Evaluation of ADEA. Volume II Appendices. Final

Transcription

1 Evaluation of ADEA Volume II Appendices Final

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3 Appendices Appendix I Terms of Reference 1 Appendix II Document Review 6 Appendix III Stakeholders Consulted 12 Appendix IV Questionnaire Results 17 Appendix V Questionnaire Comments 24 i

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5 Appendix I Terms of Reference Evaluation of ADEA 1. Background The Association for the Development of Education in Africa (ADEA) has become a forum for policy dialogue and reflection on the critical educational issues in Africa and for consultation among the stakeholders concerned. Since its founding in 1988 the then Donors for African Education (DAE) has lived through a rich and rewarding experience in terms of activities conducted, initiatives taken and partnerships developed. It has favoured exchange and open discussion on educational policy and reform in a flexible, collegial and evolving manner. The ADEA Steering Committee now consists of ten African ministers of education and training representing all the ministers of education and training in sub-saharan Africa and the different geographical and linguistic regions, and representatives from 21 bilateral and multilateral cooperation agencies. The orientation of ADEA has been marked by global events and emerging issues that have greatly influenced educational policy and international co-operation strategies in the field of education in Africa. These include the World Education Conference in Jomtien in 1990, the World Education Forum in Dakar in 2000, the World Summit for Social Development in Copenhagen in 1995, the United Nations Fourth World Conference on Women in Beijing in 1995, the Summit on the Millenium Development Goals in New York in 2000 and the meeting of the G8 countries in Kananaskis in New aid modalities, approaches and instruments in particular poverty reduction strategy papers (PRSPs), the Highly Indebted Poor Countries (HIPC) initiative and sectorwide approaches have also had an impact on the development of educational strategies in Africa. Initiatives launched by African political leaders, such as NEPAD, are expected to play an important role in the future. ADEA has also been marked by internal events including: the Biennial Meetings that have addressed major issues in education in Africa and promoted collegial thinking among the various partners; the evaluation of DAE in 1994;the evaluation of the working groups in 2000; and, the preparation of the Association s strategic document, From Past to Future: Continuity and Change in ADEA, in Important lessons have been learned that must be considered in the future policy direction and mode of operation of ADEA. Amongst these are: The need to consolidate and reinforce what has been accomplished, particularly as regards the ADEA mission of policy dialogue and education policy reform and co-operation strategies. The need to pursue and intensify our approaches research, exchange and dissemination of knowledge, and capacity-building with a view to providing the best possible response to the needs of policy-makers and implementers in Africa. The need to break new ground by exploring emerging topics, experimenting with new avenues of regional co-operation and seeking partnerships with civil society. For more information on the ADEA, please consult the following web site: 1

6 2. Description of the Assignment These Terms of Reference concern the evaluation of the Association for the Development of Education in Africa which will be implemented though a call for proposals. 2.1 Objectives of the Evaluation The objective of the evaluation is to provide the steering committee of the ADEA with an evaluation of the work done by the various components of the Association assessing in particular whether ADEA has adjusted its work to changing circumstances and needs and to provide suggestions on how the Association could best do so. The specific objectives of the evaluation are: To analyze ADEA activities in light of the education and development challenges in Africa and of the current global policy initiatives that impinge on the region; To examine the impact of these activities at the country and regional level; To assess whether the purpose and objectives of ADEA (its current mission) are relevant in relation to the changing circumstances in the African and the international contexts; To assess whether the ADEA organization is conducive to an efficient mode of operation; To determine the comparative advantages of ADEA. 2.2 Scope of the Evaluation The evaluation should cover the whole of ADEA (secretariat, ad hoc working groups and working groups as a whole) and examine the balance of activities undertaken by these different components of ADEA. It should review in particular the: Activities undertaken directly by the secretariat; Effectiveness of the taskforces; Type of activities undertaken by working groups without entering into the details of the work carried out by each one (as this was covered by the previous evaluation). There is a general understanding that the working group should move to Africa and the evaluation should look at the process set in motion and advise on how to do better. 2.3 Research Questions The evaluation team should investigate and provide answers to the following questions that reflect the concerns of the Association s members: Does ADEA have a clearly defined mission that is relevant to current education and development challenges? Is the work of ADEA well known at the ministry level and in the agencies? Are the ADEA structures (Steering Committee, Secretariat, Bureau of Ministers, working groups) adequate and functioning properly in light of their assigned tasks and available resources? Is the balance of activities undertaken directly by the Secretariat, the working groups and the taskforces adequate? Is the present mode of financing appropriate to the objective of Africanization (of working groups in particular). 2

