Regional Office for Education in Africa

Regional Programmefor the

Eradication ofIlliteracyin Africa

DAKAR, 1984

Resolution 2.3 ofthe General conference twenty-second Session

The General Conference,

Having regard to the Harare Declaration solemnly adopted by the Conferenceof Ministers of Education and Those Resp<:>nsible for Economic Planning in AfricanMember States, organized by Unesco in collaboration with the Economic Commis­sion for Africa and the Organization of African Unity (Harare, 28 June-3 July1982), whereby they reaffirmed the commitment entered into by the African Mem­ber States « to achieve the democratization and renovation of education in order toenable all African children and adults of both sexes to exercise fully their right toeducation, a prerequisite for the fulfilment of individual potential and for the pro­gress of society»,

Considering that, in this Declaration, the Harare Conference called upon Unes­co « to examine the possibility of implementing, in co-operation with Member Sta­tes, a regional programme for the eradication of illiteracy», and that it recommen­ded to the Director-General of Unesco that he « study the possibility of proposing,in connection with the next draft programme and budget, the lauching of a regionalprogramme designed to promote the elimination of illiteracy in Africa before theend of the century, by a co-ordinated effort directed towards the universal provisionand renovation of primary education, coupled with literacy work among a.dults))(Recommendation N'. 2),

Considering that the Harare Conference, more specifically, recommended tothe General Conference of Unesco that it «appeal for international co-operationand solidarity to support the efforts made by African Member States to eliminate il­literacy and ensure that all Africans, of both sexes, can fully exercise the right toeducation )),

Having examined document 22 CIl06 «Regional Programme for the Eradica­tion of Illiteracy in Africa: Proposals by the Director-General )),1. Approves the proposals of the Director-General submitted in document 22

C/106 ;

2. Authorizes the Director-General:

(i) to take any steps he may deem necessary, within the framework of the Orga­nization's Programme and Budget for 1984-1985 (more particulary inconnection with Major Programmes 11, IV and V), to facilitate the launchingand successful execution of the Regional Programme for the Eradication ofIlliteracy in Africa as submitted in document 22 C/106 ;

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(ii) to take, in consultation with the governments concerned, any appropriatemeasures that would mobilize the resources, particularly extra-budgetary re­sources, needed to implement the Fegional programme;

3. Appeals to all Member States, intergovernmental and non-governmental organi­zations,·public and private foundations and institutions to lend, within the fra­mework of the regional proiramme, their material, financial and technical sup­port to African Member States in their efforts to eradicate illiteracy, through co­ordinated action for the universal provision and renovation of primary educationand adult literacy.

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Origins of the Regional Programme

The Harare Conference

1. OrganiJ!;ed by Unesco with the co-operation of the Economic Commission forAfrica (ECA) and the Organization of African Unity (OAU), the Regional Confe­rence of Ministers of Education and Those Responsible for Economic Planning inAfrican Member States was held in Harare, Zimbabwe, from 28 June to 3 July1982. Meeting at the end of the long-term period laid down in the Outline ofa Planfor African Educational Development, adopted by the Addis Ababa Conference in1961J the Harare Conference provided an opportunity both to review the progressmade by African states towards achieving education for all and to take the measureof the problems that still remain before this goal is attained, having particular re­gard for the prospects opened by the Third United Nations Development Decadeand the « Lagos Plan of Action for the Implementation of the Monrovia Declara­tion », adopted in 1980 by the Heads of State and Government of the OAU with aview to promoting the self-sufficiency and bolstering the independence of the conti­nent ofAfrica and the solidarity of its peoples.

2. On completion of its work, the Conference unanimously adopted the Harare De­claration in which it « solemnly reaffirms the commitment entered into by the Afri­can Member States, ever since the Addis Ababa Conference in 1961, to achieve thedemocratization and renovation of education in order to enable all African childrenand adults of both sexes to exercise fully their right to education, a prerequisite forthe fulfilment of individual potential and for the progress of society» and « stressesthe need for the African Member-States to draw up and implement during the co­ming two decades educational policies geared to the objectives of economic and so­cial developm~nt and capable of contributing effectively to the strengthening of in­dependence and African solidarity, and designed in particnlar:

to eliminate illiteracy through a vigorous, sustained two-pronged campaign touniversalize primary schooling for children and to promote literacy amongyoung people and adults on a massive scale ». Through this Declaration theConference called upon Unesco, among other tasks, « to examine the possibili­ty of implementing, in co-operation with Member States, a regional program­me for the eradication of illiteracy».

3. The Harare Conference recommended to the General Conference ofUnesco (Re­commendation N" 2) that it « appeal for international co-operation and solidarity tosupport the efforts made by African Member States to eliminate illiteracy and ensu­re that all Africans, ofboth sexes, can fully exercise the right to education» ;

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and to the Director-General of Unesco that he « study the possibility of propo­sing, in connection with the next draft programme and budget, the launching ofa re­gional programme designed to promote the elimination of illiteracy in Africa beforethe end of the century, by a co-ordinated effort directed towards the universal provi­sion and renovation of primary education, coupled with literacy work amongadults )).

4. The concerns underlying these recommendations reflect a keen awareness of thefact that the persistence of illiteracy in Africa is a serious obstacle to the overall de­velopment of African societies. These concerns are similar to those which incitedthe Heads of State and Government of the Organization of African Unity to adopt,in Lagos in April 1980, the Plan of Action for the Implementation of the MonroviaDeclaration of 1979, in which they committed themselves to « give an importantplace to the field of human resources development by states to eliminate illiteracy)).They are also in line with the main thrust of the plans and programmes adopted byUnesco since 1977 in connection with the struggle against illiteracy.

5. The purpose of the Harare Conference in adopting the Declaration and Recom­mendation N° 2 referred to above was to create psychological and material condi­tions conducive to intensifying the struggle against illiteracy with regard both to pri­mary education and to adult literacy.

Preparation of the Regional Programme

6. To enable the Director-General to give effect to the recommendation addressedto him (see paragraph 3 above), the Secretariat, while preparing the Draft Program­1ne and Budget for 1984-1985 (22 C/5), also undertook a series of preparatory acti­vities begun at the end of 1982 with a view to identifying the essential means where­by a Regional Prograll1me for the Eradication of Illiteracy might be prepared. Theseactivities were carried out at the regional level to begin with and then at the nationallevel.

7. For this pupose a regional technical meeting for consultation and reflection onthe elimination of illiteFacy was held in Bamako, Mali, from 17 to 21 December1982. Thirty-five experts from twenty-seven states of the region and three regionalorganizations active in the literacy field in Africa took part in the work of the mee­ting, which provided an opportunity, among other things, for joint reflection on theobjectives, methods and means required within the framework of a regional pro­gramme for the eradication of illiteracy based on a co-ordinated effort directed to­wards the universal provision and renovation of primary education, coupled with li­teracy work among adults.

