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Event
  • 20.09.2022

Reimagining educational research and innovation for a better impact on learning outcomes in Sub-Saharan Africa

The symposium will focus on “Reimagining education for a better impact on learning outcomes in sub-Saharan Africa”. This crucial and foundational theme may be approached from multiple entry points, such as curriculum, assessment, pedagogy, teachers, inclusion, equity, policymaking, and practice. Papers for presentation will be based on the sub-themes below:

  • Proven innovations in improving learning and teaching in Sub-Saharan African contexts;
  • Quality teacher education and professional development programs and support mechanisms, as measured by learning outcomes;
  • The quality of national curriculum and assessment (formative, diagnostic, and summative), as measured by student learning;
  • Addressing diversity, inclusion, and equity through proven strategies that raise outcomes for marginalized learners such as girls, students with disabilities, and socially or economically disadvantaged students;
  • The link between languages of instruction (mother tongues, minoritized languages, French, English, Portuguese, etc.) and learning outcomes;
  • Remedial or alternative strategies that raise student learning outcomes after disruptions from emergencies, climate change, the COVID-19 pandemic, conflict, and other health and social crises;
  • Research to inform leadership, governance, and policy on students’ learning outcomes.

To follow the symposium online please register here.

Expected outcomes of the symposium:

  1. National and international education stakeholders will use KIX-supported research to frame debates about sustainable, inclusive, and equitable scaling in education in developing contexts.
  2. Country representatives will strengthen their knowledge and skills, including those that consider GESI to strengthen national education systems.
  3. Country representatives will actively participate in the hub, contributing to its governance and agenda, and share relevant knowledge from their context with their hub and other country representatives in the region, including GESI-related challenges.
Blog
  • 18.08.2022

#TeachersTransform education: One building, two schools - How sharing resources helped transform education in this Kenyan refugee camp

How do you accommodate 18,900 learners in nine secondary schools with limited resources? This is the dilemma faced by the team managing education in the Kakuma refugee camp in Kenya. Their solution? Create two schools in one.

As the education officer for Windle International Kenya, George Nandy oversees secondary education for Kakuma refugee camp and Kalobeyei Settlement. The organisation supports and implements education interventions in Kakuma which serves over 180,000 refugees from South Sudan, Sudan, Somalia, the Democratic Republic of the Congo, Burundi, Ethiopia, and Uganda. Their work is supported by the Kenyan government, the UN Refugee Agency (UNHCR), and other donors and partners.

Growing up in a family of 18 children, with very few resources, George understands some of the hardships that refugee learners face.

“I’m here because one teacher sacrificed to put me through school, paying for my uniform and learning materials. I’m bound to help,” says George who taught in Kakuma schools for over 6 years before taking on his current role. “By working in the refugee camp, I get to help these learners who are all vulnerable. They have suffered so much trauma, and they face so many challenges. But by transforming their education, we can support them with the skills they need to create a successful future for themselves.”

Making the most of available resources helped transform education in Kakuma

While there are currently 21 primary schools in Kakuma refugee camp, there are only seven secondary schools. Before George and the team took on the task of transforming education in the refugee camp in 2015, thousands of learners were forced to give up their schooling as there simply wasn’t enough space to accommodate them.

“Facing the ever-increasing student population, we sat down with Windle’s then executive director, Dr. Marangu Njogu, who proposed the innovative two-in-one approach to schooling,” says George.

“The system capitalises on ‘time’ as one of the major resources at our disposal. We realised that if we divided the day in half, we could accommodate two schools, and twice as many learners in one building. Each school has its own set of teachers, led by a single ‘chief principal’ who is supported by two deputies. Even the learners’ uniforms are different to make sure they attend their designated school,” says George.

How does two-in-one work?

A conventional school day runs from 8:00 AM until 4:30 PM and incorporates short and long health breaks as well as sports, clubs and society meetings. “But in the two-in-one system, the activities are compressed, so only six hours are used up,” explains George.

“The morning school starts early from 6:40 AM to 12:20 PM with two short health breaks in between. Then there’s a ten-minute changeover between schools. The afternoon school starts at 12:30 PM and ends at 6:30 PM,” says George.

“Co-curricular activities, sports, clubs, societies, and meetings are planned for when the particular school is not on session. For instance, the morning school participates in non-class activities in the afternoon. The afternoon school participates in non-class activities during the mid-morning.”

