté le 27 janvier 2011 sur : http://planipolis.iiep.unesco.org/upload/Uganda/Uganda_ESSP_2004_2015.pdf 112 Integrate the reduction of conflicts and disasters risks in the planning of the education sector

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6 • Conclusion 113 undermine development goals. Oxfam International . Consulté le 27 janvier 2011 sur : www.oxfam.org/sites/www.oxfam.org/files/bp120%20Shooting%20down%20the%20MDGs_ Principes et bonnes pratiques pour l’aide humanitaire. 2003. Approuvés à Stockholm, le 17 juin 2003 par l’Allemagne, l’Australie, la Belgique, le Canada, la Commission européenne, le Danemark, les États-Unis d’Amérique, la Finlande, la France, l’Irlande, le Japon, le Luxembourg, la Norvège, les Pays-Bas, le Royaume- Uni, la Suède et la Suisse. Consulté le 13 mai 2011 sur : www.goodhumanitariandonorship.org/Libraries/Ireland_Doc_Manager/FR-23 Principles-and- Good-Practice-of-Humanitarian-Donorship.sflb.ashx Sany, J. 2010. Education and Conflict in Côte d’Ivoire. United States Institute of Peace Special Report. Washington: USIP. Consulté le 7 février 2011 sur : www.usip.org/files/resources/SR235Sany_final_lowres-1.pdf Stern, N et al. 2006. Stern Review on the Economics of Climate Change, London: HM Treasury. Consulté le 7 février 2011 sur : www.hm treasury.gov.uk/stern_review_report.htm UNESCO. 2010. Rapport mondial de suivi sur l’EPT 2010: Atteindre les marginalisés. Paris: UNESCO. Consulté le 13 mai 2011 sur : http://unesdoc.unesco.org/images/0018/001875/187513f.pdf UNESCO. 2011. Rapport mondial de suivi sur l’EPT 2011: La Crise cachée: les conflits armés et l’éducation. Paris: UNESCO. Consulté le 13 mai 2011 sur : http://unesdoc.unesco.org/images/0019/001917/191794f.pdf UNESCO-IIPE. 2010b. Report on Online Discussion Forum on Planning and Preparedness for Education in Emergencies. Non publié. Consulté le 27 janvier 2011 sur : www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Training/Virtual_Institute/pdf/2010/ EiE_Online_forum_Report.pdf

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Edwards, J. 2007. Handbook for Vulnerability Mapping. Oslo: Swedish Rescue Services Agency. Consulté le 27 janvier 2011 sur : www.nsc.org.in/ANNEXES/3.2.4%20Risk %20assessment%20and%20vulnerability%20maps/Handbook%20for%20Vulnerability%20Mapping.pdf Global Education Cluster. 2009. Short Guide to Education in Rapid Needs Assessments. Consulté le 5 mai 2011 sur : www.ineesite.org/index.php/resources/iasc_education_cluster_short_guide_to_education_ in_rapid_needs_assessments/ Global Education Cluster. 2011. Disaster risk reduction in Education in the Emergency Context: A Guidance Note for Education Clusters. IASC. 2007. Directives du CPI concernant la santé mentale et le soutien psychosocial dans les situations d’urgence. Consulté le 13 mai 2011 sur : www.ineesite.org/toolkit/INEEcms/uploads/1126/IASC_Guidelines_Mental_Health_ Psychosocial_FR.pdf INEE . 2009. Éducation dans les situations d’urgence : Inclure tout le monde. Guide de poche de l’INEE sur l’éducation inclusive. Genève : INEE. Consulté le 13 mai 2011 sur : www.ineesite.org/uploads/documents/store/INEE_Guide_de_poche_inclusive_FR.pdf Initiative de mise en oeuvre accélérée de l’EPT (IMOA-EPT). 2008. Progressive Framework. Support to fragile situations. Discussion document & Guidelines. Draft. Consulté le 10 février 2011 sur : www.educationfasttrack.org/media/library/pfguidelines.pdf