8. Following the Bamako technical meeting, a circular letter ED/UCE/BRE­DA/83.060 was sent by the Secretariat on 31 January 1983 to an initial group ofMember States in the region - the forty-four Member States served by the RegionalOffice for Education in Africa - inviting them to receive multidisciplinary missions.From March to June 1983, twenty-eight such missions visited the twenty-eight sta­tes which had accepted the invitation. The purpose of these missions, each of whichconsisted Qf a specialist in all-round education, an adult literacy specialist and aneducational planning specialist, was to provide technical assistance to the states

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concerned in identifying and formulating the components of national strategies forthe elimination of illiteracy. Each mission, using a guide for the collection of dataspecially prepared by the Regional Office for Education in Africa (BREDA), andworking jointly with national officials, was able to prepare a report on the spot, themain conclusions of which were submitted to the responsible ministers in each ofthe twenty-eight countries visited.

9. Three other states (Botswana, Nigeria and the United Republic of Tanzania),which did not ask to receive preparatory missions in view of the progress they hadalready achieved in the literacy field, but which clearly stated their wish to take anactive part in a Regional Programme for the Eradication of Illiteracy, should be ad­ded to these twenty-eight countries. Consequently, thirty-one Member States of theregion have currently expressed a wish to take part in the regional programme: Be­nin, Botswana, Burundi, Cape Verde, Central African Republic, Chad, Congo,Equatorial Guinea, Ethiopia, Gabon, Gambia, Guinea, Guinea-Bissau, IvoryCoast, Kenya, Liberia, Malawi, Mali, Mozambique, Niger, Nigeria, Rwanda, SaoTome and Principe, Senegal, Sierra Leone, Swaziland, Togo, United Republic ofTanzania, Upper Volta, Zambia and Zimbabwe.

10. The present document was drawn up on the basis of the conclusions of the Ba­mako consultation and synopses of the muldisciplinary mission reports. This mate­rial provided reliable information on the present state of the struggle against illitera­cy in the countries visited and on the need, for an effective assault on illiteracy, toadopt appropriate strategies linking the universal provision and renovation of pri­mary education with literacy programmes for adults. It also demonstrated the valueand necessity of inter-African regional co-operation within the framework providedby Unesco to support national effortstand promote the exchange ofexperience.

The conclusions of similar missions, which it is planned to send, should theywish to receive them to the six African Member States belonging to the Regional Of­fice for Education in the Arab states, will be taken into consideration in drawing upthe detailed annual work plans, as will any information and suggestions from otherMember States which, although they have not yet expressed an interest in the regio­nal programme, might subsequently announce their intention of taking part in it. Inany event, the regional programme proposed in this document is designed as anopen-ended and dynamic programme capable of adjustment throughout its imple­mentation, in the light of developments in the educational situation of Member Sta­tes in the region.

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Table 1 : Primary school enrolment: situation for the latest year available and de­velopments since 1975

iEnrolment First- Aver. annual

Countries Latest Duration Enrol- Rate year increase

visited (age. group% (a) admis- in enrolmentsyear ments

(28) available ~oncemed) (000) Girls sion 1975 latestCm. Net rate year available(%) (%) (%) (b) (%)

Benin 1982 6 (6-11) 404.3 32.3 64 - - 6.5Burundi 1981/82 6(7-12) 206.4 37.7 33 22 - 8.1Cape Verde 1981182 4(7-10) 48.7 48.9 153 91 121 -3.5Congo 1982/83 6(6-11) 406.8 (c) 48.2 156 - - 4.1Ivory Coast 1982/83 6(6-11) 1,135.5 (c)40.0 84 67 70 7.8Ethiopia 1981 6(7-12) 2,374.4 35.7 47 - - 14.0Gabon 1980/81 6(6-11) 155.1 49.0 - - - 3.8Gambia 1982/83 6(8-13) 53.8 36.0 56 - - 13.2Guinea 1981/82 6(7-12) 249.9 (c) 33.3 31 - 29 3.9Guinea-Bissau 1981/82 4(7-10) 65.0 32.6 - - - 4.2Equat. Guinea 1982/83 8(6-13) 42.3 43.7 - 50 - (e) 25.6UpperVolta 1982/83 6(7-12) 251.3 (c) 36.9 25 21 24 8.5Kenya 1982 7(6-12) 4,184.6 47,9 107 84 - 5.5Liberia 1981 6(6-(1) 155.2 36.9 52 - - 6.9Malawi 1981/82 8(6-13) 883.6 41.7 74 53 - 5.8Mali 1980/81 6(7-12) 291.2 (c) 36.3 28 - 24 2.9Mozambique 1982 4(7-10) 1,341.8 (c) 42.5 - - - (f) 0-8Niger 1982/83 6(7-12) 244.8 35.9 27 (d)23 - 8.1Cen. At: Rep. 1981/82 6(6-11) 259.5 36.6 70 - 61 2.7Rwanda 1981182 8(7-14) 743.1 48.1 64 61 74 10.8Sao T.&Pr. 1982/83 4(7-10) 16.2 48.9 133 95 - 4.1Senegal 1981182 6(6-11) 452.7 39.7 48 39 - 6.4Sierra Leone 1980/81 7(5-11) 263.7 (c) 39.9 42 - - 5.1Swaziland 1982 7(6-12) 125.3 49.7 III 86 - 4.9Chad 1982/83 6(6-11) 261.3 (c) 26.7 36 - - (g) 3.6Togo 1981/82 6(6-11) 498,6 39.4 III (d)74 87 5.4zambia 1981 7(7-13) 1,076.4 46.1 94 - - 3.6Zimbabwe 1983 7(6-12) 2,042.5 (c) 48.0 132 - - 11.6

Countriesnot visited(22)

Algeria 1981/82 6(6-11) 3,178.9 42.1 94 - 89 3.0Angola (h) 1980/81 - 1,486.6 - - - - -Botswanll 1980 7(6-12) 172.0 54.6 102 84 105 8.1Comoros 1980/81 6(6-11) 59.7 41.5 103 - - (i) 14.5Egypt 1980/81 6(6-11) 4,662.8 40.2 76 - 80 2.0Ghana 1979/80 6(6-11) 1,295.5 44.0 69 - 82 2.9Lesotho 1979 7(6-12) 235.6 59.1 104 67 134 1.2Libya 1980/81 6(6-11) 662.8 47.5 120 - 116 3.6Madagascar 1978 6(6-11) 1,311.0 (c) 46.9 100 - 133 5.0Morocco 1981182 5(7-11) 2.411.0 - 82 - 65 7.7Mauritius 1980 6(5-10) 123.7 48.9 102 84 103 -3.9Mauritania 1980/81 6(6-11) 90.5 35.4 33 - 27 12.4Namibia - 7(7-13) - - - - - -Nigeria 1979/80 6(6-11) 12,556.9 (c) 42.5 98 - - 20.5Uganda 1979 7(6-12) 1,223.9 42.2 50 37 57 5.9U.R.Camer. 1980/81 6(6-11) 1,379.2 45.5 107 - 100 4.2U.R. Tanza. 1980/81 7(7-13) 3,360.0 47.1 104 - - 11.4Seychelles 1981 6(6-11) 9.8 48.8 - - - -fJ.7somalia 1980/81 8(6-13) 271.8 36.1 30 22 - 8.2Sudan 1980/81 6(7-12) 1,464.2 40.4 51 - - 4.6Tunisia 1981182 6(6-11) 1,088.8 42.4 106 - 94 2.6zaire 1978/79 6(6-11) 3,919.4 40.8 90 - 92 3.4

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Sources

Apart from certain cases mentioned in the notes below, data for the countries visited weretaken from the multidisciplinary mission reports and for other countries from the Unesco Offi­ce of Statistics document entitled « Educational statistics - Latest Year Available»(CSR-E-43), January 1983, or the 1982 Unesco Statistical Yearbook.