Benefits of the two-in-one school system

“The two-in-one system means we don’t have to find the money to build new buildings,” says George.

“Desks, chairs, lockers, classrooms, laboratories, kitchen, toilets, hand-washing facilities, library, reference books, ICT facilities, playgrounds, sports facilities and assembly grounds are all shared by the two schools," says George.

The innovative system also helps decrease teacher fatigue.

“Some Kenyan schools use the double-shift system where learners attend in two shifts, but the same teachers stay throughout the day. However, this leads to teacher exhaustion. With two-in-one system, teachers are able to give their very best in all of their classes.”

A transformative new curriculum requires extensive resources

While the two-in-one solution is helping more learners access secondary education in the Kakuma refugee camp, the student to teacher ratio is still exceptionally high.

“Currently, the average is 120 learners per teacher. “So we are working with the Kenyan government, donors, and other organisations to try to solve this.”

Decreasing the ratio will be even more important in 2023 when the Kenyan government begins rolling out a new competency-based curriculum. Instead of focusing on grades, the approach focuses on helping learners develop the skills, knowledge & talents they need when they leave school, whether it’s for tertiary education, or the workplace. It is learner-centred instead of teacher-centred and allows each learner to progress and master skills at their own pace.

“With a focus on ICT skills, the new system will help the learners thrive in an everchanging world,” says George.

However, while the new curriculum has many benefits, it requires just 30 learners per class, and relies on the teacher paying more attention to each individual.

“Currently we employ 335 teachers for 18,900 learners, and counting… but the new curriculum will require more teachers, additional classrooms, laboratories, technology, textbooks, and learning materials.

“We rely on generous donors to help us manage these needs. Their support helps us build and develop schools for the Kakuma refugee children, giving them a chance to transform their future through education.”

Despite the challenges ahead, George believes that the competency-based approach will equip the learners with the skills and knowledge they need to pursue careers in the 21st century.

The peacemakers of the future

For George, making sure learners have access to a solid education is not just about helping them build more secure livelihoods. It’s also about ensuring they have the skills to make a positive impact on society.

“Education plays a major role in obtaining peace in our world,” says George. “A good education empowers the learners to return to their countries one day, to take part in conflict resolution, and peace-keeping, and become the leaders of the future.”


Learn more about the #TeachersTransform campaign as part of the Transforming Education Summit.

Photo credit: John Cummings

Event
  • 20.06.2022

Call for abstracts. GPE KIX continental research symposium: Reimagining research and innovation for a better impact on learning outcomes in Sub-Saharan Africa

A call for research abstracts and presentations is open until 8th July for the upcoming GPE KIX Continental Research Symposium on “Reimagining research and innovation for a better impact on learning outcomes in Sub-Saharan Africa”, to be held in Addis Ababa, Ethiopia, from October 4th – 6th 2022. The Symposium is being jointly organized by the KIX Africa 21 and KIX Africa 19 regional hubs of the Knowledge and Innovation Exchange (KIX) Hub project, a joint initiative of the Global Partnership for Education (GPE) and the International Development Research Centre (IDRC). It will bring together regional and national policymakers, researchers and academics to exchange critical knowledge on innovations, evidence and good practices to improve student learning outcomes amidst contextual challenges in sub-Saharan Africa, particularly after the disruption of education systems related to COVID-19.

Proposals for research papers presentations are welcome with a focus on one or more of the KIX Africa 21 and KIX Africa 19 countries and on any of the 7 thematic sub-themes of the symposium, 2 of which are directly related to teachers and teaching issues:

  • Proven innovations in improving learning and teaching in Sub-Saharan African contexts
  • Quality teacher education and professional development programs and support mechanisms, as measured by learning outcomes

Detailed instructions for the submission of papers are available here. Any questions relating to this call must be sent by e-mail to:  kix.iicba@unesco.org and programmekix@francophonie.org.

Event
  • 08.06.2022

Call for collaboration: Online teacher training proposal for teachers based in Africa and Asia

ProFuturo is a digital education programme that aims to ensure inclusive equitable quality education for boys and girls in vulnerable environments through the promotion of lifelong learning opportunities and the development of 21st century skills and digital tools. To do this, ProFuturo supports teacher professional development through a catalogue of courses.

