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|Titre :||ERNWACA News Issue 1th|
|Type de document : ||texte imprimé|
|Auteurs : ||ERNWACA , Auteur|
|Langues :||Anglais (eng)|
|Résumé : ||ERNWACA NEWS No. 1 15 Jan. 2003|
1. National Activities – Cote d’Ivoire
2. Regional Activities – Research methods handbook; International teacher training network
3. Research – PTAs in Gambia; teaching training in Gambia; sector analysis
1. National Activities – COTE D’IVOIRE (CI)
• Country Status Reports – ERNWACA Cote d’Ivoire organized in June 2002 an informational meeting for researchers and practitioners on country status reports (CSRs, or "RESENs" in French) being prepared by World Bank staff in collaboration with national teams in several African countries. The objective of these studies is to enhance the knowledge base for policy development in the education sector, particularly in the context the Heavily Indebted Poor Countries (HIPC) Initiative and Poverty Reduction Strategy Papers (PRSPs). The CSRs are diagnostic documents that seek, not to provide solutions, but to identify key education issues and stimulate broad national dialogue around the way forward. Special analysis techniques are used to understand issues of equity in schooling and in the distribution of public resources for education. Dr. Raoul Kone, education professor at University of Abidjan’s teacher training college in Cote d’Ivoire, led the informational session. Click for CSR for Benin: http://www.worldbank.org/wbi/hdforprsp/pdf/readingspdf/RESEN0.pdf (English/French).
• Meeting of national coordinating committee – ERNWACA-CI national coordinating committee members met in July to assess 2001-02 activities and discuss perspectives going forward. Members decided to share responsibility for major thematic issues as follows: Mawa Coulibaly and Awa Cisse Toure, gender and education; Emile Bih, research methods, education finance and management; François-Joseph Azoh, HIV/AIDS and education, Solange Zehia, new member identification, member profile updates, and collection of dues. Member Djeneba DOUMBIA is working on issues related to education in times of crisis and education for peace. A general assembly is planned for February/March 2003.
• Contact – ERNWACA-Cote d’Ivoire, 22 BP 1012, Abidjan, tel.: (225) 22 44 31 10 / 22 44 43 23,
fax: (225) 22 44 42 32, e-mail: email@example.com.
2. Regional Activities
• Development of research methods handbook – Researchers and education practitioners from Burkina Faso, Cote d’Ivoire, Ghana, Mali, Niger and Togo participated in a Writers’ Workshop in Ouagadougou from November 25-29, 2002 to launch the development of a handbook on education research. Convinced of the need to conduct research that will improve the quality of education, ERNWACA seeks to produce a tool to help researchers and practitioners undertake action-research together, based on African realities. The Minister of Elementary Education and Literacy of Burkina Faso, himself a leading member of ERNWACA, opened the workshop and explained how the ERNWACA initiative will contribute to building national and regional capacity in education research. ERNWACA organized the workshop in collaboration with the Paul-Gerin-Lajoie Interuniversity Center for international development in education, University of Quebec at Montreal (UQAM). The UEMOA sent an education advisor to participate in the workshop as a resource person. Click for more information:
• International teacher training network – ERNWACA’s regional coordination participated in the founding meeting of the International Network for Francophone Teacher Development Institutions (RIFEFF), at the Agence Universitaire de la Francophonie (AUF) in Paris on October 8, 2002. The mission of this new network is to promote cooperation, solidarity and exchange among francophone teacher development institutions so as to contribute to quality teaching and promote teaching professions. A general assembly will be organized in 2003. ERNWACA was invited by AUF to help prepare the founding documents and ensure linkages between research and teacher development.
• Parent-teacher associations (PTAs) at lower basic schools in the Gambia, ERNWACA, Feb. 2002, 83p.