Notes(a) The crude primary school enrolment rate, obtained by comparing primary school enrol­

ment figures for all age-agroups with the age-groups concerned, indicates the admission ca­pacity of the system in relation to this group. The net rate, obtained by comparing the pri­mary school enrolment figures for this age-groupe with its total population, indicates theextent to which primary education has been universalized. In both cases, the demographicdata are taken either from the multidisciplinary mission reports or United Nations estima­tes (average variant calculated in 1980).

(b) Rate obtained by comparing the first-year new enrolment figures (excluding repeaters)with the age-group of the admission age concerned. See not (a) for the demographic dataused. For the countries not visited, it has been used the admission rate around 1978 publis­hed in « Education and endogenous development in Africa: trends, problems, prospects»(ED-82/MINEDAF/3, Table 5).

(c) Percentage ofgirls calculated on the basis ofenrolment figures for a previous school year.(d) Net rate estimated by applying the age distribution ofenrolments for a previous year to en-

rolments for the year concerned.(e) Developments since 1980.(f) Developments since 1976.(g) Developments since 1976.

(h) Basic education enrolments published in « Informacoes Estatisticas 1979-1980 », Ministe­rio do Piano, Luanda, p. 21.

(i) Development since 1973.

Present Situation in the Struggle against Illiteracy andOutlook at the National Level

The Situation of Primary Education

Expansion

11. The extent to which primary education has been universalized varies considera­bly from one country to another, as will be seen from a comparison of the crudeschool enrolment rates in Table 1, which are based on data collected'by the multi­disciplinary missions, supplemented for other countries of the region by data availa­ble at the Unesco Office ofStatistics. In this respect a sharp distinction can be drawnbetween two groups of countries: those that have already achieved, or nearly so,universal primary school enrolment, and those that fall far short of it, with crudeschool enrolment rates ofbetween 25 and 36 per cent.

12. The first group consists of countries with a crude enrolment rate of over 90 percent. This indicates a satisfactory reception capacity, despite the fact that a varietyof problems sometimes delay access to sooooling for some or hamper normal pro­gress by all children in the age-group concerned. These include too many repeats,too little retention and overcrowding of classes. Eight of the countries visited are inthis group: Cape Verde, Congo, Kenya, Sao Tome and Principe, Swaziland, Togo,

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Zambia and Zimbabwe. It includes a further eleven countries in the region: Algeria,Botswana, Comoros, Lesotho, Libya, Madagascar, Mauritius, Nigeria, Tunisia,United Republic of Cameroon and United Republic of Tanzania. This then makesa total of nineteen countries in which universal primary schooling may be regardedas having been essentially achieved, at least as far as enrolments are concerned. De­tails of actual attendance rates should of course make it easier to gauge the real si­tuation.

13. At the other extreme a second group stands out just as clearly, which is that ofcountries where the crude enrolment rate is below 40 per cent. Six of the countriesvisited fall into this category - Burundi, Chad, Guinea, Mali, Niger and Upper Vol­ta - as do Mauritania and Somalia. Ifuniversal primary education is to be achievedin these eight countries in the not too distant future, new, vigorous strategies for thedevelopment of education will be needed.

14. The other countries in the region, which include fourteen of the states visited,form a rather unhomogeneous group. Some of these countries could in the shortterm join the first group, while others are more akin to the second group in their dif­ficulty in bringing about a sufficiently rapid expansion of primary education.

IS. The proportion of girls in primary education for the Africa region as a wholehas increased from 35 per cent in 1960 to 39 per cent in 197,0 and 43 per cent in1980. Nevertheless, in a number of countries, particularly those where the enrol­ment rate is lowest, this proportion still represents only about a third of those atschool. Furthermore, while there has been a marked improvement in the access ofgirls to primary education, the gap between boys and girls continues to increase.

16. The information gathered by these multidisciplinary missions on serving andtrainee teachers shows that, despite considerable efforts to train enough qualifiedteachers, difficulties are still encountered in many countries. The average number ofpupils per teacher is relatively high in a number of cases. For instance, in ten out oftwenty-eight countries there are forty-nine to sixty-seven pupils on average per tea­cher in primary education. The proportion of qualified teachers has increased in allstates. But in eleven of the twenty-four countries in respect of which data were ga­thered, this proportion is still below two-thirds and in one case it is only 10 per cent.

17. The annual number of teachers graduating from training establishments is ina­dequate- in many cases. If the number of such graduates is compared, in percentageterms, with the number of serving teachers, the resulting proportion should, in mostcases, be about 6 per cent just to maintain the existing enrolment rate, allowing for apopulation growth of about 3 per cent a year and an annual teacher loss rate also ofabout 3 per cent. Yet in ten cases out of twenty-one the proportion is below 6 percent. Furthermore, this observation ties in with the comments made in most reportsconcerning the shortage of initial teacher-training structures making it possible toincrease school enrolment and improve the quality of teaching.

Renovation

18. Efforts made to extend primary education t,p the entire school-age populationhave often been accompanied by action to suit such education to the local econo­mic, cultural and social environment.

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19. Some of the changes adopted for this purpose fall within the overall reforms ofthe education system, while others constitute specific innovations aimed at makingprimary education more relevant and effective as a response to particular objectives.Reforms and innovations are often linked to broader national development objecti­ves such as promoting cultural identity, strengthening national cohesion, reducingdependency, achieving self-sufficiency in food and reducing social inequalities.They affect structures, content and curricula, teacher-training and educational re­search.

20. The establishment of new primary education structures or the reorganization ofexisting structures has in all cases been aimed at providing schooling for as manychildren as possible and ensuring that they make progress in the system and'comple­te their course. Some countries have modified their education structures by reducingthe length of primary schooling in order to speed up the expansion ofenrolment andadjust the period ofcompulsory schooling to financial and material resources and tothe number of teachers available, as in Burundi (from seven to six years), Cape Ver­de (from six to four years) and Zambia (from eight to seven years). A different ap­proach has been adopted by a larger number of countries, which have introduced abasic education course of nine to ten years, linking it with the world of work at va­rious stages via « pre-vocational» Structures, as in the Congo, Guinea, Mali andRwanda. .