7 The team should specifically address the issues of relevance and efficiency: Relevance (based on the purpose, objectives and activities of ADEA) 1) To what extent are the Vision Paper and the ADEA activities consistent with the changes observed in the African national context and in the international context? 2) Has ADEA s current mission, its membership and its development changed in line with the recommendations of the evaluations/stocktaking exercises undertaken in 1994 and 2000? 3) To what extent have the activities conducted by ADEA been useful at the country and the agency levels and added value with respect to the following areas: Dissemination of information and experience; Exchange of expertise; Use made of the knowledge produced; Facilitation of policy dialogue; Building and strengthening capacity; The application of certain shared principles within the Steering Committee Efficiency (based on organizational structure, membership, procedural guidelines) 1) Is the organization of ADEA (Steering Committee, Secretariat, Bureau of Ministers, working groups, Biennial Meeting) conducive to an efficient mode of operation? 2) What are the roles and responsibilities of all stakeholders (ministries, multilateral and bilateral co-operation agencies, civil society) in the activities of ADEA institutions? How are stakeholders represented in various fora and what is the nature of their involvement and contribution? Is it appropriate? 3) Are current guiding principles and operational procedures appropriate - including mechanisms for planning, reporting, and monitoring activities at country level? 4) Have working groups implemented the recommendations from the evaluation in 2000? Is this properly followed up? 2.4 Methodology The tools and methods used should involve analyzing the existing documents, reviewing products and publications and interviewing the various ADEA stakeholders so as to analyze the strengths, weaknesses, obstacles and opportunities in the functioning of ADEA and the activities it pursues. The evaluators must particularly ensure that the views of the core partners concerned by the ADEA activities, ministries and agencies are duly reflected. This should be based on interviews and dialogue with former and current Steering Committee members, with agency and ministry staff who are currently involved in ADEA activities, and with leaders and coordinators of selected working groups. 3

8 2.5 Expected Results The evaluation should ensure the following results: Recommendations on the guiding principles, organizational structure, mechanisms, priorities and activities of ADEA. A delineation of the comparative advantages of ADEA in light of those of other regional organizations (e.g. MINEDAF, COMEDAF and the African Union) with proposals for strengthening the advantages and overcoming the shortcomings. Stipulation of the cost-benefits of the Association, especially its achieved results in light of the investments made by all parties. 2.6 Selection of the Evaluation Team and Experts Profile The evaluation should be carried out by a team of independent consultants to be selected after a bidding process. Experts (assessors) are required to carry out the assignment and the team will be chosen according to their profile and expertise. Each assessor shall have a full university degree and should have a good understanding of issues of relevance for international co-operation in education. The team should be composed of persons having knowledge of the functioning of development agencies, as well as experience of the work/need of African ministries. They should have experiences in organizational development, as well as knowledge and experiences gained in organizations/agencies working with educational policy, strategy and capacity-building. Assessors will be expected to be fluent in the two working languages of ADEA ( French and English) and some knowledge of Portuguese would be an additional asset. The report should be written in English or French. 2.7 Schedule Starting date of assignment: 15 November 2004 Finishing date of assignment: 1 March The evaluation results will be presented at the Steering Committee meeting immediately following the completion of the evaluation. The team will then be asked to finalize their report. Indicative number of days for the assignment: 120 expert/days Indicative schedule: The TOR will be placed on the ADEA Web site: 6 September 2004 Deadline for submitting proposals: 4 October 2004 Selection of the evaluation team: 1 November 2004 Submission of the first draft of the evaluation:1 March 2005 Discussion in the Steering Committee: Finalization of the evaluation report: 4