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UNESCO Bangkok. 2007. Natural Disaster Preparedness and Education for Sustainable Development. Bangkok: UNESCO. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0015/001504/150454e.pdf UNESCO. 2006. Plan national sectoriel de l’éducation: un guide d’approche pour une planification axée sur les résultats. Paris: UNESCO. Consulté le 13 mai 2011 sur : http://unesdoc.unesco.org/images/0014/001447/144783f.pdf UNESCO-IIPE. 2009a. Diagnostic du secteur éducatif. Matériel de formation de l’IIPE. Paris: UNESCO-IIPE. UNESCO-IIPE. 2009b. Formulation, préparation et mis en oeuvre de politiques et plans d’éducation. Matériel de formation de l’IIPE. Paris: UNESCO-IIPE. UNESCO-IIPE. 2010a. Sector planning working Paper 1: Strategic Planning: Concept and rationale. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0018/001897/189757e.pdf UNESCO-IIPE. 2010b. Sector planning working Paper 2: Strategic Planning: Organizational arrangements. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0018/001897/189758e.pdf UNESCO-IIPE. 2010c. Sector planning working Paper 3: Strategic Planning: Techniques and Methods. Paris: UNESCO-IIPE. Consulté le 27 janvier 2011 sur : http://unesdoc.unesco.org/images/0018/001897/189759e.pdf 116 Integrate the reduction of conflicts and disasters risks in the planning of the education sector

UNESCO-IIEP. 2010d. Guidance notes for educational planners: Preparedness and prevention of natural disasters and conflict literature review. Paris: UNESCO-IIEP. UNESCO-IIPE. À paraître. Sector planning working Paper 4: Policy Formulation: concept, process and directions. Paris: UNESCO-IIPE. UNICEF , 2010. Principaux engagements pour les enfants dans l’action humanitaire. Consulté le 13 mai 2011 sur : www.unicef.org/french/publications/files/CCC_FR.pdf UNICEF ROSA. 2006. Education in emergencies. A Resource Tool Kit. UNICEF ROSA: Kathmandu. Consulté le 16 mars 2011 sur :

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Others BMBF . 2008. Thomas Rachel: “Significant contribution to disaster protection”. Press Release. Consulté le 27 janvier 2011 sur : www.gitews.de/fileadmin/documents/content/press/Pm1111-Tsunami-eng.pdf

6 • Conclusion 117 Centre for Research on the Epidemiology of Disaster. EMDAT-OFDA/CRED . 2010. Result Disaster Profiles. Consulté le 28 juillet 2010 sur : www.emdat.be/resultdisaster profiles?disgroup=natural&dis_type=Earthquake%20 %28seismic%20activity%29&period=2001$2010 EM-DAT: The OFDA/CRED International Disaster Database – www.emdat.be – Université Catholique de Louvain, Brussels, Belgium

Hendon, J. 2010. Compare the difference in preparedness in Chile and Haiti. Consulté le 15 avril 2011 sur : http://searchwarp.com/swa570702-Compare-The-Difference-In-Preparedness-Between-Chile- And-Haiti.htm Inter-American Development Bank. 2005. Technical Cooperation Brief-Social Inclusion Trust Fund. Consulté le 8 février 2011 sur : http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=951223 Save the Children. 2008. In the Face of Disaster: Children and climate change. London: Save the Children. Consulté le 5 mai 2011 sur : www.savethechildren.org.uk/en/docs/In_the_Face_of_Disaster.pdf Siu, V. 2010. “UNICEF and partners help educate children displaced by conflict in DR Congo”. Consulté le 25 janvier 2011 sur : www.unicef.org/wcaro/2009_5815.html UNICEF-UNESCO. 2007. Une approche fondée sur les droits de l’homme pour l’ÉDUCATION POUR TOUS : un cadre pour la réalisation du droit des enfants à l’éducation et de leurs droits au sein de l’éducation. Consulté le 13 mai 2011 sur : www.unicef.org/french/publications/files/Une_approche_de_LEDUCATION_POUR_TOUS_ fondee_sur_les_droits_de_lhomme.pdf UNESCO-BIE. 2008. Disaster risk reduction: an Essential Contribution to Inclusive Education. Side event 3 at the 48th Session of the International Conference on Education (25-28 November 2008), organised by the International Strategy for Disaster Reduction (UNISDR), UNICEF and UNESCO With the support of the Coalition for Global School Safety and Disaster Prevention Education (COGSSDPE). Consulté le 21 février 2011 sur : www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Side_Events/SE03_ Flyer.pdf