21. In most of the countries visited, curriculum reform is regarded as a means ofen­suring socio-cultural relevance which may help, in particular, to prevent pupilsfrom leaving the education system prematurely. This type of reform reflects natio­nal cultural, social and economic characteristics and the need to use African langua­ges in education. For instance, in addition to African languages, new disciplineshave emerged in many instances to strengthen links with the daily lives of children,including health and nutritional education, hygiene, first aid, management, elemen­tary technology geared to home maintenance and modernization and handicrafts.Some countries are even contemplating decentralization ofdecision-making on edu­cational content in order to enable parents to take part and so gear it more closely tothe needs of the communities concerned. Most countries visited adopt a methodolo­gical approach based on study of the local environment. Such study would streng­then links between school and the children's environment, otTer a common basis fororganizing knowledge and lead to co-ordinated action with the health, agriculture,nutrition, housing and recreation sectors, while preparing children to take more ef­fective action to ensure that the necessary changes are made to their environment.

22. The use of African languages in primary educatiOli is regarded by most of thecountries visited as an aid in learning to read and write. In some countries Africanlanguages are used in the firsHour years of primary education. In others, like Gam­bia, Niger and the Central African Republic, African-language pilot schools havebeen instituted for the first three years. In Togo two languages have been introducedon a trial basis, in the first year, in some classes. In some countries African langua­ges are used as media of instruction throughout primary schooling. This is the casein Kenya and Tanzania (I) with Kiswahili, in Guinea and in Rwanda. The tendencyto introduce the teaching of African languages in the curricula of training institu­tions is becoming more widespread. This gives the teachers a better grounding forteaching in those languages.

(I) A country not visited.

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23. Productive work is becoming more important in the education programmes ofthe countries visited. The aims are: to inculcate in pupils respect for and a positiveattitude towards work; to prepare them for their future role as producers by givingthem practical instruction in particular techniques and inculcating in them habitsand standards conducive to working efficiency; to link school to the life of the com­munity and use it to encourage the rural population to adopt improved techniques;and to enable the schools themselves to meet part of their operating costs.

24. Curriculum reform has often also involved upgrading the teaching of some sub­jects or improving the methods and techniques used. For instance, science teachingand, to a lesser extent, vocational training have been strengthened and new educa­tional technologies adopted in primary education.

25. The training of teachers has followed the effort to overhaul primary education.In the twenty-eight countries visited, the desire to improve the qualifications of tea­chers has given rise, in general, to the decentralization of training institutions, hi­gher recruitment standards for trainee teachers and longer periods of training forthem. Sometimes teachers who have been recruited without the requisite qualifica­tions are admitted to the initial training cycle after one year of full-time civic servi­ce. The purpose of in-service training is, in most of the states visited, gradually tobring underqualified teachers up to the same standards as those graduating from tea­cher-training colleges.

26. In order to prepare, carry out, generalize and assess all these innovations, tech­nical bodies have been established in many instances in the countries visited. Theyare responsible for ensuring better liaison between educational research and educa­tion proper in order to improve the quality of the education systefiJ.. They are alsorequired to ensure the publication and circulation of suitable teaching aids. This, inparticular, is the role of centres for the preparation of curricula and teaching equip­ment in several countries.

27. All these reforms and inM\'ations have been carried out resolutely and testify tothe desire of Member States to renovate primary education generally as soon as pos­sible despite the shortage of qualified teachers and in the face of serious material andfinancial difficulties.

28. A first difficulty stems from the weakness or even total lack of planning bodiesand adequate executive ood supervisory bodies. Often there are no proper otleratio­nal structures and machinttry to supervise, follow-up, co-ordinate, adjust and cor­rect reforms. In addition, most of the countries visited do not possess enough quali­fied personnel to cover all aspects of educational planning and administration. Sys­tematic data gathering is not always provided for and it proves difficult, and someti­mes impossible, to carry out certain essential analyses and evaluations.

29. The general inadequacy of staff training at all levels has also considerably ham­pered the reforms. In most of the countries visited, teachers in commissions orworkshops have a hand in preparing curricula. Although this system is theoreticallybetter than having a handful of specialists who are not directly involved in educa­tion working full time on the preparation and revision ofcurricula, it does also giverise to difficulties in practice. Curricula are not always consistent with the statedobjectives. One example is the introduction of productive work, which sometimesmerely takes form of work in a school garden or field, while the curricula inherited

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from the colonial period remain unchanged. Environmental study techniques, as anessential factor in interaction between the school and productive work, are not al­ways adequate. Furthermore, serious difficulties arise when it comes to incorpora­ting pre-vocational training into curricula.

30. Another obstacle to reform is the traditional examination system. In most ofthe countries visited, curriculum reform has not been accompanied by any changein the various forms of assessment of knowledge and skills. Lastly, in many coun­tries the lack or shortage of suitable textbooks and teaching materials detracts fromthe quality ofeducation.

The Situation of Literacy Programmes for Young People and Adults

Quantitative aspects

31. Table 2 gives a general idea of the quantitative aspects of literacy programmesfor young people and adults in the countries visited by the multidisciplinarymissions.

32. The figures or estimates available for twenty-five of the twenty-eight countriesvisited show that, in the most recent year for which statistics are available, the num­ber of participants in literacy and post-literacy programmes ranges, aec.ording to thecountry, from a few thousand to several hundreds of thousands and indeed to closeon two million in the case ofEthiopia.

33. The table further shows that in six of the ten countries for which figures areavailable regarding the sex of participants in literacy programmes, women outnum­ber men. It also shows that the average number of participants per instructor is ge­nerally low, a factor conducive to successful literacy programmes.

Programmes and methods

34. In a number of countries, literacy work is looked upon as a « national cam­paign » or as a large-scale programme drawing upon considerable resources and ai­ming at the speedy eradication of illiteracy. Target groups are primarily those whichcould make an immediate direct contribution to national development and rapidlytake over the education and training of other groups. They include members ofyouth and women's organizations, production workers, political militants, tradeunionists,reprsentatives of urban districts or rural communities, and so forth. Whe­re resources are very limited, literacy programmes are less ambitious and primarilyconcern a small number of selected groups, such as workers, farmers and women. Inall cases the political options, the nature of the objectives set, financial limitationsand the state of general development determine the choice of target groups and theextent of the action contemplated.

35. In some countries the programmes for literacy courses correspond, in whole orin part, to school curricula. In others the programmes differ according to the popu­lation groups concerned. The duration of literacy courses varies according to thetype of programme (from four or five months to two or three years) but, in most ca­ses, it comprises two successive stages of six to nine months each, the first being in­troductory and the second intended to consolidate what has been learned.

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36. The programmes for post-literacy courses, sometimes regarded as a logical se­quel to initial educational action in the context of lifelong education and sometimesas a means of remedial education for young people who have had little or no schoo­ling, are designed to improve general educational levels, to train leaders of socio­economic activities (co-operatives and community development programmes, inparticular) who can take some part in improving their environment, and to enablepeople in employment to occupy more responsible positions as a result of bettertechnical or administrative training.

37. Literacy programmes use different methods and techniques but are very oftenguided by active education principles. The look-and-say or semi look-and-saymethods, associating the learning of reading and writing with understanding of amessage (conveyed by an image or by practical examples and talks followed by dis­cussion) is the most widely used and relies heavily on audio-visual aids.