9 2.8 Monitoring and Support The ADEA evaluation sub-committee will review the various proposals and select the team. The sub-committee is composed of the President and Vice-President of the Bureau of African Ministers (as representatives of African ministries), NORAD and CIDA (as representatives of bilateral agencies), UNICEF and the World Bank (as representatives of multilateral agencies), the Director of IIEP, and Executive Secretary and Chair of ADEA. The sub-committee will have the following functions: Approve of the methodology proposed by the evaluators. Identify the key recommendations in the Vision document, From Past to Future: Continuity and Change in ADEA, the DAE evaluation and the evaluation of the working groups that should be considered by the evaluation team. Propose guiding principles. Monitor the evaluation process. Make proposals for the dissemination of the results and the follow-up process. The ADEA Secretariat will provide administrative and technical support for the evaluation team and will submit a budget for the evaluation for consideration by the sub-committee. The Executive Secretary of ADEA is responsible for the overall co-ordination of the evaluation. 5

10 Appendix II Document Review TITLE AUTHOR YEAR Tâches du Secrétariat de l ADEA ADEA 2005 Compte rendu de la Deuxième conférence des ministres de l éducation de l union africaine ( COMEDAF II) Alger 8-11 avril Compte rendu de la réunion d experts sur l éducation postprimaire- Edinburgh 26 avril Réunion inter-agences de l ADEA Enghien-les-Bains, France 26 mai Séminaire du Comité Directeur Enghien-les-Bains, mai 2005 Compte rendu des réunions du GT sur l enseignement des mathématiques et des sciences (GTEMS) Nairobi, mars ADEA 2005 ADEA 2005 ADEA 2005 ADEA 2005 ADEA 2005 Rapports d activités 2004 des groupes de travail de l ADEA ADEA 2005 ADEA/ WGHE: Three years of anchorage with AAU ADEA 2005 Draft Terms of Reference for Consultancy on Institutionalisation of NESIS Programme. WGES NESIS 2005 Brèves de l ADEA- janvier ADEA 2005 Termes de référence pour le GT ad hoc sur le dialogue politique- secrétariat de l ADEA- TD/MN ADEA 2005 Calendar of ADEA and related Meetings ADEA 2005 Introduction to International Development Termes de référence pour le Groupe de travail ad hoc sur le dialogue politique Compte rendu Session III Évolution des groupes de travail Comment renforcer leur Ipact? - Global Citizen for Change ADEA 2005 ADEA 2005 Organigramme du Secrétariat de l ADEA Sabine Ayeh 2005 Brèves de l ADEA-février ADEA 2005 Evaluation des activités du réseau d association pour le développement de l éducation en Afrique (ADEA) du ministère de l enseignement technique et professionnel (METP) de la République du Congo ADEA, METP Brèves de l ADEA ADEA Prix africain du journalisme d éducation ADEA, COMED 2005 Adoption du rapport de la 21e session du Comité Directeur ADEA 2004 Minutes of the Meeting ADEA 2004 Conférence sur les Enseignants Non-Fonctionnaires du primaire ADEA, la Banque Mondiale, l Internationale de l Éducation et le Ministère de l Éducation Nationale du Mali