Within this framework, ProFuturo is currently launching an initiative that specifically targets primary school teachers based in Africa and Asia who have digital connectivity. The initiative proposes the following courses from ProFuturo’s catalogue:

ProFuturo is willing to collaborate with public and private organisations to reach the target group (primary education teachers with connectivity in Africa and Asia). These partners could be:

  • Ministries of Education or educational institutions that want to improve their teacher training programmes
  • Public or private institutions or organisations with technological equipment and/or networks of connected teachers
  • Any other type of organisation or project that contributes to achieving the initiative’s goals either in a specific country or at regional level

If you are interested please contact secretaria.profuturo@telefonica.com

Event
  • 08.06.2022

Call for collaboration: Online teacher training proposal for teachers based in Africa and Asia

ProFuturo is a digital education programme that aims to ensure inclusive equitable quality education for boys and girls in vulnerable environments through the promotion of lifelong learning opportunities and the development of 21st century skills and digital tools. To do this, ProFuturo supports teacher professional development through a catalogue of courses.

Within this framework, ProFuturo is currently launching an initiative that specifically targets primary school teachers based in Africa and Asia who have digital connectivity. The initiative proposes the following courses from ProFuturo’s catalogue:

ProFuturo is willing to collaborate with public and private organisations to reach the target group (primary education teachers with connectivity in Africa and Asia). These partners could be:

  • Ministries of Education or educational institutions that want to improve their teacher training programmes
  • Public or private institutions or organisations with technological equipment and/or networks of connected teachers
  • Any other type of organisation or project that contributes to achieving the initiative’s goals either in a specific country or at regional level

If you are interested please contact secretaria.profuturo@telefonica.com

Blog
  • 01.06.2022

We must pay attention to West Africa’s teacher strikes

By Anna C. Conover, Consultant, and Peter Wallet, Project Officer, International Task Force on Teachers for Education 2030


Recurrent teacher strikes taking place across West Africa, including in Ghana, Guinea, Mauritania, Niger, Nigeria, Togo and Senegal in the last six months signify serious labour relations challenges and affect quality education. Among their complaints and demands, teachers cite low and unpaid salaries, arrears and stipends; poor working conditions; lengthy and cumbersome promotion processes; understaffed and overcrowded classrooms; and challenges related to certification and lack of professional recognition.

The causes of this situation are numerous. In fact, many countries in the region have made significant progress to improve education access over the past two decades. For example, the net enrolment rate doubled in Burkina Faso and in Niger, reaching 76% and 59% respectively by 2020, a trend that has taken place in most countries in West Africa to varying degrees.

Yet to achieve gains in access, efforts to raise the status of the profession have stalled. Countries in the region have made policy tradeoffs that included the mass recruitment of contract teachers who typically receive lower pay and are given less support than their civil service counterparts. Poor working conditions compounded to the lack of strategy to integrate contract teachers into the civil service, result in growing frustrations which have often led to strikes. More recently, the COVID-19 pandemic’s disproportionate impact on non-civil service teachers has exacerbated the situation due to the non-payment or delay of contract teachers’ salaries.

Disruption and discontent

Teacher strikes inevitably reduce classroom time for students and add to other factors which affect education quality and lead to learning loss, such as inadequate funding, teacher shortages, poor infrastructure, and so on. In Guinea-Bissau, for example, during the last 5 years, teacher strikes have negatively affected at least one third of the school year. In various other West African countries, frustration has mounted to the point that students have taken to the streets to ask for their right to an education. This occurred last January in Senegal as students, after enduring several weeks without classes and fearing a lack of preparation for their exams, marched to demand a prompt solution to the standoff between the government and teacher unions.

As countries emerge from COVID-19 related school closures, the fear of losing another school year grips students and families. In Senegal, fear over the prospect of an “année blanche” or a lost academic year marked the beginning of 2022. With a series of walk-outs and strikes, teachers demanded their government to honor agreements reached in 2018 regarding compensation structures.

Halts to education do not only affect local populations but also impact knowledge building at a global scale. Academic strikes are currently taking place in Nigeria to demand the implementation of a 2009 agreement to improve compensation and invest in Nigerian university-level research.

One of the challenges for the advancement of teacher interests in the region is the fragmentation into small teacher unions which often go unrecognized by authorities. In Togo, for instance, The Togolese Teachers' Union (SET) has been on strike to demand, among other things, a housing allowance, the hiring of additional teachers to reinforce the workforce and better recognition of the profession. However, for the Togolese government – which does not officially recognize the SET– this strike has no legal basis and has removed over 100 striking teachers from their positions.