Structures, personnel and training

38. Literacy programmes for young people and adults are the responsibility of va­rious public and private bodies and organizations, whose structures differ accordingto the institutional system, their functions and the degree of financial and operatio­nal autonomy that they enjoy. In most countries where multidisciplinary missionshave been carried out, the main responsibility for literacy work among young peo­ple and adults is assumed by government services that nearly always come under theministries or departments in charge of education programmes, social affairs, masseducation or rural development. Frequently, several services operating within diffe­rent ministries are responsible for literacy activities associated with socio-educatio­nal programmes or vocational tmining. In addition to those conducted by govern­ment bodies, a variety of literacy programmes are also run by semi-public bodiesand numerous private organizations. Most central literacy services have their ownpremises. Those catering for provinces and countries are in some cases scatered,making the distribution of educational material less easy.

39. The levels of competence, working conditions and status of literacy personnelvary according to category, and are determined primarily by recruitment methodsand the type of training they have received. As a rule, the budgets of the appropriateministries and the unofficial nature of some literacy programmes exclude the possi­bi�ity of placing educators (called literacy workers, instructors, leaders, animatorsfacilitators, etc.) on the same level as teachers. However, teachers are sometimesspecially seconded for literacy work, particularly in urban areas or in experimentalschools, where in some cases they lead, supervise and train a team of literacy wor­kers. A few countries are endeavouring to pay their literacy workers a regular salary,whereas in others, literacy campaigns, particularly those organized by the authori­ties, depend to some extent on voluntary workers.

40. Another problem shared by all countries involved in literacy activities is theneed to train personnel at different levels. The solutions attempted have varied wi­dely, but in the case of operational personnel, in-service training (after an initialtraining period of variable duration) is the fnost widespread and, apparently, themost effective method. Certain countries have set up training centres for middle­level personnel, while others employ recent graduates, from the training institutes

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Table 2: Quantitative data on literacy programmes for young people and adults

Latest Participants Partici- Ratio

CountriesNumber Number pants/ partici.

year of ofinstruc- iIliter- pants,visited avail- centres tors ates instruc-

able Number (%)% (a) torWomen

Benin 1982 414 (b) 1.570 39.233 - 3.4 30Burundi 1981 224 (c) 362,903 - (d) 6.4 -Cape Verde 1982/83 136 124 2,191 - 2:4 18Congo 1982 366 401 16,902 64.8 - 42Ivory Coast 1980 222 - 16,032 - 0.7 -Ethiopia 1981/82 (e) 49,098 - (e) 1,932,371 64.5 22.0 -Gabon - - - - - - -Gambia 1983 120 1'51 4,808 21.2 2.0 32Guinea 1981/82 1,054 520 32,651 29.0 1.7 63Guinea-Bissau 1980/81 - - (I) 10,198 - - -EquatorialGuinea - - - - - - -UpperVolta 1981/82 1,741 - 45,204 - 1.4 -Kenya 1982 13,309 13,000 343,888 78.4 12.0 26Liberia 1982 277 508 4,461 59.0 0.7 9Malawi 1982/83 250 250 5,000 - 0.3 20Mali 1981 3,669 - 55,556 - 1.8 -Mozambique 1983 3,000 (g) 1,653 200,017 - 7.0 17Niger 1982 944 885 17,450 - 0.7 20Central AfricanRepublic 1983 - - 2,325 12.8 0.1 -Rwanda 1981 476 - 53,884 - 5.8 -Sao Tome& Principe 1982 561 918 6,246 56.0 41.4 10Senegal 1981/82 334 365 9,977 - 0.5 25Sierra Leone 1980 - (b) 256 7,685 27.8 0.6 30Swaziland 1982 - 250 4,240 - 7.7 17Chad - - - - - - -Togo 1980 1,197 1,187 33,795 - 4.3 28Zambia 1980 318 - 5,455 - 1.0 -Zimbabwe 1983 - 6,100 142,800 83.7 19.5 23

Sources:All data taken from reports of the multidisciplinary missions preparing a regional programmefor the eradication fo illiteracy.

Notes:(a) The indicator represents the total number of participants during the latest year available as

a percentage of the illiterate population aged between 15 and 54 in 1985, as estimated byUnesco's Office of Statistics.

(b) Estimates calculated from report data.(c) Including 256,040 children in basic education centres.(d) Excluding the children referred to in the preceding note.(e) Ethiopia: new centres and participants for stages VI and VII of the literacy campaign, cor­

responding to the period October 1981 - September 1982.(I) Guinea-Bissau: including 5,752 adults in elementary basic education and 4,487 adults in

complementary education.(g) Mozambique: number of instructors in 1982.

15

for personnel specializing in adult education or social development. In the majorityof cases, however, the middle-level staff recruited are primary-school teachers whohave qualified at colleges of education. They very often receive additional training,either prior to their 'recruitment for literacy work or while they are already engagedin it. High level personnel receive their training in higher teachers' colleges or uni­versities and institutes of higher education, which sometimes offer a course for can­didates wishing to specialize or to acquire an additional qualification in adult edu­cation.

Need for Strategies Linking Primary Education and Adult Literacy

41. All the countries concerned have clearly recognized the need to combat i}litera­cy through schooling and through literacy work among young people and adults.These countries are engaged in working out and implementing policies and strate­gies that combine, in a rational and balanced manner, specific campaigns, both inschools, particularly at primary level, and in out-of-school education. Their aim isnot to bring abo1:lt a total merging of the courses, specific objectives and approachespeculiar to these two types of education, but rather to ensure that development andrevitalization of primary education and of literacy work among young people andadults are efficiently dovetailed with a view to the total eliminatioIJ of illiteracy.

42. In the countries visited, various ways and means are either being tried, or are atthe planning stage, of developing and renewing both primary education and literacyprogrammes for young people and adults. As far as primary education is concerned,the measures already taken or those in preparation are aimed predominately atconsolidating national planning and administrative structures so as to improve co­ordination and management, and at decentralizing the administration of schools soas to be better equipped to meet the requirements of educational expansion; there isaccordingly a trend towards the establishment of national school zoning maps so asto plan more effectively for the quantitative development of education. As regardsliteracy programme&, the main aim of the measures adopted or contemplated is toimprove literacy services and programmes and their liaison and co-ordination, toimprove the methods used in literacy work and the training of personnel at all le­vels, and to develop the production of teaching materials; it is also aC,knowledgedthat, before launching literacy campaigns and programmes, there is a need for meti­culously prepared action to inform all those concerned, develop their awareness andincite them to take action.

43. The interlinking of primary education and literacy work with young people andadults simultaneously impinges on structures, methods and techniques, equipmentand the training of personnel. Many countries would like to see more effective co­ordination structures and machinery being set up for this purpose. In some cases,co-ordination is already beginning, through literacy and education committees,joint action committees of users of national languages, or linguistic research com­mittees. The use of national languages for educational purposes help to ensure lin­kage between education and literacy work, which in turn, has the effect of encoura­ging the use of these languages. However, this development is still beset by variousdifficulties, particularly as regards the transcription of these languages and the as yetinsufficient co-operation among countries using the same languages. Another factorthat may facilitate linkage between litera~y work and primary education is the

16

adoption, in primary education, of special teaching methods and techniques that areused in literacy programmes. So, for example, environmental studies and producti­ve work in schools are often based on methods devised at the operational seminarsin literacy and post-literacy work that have been held in many countries.