In a context of increasing decentralized school management, this study describes the characteristics of Parent-teacher Associations (PTAs), tries to derive a composite set of school and PTA variables that made a significant difference to school performance during 1997-2000, proposes policy guidelines for the creation of a legal framework for developing effective school-PTA partnerships, and suggests perspectives for PTAs in the future of the Gambian educational system. The methodology includes a comparative analysis of a sample of "effective" and "less effective schools" from different regions, representing both urban and rural schools. Some findings: In rural areas most of the parents on the PTA executive communities were illiterate whilst in the urban regions most had primary school education. All committees were male-dominated, and more so in rural areas. Most PTAs had their owns funds thanks to parent contributions, donations, and income-generating activities. Activities ranged from infrastructural
development and maintenance to sensitization campaigns, development of school plans, registration of pupils and collect of school fees. It was suggested that with adequate funding and relevant training, school-PTA partnerships could be developed in other areas of school affairs and management including more involvement in implementing and evaluating school plans, monitoring teachers’ effectiveness, and incorporating local content in teachers’ schemes of work. However, rural and sub-urban regions, disadvantaged as they are both economically and educationally, may be less able to cope with such developments than urban regions. The net result might be a widening of the urban/sub-urban/rural gaps in school performance. The study was sponsored by the Gambian Department of State for Education with financial support from ActionAid.
• Teacher training in the Gambia: Gambia College review report, ERNWACA, June 2002, 36p.
The Gambia College School of Education increased student enrollment over two years from 219 to 526 students, a 140% increase (approx. 31% of the total intake being women). A peer review process of the College and in particular the School of Education was launched, in part to discern how to accommodate the significant increase in students – necessary to meet needs of the reform and expansion of the national education system – while maintaining quality programs. Recommendations were addressed to the Department of State for Education (DOSE), the College Council, the College Academic Board and the School of Education committee. They include the creation of an administrative committee structure involving representatives from other pertinent organizations, improved student/teacher ratios, continued emphasis on schools-based learning through off-campus "teaching practice" and improvement of that program especially through enhanced mentoring, creation of a Counseling and Guidance unit to help improve progress and pass rates and address the specific needs of diverse student groups, more Information Technology in the curriculum and continued development of distance and resource-based learning, increased opportunities for staff development including in quality assurance systems and for research. Note that the DOSE has set up a committee to strategically implement the review recommendations. UNICEF-Gambia provided some support for the study.
• Partnerships between Ministries of Education and International Funding and Technical Assistance Agencies: The case of Mozambique, ADEA Working Group on Education Sector Analysis (WGESA), January 2002, 25p.
The study describes and analyses the partnership process and sector wide approach (SWAP) in Mozambique. It also addresses the issue of agencies' weaknesses and commitments and their implications for the Ministry of Education. Based on observations, the authors have attempted to draw up a typology of agencies' behaviours and actions along two dimensions: (i) technical competence and (ii) level of commitment. In their conclusion, the authors argue that "whatever the difficulties in realising the sector-wide approach ... there can be no justification for reverting back to the situation where the project mode was the order of the day …"
4. Events and Announcements
• Sector analysis seminar in Benin: Working Group on Education Sector Analysis (WGESA) of the Association for the Development of Education in Africa (ADEA), with national partners, to host three-country (Benin, Niger, Togo) capacity-building seminar on education sector analysis, Cotonou, February 24-26, 2003.
• CIES 2003: Comparative and International Education Society 47th Annual Conference: A Conversation on Educational Achievements Globally, March 12-16, 2003, New Orleans, Louisiana, USA. Click for evolving program:
• CONFEMEN: ERNWACA congratulates Ms. Adiza Hima, from Niger, for her election as Executive Secretary of CONFEEM at the 50th Conference of Francophone Ministers of Education in November 2002 in Ouagadougou, Burkina Faso. ERNWACA wishes her all the best.
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Education Research Network for West And Central Africa /
Réseau Ouest et Centre Africain de Recherche en Education
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|Catégories : ||Bulletins d'information - Newsletters:ERNWACA News|