Improving mechanisms for social dialogue at all stages of policy development is crucial to prevent and better handle crises

Often characterized as confrontational rather than collaborative, the relationship between governments and teachers’ organizations needs to be reframed. Social dialogue, which the International Labour Organization defines as “[all] types of negotiation, consultation or simply exchange of information between or among, representatives of governments, employers and workers, on issues of common interest relating to economic and social policy” is an important means to align government and teacher objectives and establish harmony between both parties in the pursuit of providing quality education.

As outlined in the Teacher Policy Development Guide, effective policy development requires creating spaces and mechanisms that facilitate social dialogue between governments and all stakeholders, particularly teachers and their representatives. The urgency to address problems precipitated by crises could help forge stronger cooperation between governments and teacher unions for policy development. Unfortunately, in part due to the rapid global measures to close schools, examples of fruitful social dialogue between governments and trade unions were not frequently observed at the beginning of the COVID-19 pandemic. During education recovery, however, standoffs between teacher unions and their governments may be mitigated by ensuring teachers are included in all levels of the policy development process in a permanent way.

Critical lessons to enhance social dialogue

To strengthen social dialogue in sub-Saharan Africa, both union leaders and governments must have a clear understanding of their role and responsibilities. Union leaders need better training on how education systems work to effectively communicate teachers’ needs through existing channels, participate in policy-making and to advocate for and mobilize their constituents. On their part, governments need to understand their responsibilities to uphold fundamental principles and rights at work including freedom of association and collective bargaining. Joint training with governments, relevant employers’ organizations and teacher unions is one way to strengthen the practice of social dialogue in education.

Freedom of association and collective bargaining as well as union autonomy and legitimacy are also essential to avoid being perceived as being overly politicized. By supporting transparent channels of communication and coming up with clear and unifying arguments, unions can gain the strength needed for effective collective bargaining and negotiation. They should avoid fragmentation and competing interests and instead join together to advocate for the interests of teachers at different levels and situations. Unions also need to better involve women who are often under-represented, particularly in leadership roles.

To foster participation and democratic governance, governments and unions should favor a national or local context-based approach with transparent, participatory and accountable political dialogue. It is also important to ensure that the principal activities that contribute to social dialogue – information sharing, consultation, negotiation – can take place frequently, transparently and with positive results.

Mediation and conflict resolution strategies to avoid losing sight of the common goal of quality education for all

In some cases, mediating bodies and broader social participation in education have been instrumental in facilitating amicable agreements between unions and the government. In Senegal, the National Coalition for Education for All considers that part of its mission is to ensure the appeasement of the educational system, and took part in the successful negotiation of the recent agreements regarding pensions and career validations schemes.

The Teacher Policy Development Guide notes that participation in the policy-making process can take many different forms such as through consultations, formal and informal requests for advice, public hearings, and advocacy by different stakeholders. One example of inclusive policy development is in Ghana where the national Ghana Teacher Task Force was put in place to support the development of its Comprehensive National Teacher Policy (CNTP) to provide a vision and direction for the recruitment, training, development and welfare of teachers. At the core of this task force’s mission was establishing a framework for social dialogue and improving feedback mechanisms at local, regional and national levels.

In Benin, Guinea and Togo, policy-makers and parties consulted in the development of their new holistic teacher policies, agreed to develop an additional module on social dialogue in recognition of its importance at the national context.

Social dialogue to improve education quality

While previous gains in access to education are important, achieving SDG 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” requires a broad approach that involves a better understanding of teachers’ motivations including their efforts to engage in collective efforts to address their needs, including, where necessary, strikes. Institutionalizing social dialogue by including teachers at each step of policy-making and clearly including its role in holistic teacher policies will remain important levers to support collective bargaining in support of teacher ownership of national education priorities and policies.

Teacher strikes in West Africa and in the broader sub-Saharan region remain under-reported in the international press, and insufficiently researched in terms of their impact on addressing teachers’ concerns, learning loss and how they affect education and society. While some evidence shows that strikes have had both short-term and longer-term impacts on students in high-income countries, evidence from sub-Saharan Africa is lacking. Understanding social dialogue’s capacity to mitigate the impacts of strikes in a systematic and context-sensitive way requires innovative approaches from a diversity of contexts and further relevant and timely research.

Photo credit: Education International