44. Over and above their immediate educational aims, policies and strategies forthe elimination of illiteracy have more far-reaching objectives, such as participationin national development, strengthening of national unity, social justice and the wel­fare of the people. For this reason, the authorities of the countries concerned unani­mously stress that the political will of governments is a prime factor in the struggleto conquer illiteracy.

Role of Regional Co-operation

Desirability of the regional programme

45. The authorities of the twenty-eight countries visited reasserted their full supportfor the recommendations designed to bring about the elimination of illiteracy by theend of the century, adopted by the Conference of Ministers of Education and ThoseResponsible for Economic Planning in African Member States (Harare, 1982). Witha view to large-scale action for this purpose, national authorities and officials confir­med their governments' firm intention to participate in the regional programme re­commended by the Harare Conference and to co-operate actively with one another.They emphasized the fact that, through the regional programme, it would be possi­ble to share and make better use of the variety of national resources available. Theyalso stressed the need for both international and regional co-operation to strengthenthe movement against illiteracy.

The many and varied proposals put forward by the twenty-eight countries asregards the co-operative machinery that should be set up and their offers of availa­ble resources are a reliable expression of their interest in the regional programme.

Machinery for regional co-operation

46. The reports on the twenty-eight countries point up the need to set machineryfor regional co-operation in motion; this could take several forms. Most countriesconsider it advisable for such machinery to have a degree of flexibility so as to avoidundue dispersal of effort and to make quick, frequent and inexpensive contacts pos­sible. Some countries propose setting up « consultative commissions» composed ofspecialists from different countries or « co-ordination committees» whose memberswould represent the relevant departments and would be appointed by the countriesparticipating in the programme. Unesco, through its Regional Office (BREDA),would act as a catalyst in the preparation and implementation of programmes andactivities of common interest.

47. Other countries, including Malawi, Zambia and Zimbabwe suggest the esta­blishment of a subregional centre or office under BREDA to help co-ordinate theactivities of education programmes in the countries of southern and East Africa.Malawi and Zimbabwe have both offered to be the host country for such an office,the establishment of which was also proposed at the Harare Conference (cf. Recom-

17

mendation N° 14) (1). Mozambique and Sao Tome and Principe also propose theestablishment of a subregional body for the Portuguese-speaking countries, and Ga­bon has suggested that a subregionalliteracy centre might be set up. Senegal, on theother hand, would like BREDA to be responsible for co-ordinating the regional pro­gramme in liaison with the programme of the Network of Educational Innovationfor Development in Africa (NEIDA), and with the assistance of an advisory groupof experts from various countries, similar to that convened in Bamako in December1982. Togo suggests tha BREDA set up a specialized structure for follow-up and co­ordination of activities under the regional programme for the elimination of illite­racy. Several countries suggest that universities, research institutes and non­governmental organizations should be encouraged to participate in the regional pro­gramme's activities. Some (Kenya, Liberia, Sierra Leone and Togo) stress the im­portance of co-operation with the inter-African regional organizations responsiblefor education and literacy work among adults.

48. Attention is also drawn to the need to promote information exchange: Gui­nea-Bissau would like BREDA to set up a body to monitor the implementation ofthe programme and to publicize the innovations introduced and experiments at­tempted in any sphere connected with the struggle against illiteracy. Swaziland hasproposed the regular publication of a newslatter for the exchange of informationand experimental findings, as well as the distribution of functional literacy modulesthat may be used in different countries.

Exchanges of personnel were also suggested as possible means ofco-operation.

Participation procedure

49. All the countries visited stated that they were prepared to participate in the re­gional programme in ways that were compatible with national objectives and withthe resources available nationally. In particular, the following forms ofparticipationwere mentioned: study visits, exchanges ofpersonnel, exchanges ofequipment, par­ticipation in subregional courses and collaboration among countries using the samelanguages. Equatorial Guinea asked BREDA to facilitate exchanges of experimentalfindings with Latin America. The possibility of making joint use of printing facili­ties or other technical equipment was also raised.

Expected support

50. The support expected from the regional programme for the elimination ofillite­racy involves mainly the production'of teaching materials and the training of per­sonnel (teaching and literacy work proper).

As regards personnel training, various forms of support are desired: assistancein organizing national training programmes, particularly training courses and semi­nars and advisory services vith a view to improving training at the national level, in­dividual and group study tours among African countries, exchanges of personnel,and fellowships for specialized training abroad. Particular assistance is sought fromUnesco in order to speed up the establishment in :Niger of the Centre regional deformation de cadres superieurs de l'alphabetisation (CERFOCA), in which somestates in the region are engaged.

(I) As a result of this Recommendation, a Subregional Office for Education is at present beingset up in Harare, Zimbabwe.

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As far as educational equipment is concerned, the countries' needs vary and af­fect both school and out-of-school education: supply of paper, joint use of themeans of production so as to facilitate large-scale manufacture of inexpensiveequipment, and material and technical assistance for the establishment and streng­thenting of post-literacy structures and for the production of newspapers and au­dio-visual material.

Possible contribution by participating countries

51. All the countries visited expressed their intention to do their utmost to make di­rect contributions to the regional programme. They particularly stressed their desireto host conferences, meetings and seminars and to provide them with all the neces­sary material facilities. Liberia, The Gambia and Togo have offered the use of theirequipment for the production of educational or audio-visual material. Ivory Coastplans to make available the sizeable facilities of the Television Centre at Bouake forthe regional programme. Gabon could undertake to produce wooden furniture andequipment as part of a regional programme for the production of educational mate­rial. Gabon also mentioned the possibility that the recently created Centre Interna­tional des Civilisations Bantoues (International Centre of Bantu Civilizations)(CICIBA) might participate in the regional programme.

52. A number of countries, such as Mali, Togo, Senegal, the Central African Repu­blic and Gabon, would be prepared to circulate the results of their studies and expe­riments, particularly as regards linguistic research, innovations in tea"hing techni­ques and specialized methods, as part of the regional programme. They are also ableto offer the services of their national specialists for the programme.

The Regional Programme

Nature of the Regional Programme

Aims and Objectives

53. Taking as a starting-point the Harare Declaration and Recommendation N" 2,the regional programme is designed to promote the elimination of illiteracy in Afri­ca by a co-ordinated effort directed towards the universal provision and renovationof primary education, coupled with literacy work among adults. It must comprise acoherent set of activities directed towards the aims and objectives sought. With thisend in view, and taking account of the qualitative and quantitative objectives pecu­liar to each country concerned, the programme will set out to :

I. Arouse, at regional and international level, increased awareness of the importan­ce of education in ensuring that every individual has access to modem knowled­ge, foster realization of the human potential of the populations of developingcountries, and enlist the participation of all people in the task of development;highlight the impediments to the universal provision ofprimary education and tothe expansion of literacy teaching by sensitizing public opinion to the need tosurmount these obstacles.

19

2. Strengthen links and improve co-ordination between formal education andnon-formal education so as to pave the way for genuine lifelong education andencourage the establishment of an integrated education system. This new s~stem

would make it possible:- to define an educational content relevant to all, and objectives shared wholly

or in part by primary education and adult liter.\lcy courses;- to eliminate disparities in access to education and to reduce pupil wastage;- to avoid relapses into illiteracy, in particular through the promotion of joint

post-primary and post-literacy training programmes;- to pool certain human, material and financial resources.

3. Assist in the renewal of education systems with a view to ensuring their relevanceto the needs of the population and the requirements of development, particularlyin regard to preparation for the realities of the world of work and working life.The aims of such renewal should be in particular to :- promote general access to science and technology education at primary level,

but also in the non-formal sphere;- develop technical and vocational education, particularly agricultural educa­

tion;- promote Afri<:an languages, values and culture in education;- develop teaching materials suited to the new goals and to the revised subject-

matter.4. Help to develop and improve the planning and management of education sys­

tems.5. Contribute to the develop\Dent of literacy programmes for young people and

adults, special attention being given to women and country-dwellers.6. Promote post-literacy activities so as to help create conditions conducive to grea­

ter fulfilment of individual potential.7. Marshal new resources and promote less costly 'forms of education.8. Mobilize subregional. regional and international co-operation with a view to era­

dicating illiteracy.

General Framework, Principles, Criteria and Characteristics

54. The proposed programme, which is designed to reinforce efforts to eradicate il­literacy in Africa by the end of the century with due regard for the national and re­gional priorities identified during the preparatory activities, possesses the followingthree basic characteristics:

1. It falls within the conceptual framework of the Organization's Second Medium­Term Plan, and more particularly within that of Major Programme 11, «Educa­tion for all», and is based, so far as the 1984-1985 biennium is concerned, on therelevant provisiohs of the Draft Programme and Budget (22 C/5).

2. It is designed essentially to support national programmes to eliminate illiteracywhile also affording a framework for regional co-operation.

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3. The planning and programming of the future activities of the regional program­me will be determined by the needs felt in Member States and reflected in the Or­ganization's future plan and programmes.

55. The proposed programme is designed to create conditions conducive to the in­tensification of the struggle against illiteracy and to help solve practical problemsencountered in this area. Its basic criteria are as follows: the interest and needs ex­pressed by Member States, the Organization's technical and financial capacity, thedesired impact on national education trends, and the need for a flexible approachtaking into account the diversity ofnational resources, situations and policies.

Features of the proposed programme are:- An interdisciplinary approach involving co-operation among specialists in pri­

mary education, literacy instructioll,--Other levels of education, social science andeducational planning and administration.

- Efforts to achieve operational coherence among activities involving study, action­oriented research, training and information.

- Flexible co-ordination of activities, in particular through exchanges between indi­viduals and between institutions at the national and regional levels.,

56. The concept of relevance underlying the proposed programme requires that ac­count be taken of local conditions and the needs of the population; it also makes itnecessary for the activities foreseen to be cal6Ulated to contribute to improving li­ving conditions, to the fulfilment of all individual potential and to the general ad­vancement of the societies for which it is designed. All the measures to be taken inthe context of the programme should therefore ensure interaction between educa­tion, society and development and be designed from an intersectoral standpoint.

57. The aims of the regional programme are such that it affects a variety of groups,either as beneficiaries of the envisaged measures (children with schooling, withoutschooling or with uncompleted schooling, illiterate adults, etc.) or as executors ofthose measures (decisions-makers, planners, administrators, teachers, research wor­kers, cultural workers and communication personnel, etc.) or in both these capaci­ties at the same time. All population groups are therefore concerned in one way oranother, but some more than others, especially in the case of potential beneficiaries.This is above all true ofthe rural population, particularly women and girls.

58. Action-oriented research should be undertaken with a view to analysing, pu­blishing and disseminating information on their present situation and the nature ofthe inequalities affecting them, and in order to take measures to reduce wastage, im­prove standards of teaching and learning, offset. the disadvantages under which somechildren labour and lower the costs of education, while ensuring participation byparents and communities in the management ofeducation systems.

59. In this action-oriented research, special attention should be given to nomadswho, in some countries, represent a large part of the population, and to urbangroups living on the outskirts of cities whose members are generally illiterate,without professional qualifications and without employment.

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Mechanisms and Structures

60. Since the programme is both national" and regional in scope, steps would betaken at both these levels to set up operating machinery and structures, togetherwith a system for communication and consultation to ensure co-ordination at regio­nallevel.

At the national level

It is envisaged that in each state concerned the regional programme would ope­rate with the support of a national interministerial body (committee, commission,council, etc.) whose membership would be determined by the relevant national au­thorities, but which should include senior officials and be cbaired by a senior go­vernment official. The main tasks of that body should be as follows:

- to determine the nature of the activities to be undertaken and the ways and meansofcarrying them out;

- to keep under review and co-ordinate the implementation of the activities of theregional programme with due regard for national development plans-;- to ensure the collection and dissemination of information ;- to serve as a supporting structure for regional or subregional activities within the

framework of the regional programme and to be responsible for organizing themwhen they take place in the country concerned.

At the regional level

1. It is proposed that a technical secretariat be established within the framework ofthe Dakar Regional Office to assist in the implementation of the regional program­me. This secretariat would service the programme and also provide for the exchangeof information, which would involve publishing a bulletin, and for liaison with theOrganization's other programmes, NEIDA in particular, and with the nationalstructures participating in the regional programme.

In view of the size of the area covered and the number of participating coun­tries, the Harare Sub-Office would be made responsible for the implementation of anumber of activities of the regional programme in the Member States concerned inthe southern and eastern subregion.

2. A technical meeting (category VI) of senior officials responsible for educationalplanning and administration in Member States of the Africa region will be organi­zed in 1985 to review progress made in implementing the Harare Declaration andrecommendations, particularly as regards the regional programme for the eradica­tion of illiteracy in Africa. Following the conclusions of that meeting, an advisorycommittee ofexperts could be set up for the regional programme for the eradicationof illiteracy in Africa, in accordance with the procedures of the Organization. Thiscommittee would be responsible for monitoring the implementation of the regionalprogramme, advising the Director-General on the general thrust of its activities andways and means of executing them, and formulating opinions on measures the Or­ganization might take to enable the programme's objectives to be achieved moreswiftly.

22

Activities of the Regional Programme

Fields of Activity and Modes of Action

61. The proposed programme, being applied in areas where it is felt that it can mostusefully and most effectively support and further the efforts beIng made by each ofthe states concerned to eradicate illiteracy, is designed essentially to act as a catalyst.Six priority fields have thus been identified in which activities will be carried out atboth the national and regional levels. Table N' 3 outlines these fields of activity andthe modes ofaction envisaged.

Framing and implementation of strategies

62. The strategies in question are those that link the general provision and renova­tion of primary education with the development of literacy programmes. Advisoryservices and technical meetings are planned, to help the Member States concernedto draw up national plans to eradicate illiteracy.

Action-oriented research

63. Action-oriented research designed to assist in framing and implementing strate­gies will be carried out in the form of integrated pilot projects. These will introduceeducational innovations involving: the co-ordination ofprimary education and lite­racy instruction for young people and adults; the linking ofeducational content andmethods to the living and working conditions of the population groups concernedand the objectives of development; ways of ensuring the provision of literacy pro­grammes for all the population; participation by the groups concerned in the prepa­ration, implementation and administration of literacy programmes; the use of na­tional languages; post-literacy work. Some of these activities could be carried outjointly with NEIDA. In the pilot projects, special attention will be given to the mostdisadvantaged groups, namely, women, country-dwellers and young people whohave not completed their schooling.

These pilot projects would be backed up by studies and research carried out inco-operation with the relevant national institutions, viz. :- studies on various aspects of the reforms aimed at linking up formal and non­

formal education;- action-oriented research on post-primary and post-literacy training activities to

consolidate the grounding acquired in primary education and literacy training;- studies to identify the needs ofmarginal and disadvantaged groups;- studies on the various aspects of the use ofAfrican languages in education;- studies on groups that use the Arabic alphabet or language in certain countries

but that are officially considered to be illiterate.

Training of personnel

64. The training activities envisaged concern both primary education personneland literacy personnel. Special attention will be given to the training and furthertraining of dual-purpose teachers for both children and adults and of educational

23

planners, administrators, inspectors and managers. The training activities will takea variety of forms, bearing in mind different national and subregional contexts and,where appropriate, will be carried out with the co-operation of the relevant nationalor regional institutions and regional organizations. These activities may take the fol­lowing forms:

- workshops to prepare new programmes and courses for the training of dual­purpose teachers;

- operational seminars for those responsible for literacy instruction, teachers, re­searchers and professional communicators responsible for preparing teaching ma­terials such as textbooks, readers, teaching cards, etc. ;

- subregional courses and seminars for researchers and editors from countries usingthe same languages to help improve the production of teaching materials and laythe foundations for effective co-operation in the joint production of reading mate­rials (in association with NEIDA) ;

- subregional seminars on the harmonization and standardization of transcriptionsofnational languages used in school curricula and literacy programmes by severalcountries (in association with NEIDA) ;

- training seminars for educators of dual-purpose teachers for primary educationand literacy instruction (in association with NEIDA) ;

- seminars on methods and techniques of standardizing statistical data relating toliteracy teaching and primary education;

- seminars on techniques and methods ofdrawing up plans to make primary educa­tion accessible to the whole·population.

Production and dissemination of teaching materials

65. The development of primary education and literacy and post-literacy program­mes calls for adequate production of the necessary teaching materials. Technicalsupport and advisory services will thus be provided for the design, preparation andproduction of textbooks and teachers' guides. This support could take the form ofnational or subregional workshops for the preparation of materials and regional orsubregional workshops for co-prOduction and dissemination.

Exchanges and information

66. Exchanges of personnel, experience, materials, information, etc. will be syste­matically organized in order to help the participating countries to co-ordinate theiractivities and to promote the co-production of materials at the subregional and re­gionallevels.

These exchanges, some of which are already being organized by NEIDA in res­pect of educational innovations, will assume a variety of forms: study tours, mee­tings, inter-disciplinary and inter-country team-work, exchange of documents, pu­blications, information, etc.

The publication in French, English and if possible, Portuguese of a periodicnewsletter will keep the participating countries in touch with one another.

A reference work on the transcription and harmonization of African languageswill be published.

24

Development of awareness and mobilization

67. Apart from the various groups benefiting from the regional programme, consi­deration should also be given to all those who, in various capacities - as parents,personnel engaged in the fields ofeducation, culture and communication. senior ad­ministrative and political officials, universities, business undertakings, etc. - couldmake a contribution to the programme. Action to develop awareness and mobilizeenergies will be taken at the national level with a view to making it easier for the po­pulation groups concerned to grasp the objectives of the programme and their so­cial, economic and cultural implications and in order to encourage them to take anactive and responsible part in the implementation of the programme. Action willalso be taken at the regional level to generate and maintain international solidarity,particularly on the occasion ofInternational Litercy Day.

Support will be provided for the most disadvantaged countries to help them toseek bis. financing or material technical assistance from the greatest variety of offi­cial or private sources.

25

Table N° 3 Fields of activity and modes of action.

Field of activity Level Mode of action Subject

1. Framing and National Technical meetings Democratization ofeducation and reformsimplementation Advisory services and technical support Literacy and post-literacy instructionof strategies for planning services Renewal of primary education

Scholarships and study grants Methods for preparing plans and programmesOperational seminars for the eradication of illiteracy

Literacy campaignsRegional and Operational seminarsSubregional Technical meetings

2. Action-oriented National Studies, data collection and Planning (structure and machinery)research analysis - Pilot projects Use of African languages for educational

ends - Target groupsCorrelations between schooling and illiteracy

3. Personnel National Courses, seminars, workshops, technical Primary educationtraining advice and support, studies, pilot projects Literacy teachingand refressher for the training of dual-purpose teachers Administration-Planningtraining

Regional and Courses, scholarships and study grants, Drawing up of programmesSubregional operational seminars, workshops Evaluation

Co-operation with UNICEF Teaching methods. and techniquesTechnical support for regional and subregional African languagestraining institutions and centres Innovative educational practices(literacy training)

Table N° 3: (continued) Fields of activity and modes of action

Field of activity Level Mode of action Subject

4. Production National Workshops, technical support and Preparation of textbooks, teachers'and dissemination, advisory services guides and modular guidesof teaching Regional and Production workshops Primary education

materials Subregional Technical support - Co-production Literacy and post-literacy instruction

S. Exchanges and Regional and Inter-project visits, technical meetings Personnelinformation Subregional Newsletter Materials

Publication ofa reference work on the Experimentstranscription and harmonization Documentationof African languages Educational innovations

African languages (practical guides)Literacy and post-literacy instruction

6. Development of National Celebration ofInternational Literacy Daypublic awareness Organization ofactivities by Unesco Clubsand mobilization Advisory servic~

ofpublic supportRegional and Co-operation with competent regionalInternational organizations

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Table of Contents

RESOLUTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ORIGINS OF THE REGIONAL PROGRAMME.... . . . . . . . . . . . . . . . . . . 5

The Harare Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Preparation of the regional programme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Present situation in the struggle against illiteracy and outlook at thenational level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Situation of primary education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Situation of literacy programmes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Need for strategies linking primary education and adult literacy. . . . . . . . . 16Role of regional co-operation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

THE REGIONAL PROGRAMME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Nature of the regional programme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Aims and objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19General framework, principles, criteria and characteristics. . . . . . . . . . . . . 20Mechanisms and structures .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activities of the regional programme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Fields ofactivity and modes ofaction ,. . . . . 23Activities for 1984-1985 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

/

PholocomposllIon - Offsellmpnmen~ Saint-Paul, Oakar