11 Conférence sur les Enseignants Non-Fonctionnaires TITLE AUTHOR YEAR Ministerial Conference on Education in countries in crisis or post-conflict ADEA, la Banque Mondiale, l Internationale de l Éducation et le Ministère de l Éducation Nationale du Mali Catalogue des publications et des documents ADEA 2004 Chronique annuelle du Prix africain du journalisme d éducation ADEA 2004 Rapport d activités 2004 ADEA 2004 Plans de travail 2005 des GT ADEA 2004 Programme et budget 2005 ADEA 2004 Association for the Development of Education In Africa ADEA 2004 WGESA Renewes Startegic Choices ESA, ADEA, IIEP, UNESCO 2004 Termes de référence pour l étude de faisabilité du transfert de l ADEA en Afrique Propositions pour la mise en place de nouveaux GT ou groupe ad hoc : enseignement secondaire et mathématiques et sciences Rapports de la 20ieme session du Comité Directeur et de la Session extraordinaire du Comité Directeur ADEA 2004 ADEA 2004 ADEA 2004 Rapport d activités révisé 2003 ADEA 2004 Rapport d activités 2003 des GTs ADEA 2004 Programme et budget révisé 2004 ADEA 2004 Rapport d activités 2002 des GTs ADEA 2004 Dépliant : Groupe de travail sur l enseignement supérieur ADEA 2004 Dépliant : Groupe de travail sur la Profession enseignante ADEA 2004 Dépliant : Finances et l éducation ADEA 2004 Dépliant : L enseignement à distance et l apprentissage libre ADEA 2004 Dépliant : L éducation non formelle ADEA 2004 Dépliant : Le développement de la petite enfance ADEA 2004 Dépliant : Communication pour l éducation et le développement ADEA 2004 Dépliant : L analyse sectorielle en éducation ADEA 2004 Dépliant : Statistiques de l éducation ADEA 2004 Dépliant : Profession enseignante ADEA 2004 Dépliant : Les livres et le matériel éducatif ADEA 2004 La lettre de l ADEA, Volume 16, Numéro 1 ADEA 2004 La lettre de l ADEA, Volume 16, Numéro 2 ADEA 2004 La lettre de l ADEA, Volume 16, Numéro 3 ADEA 2004 Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA

12 TITLE AUTHOR YEAR Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA 2004 Brèves de l ADEA ADEA 2004 Education Policy Networks in Africa Back to the Blackboard: Looking Beyond Universal Primary Education in Africa Landscape Analysis of Donor Trends in International Development Richard Sack, Boubacar Niane, Lily Mafela The South African Institute of International Affairs, NEPAD Policy Focus Series Anne Whyte 2004 WGESA Renewed Strategic Choices WGESA 2004 Chronique annuelle du Prix Africain du journalisme d éducation ADEA 2004 Projet de rapport général sur la Conférence sur les Enseignants Non-fonctionnaires du primaire Report of the Sub-Regional Ministerial Conference on Integration of ICT in Education: Issues, Challenges and Infrastructure in Africa ADEA, Banque Mondiale, l International de l Éducation et le Ministère de l Éducation Nationale du Mali ADEA 2004 Rapport de la 19e session du Comité Directeur ADEA 2003 Report of the Ministerial Conference in Central Africa ADEA 2003 Summary Report of the Seminar of the ADEA Steering Committee La quête de la qualité : A l écoute des expériences africainesbiennale La quête de la qualité : A l écoute des expériences africaines. Compte rendu de la biennale de l ADEA ADEA 2003 ADEA 2003 ADEA 2003 Plans de travail 2004 des GTs ADEA 2003 Rapport de la18e session du Comité Directeur ADEA 2003 Programme et budget révisé 2003 ADEA 2003 Dépliant : Groupe de travail sur l analyse sectorielle en éducation Dépliant : Groupe de travail sur la Communication pour l éducation et le développement Dépliant : Groupe de travail sur le Développement de la petite enfance ADEA 2003 ADEA 2003 ADEA 2003 Dépliant : Groupe de travail sur les Finances et l éducation ADEA 2003 Dépliant : Groupe de travail sur les livres et le matériel éducatif ADEA 2003 Dépliant : Groupe de travail sur les Statistiques de l éducation ADEA

13 TITLE AUTHOR YEAR La lettre de l ADEA, Numéro double, Volume 15, Numéro 2-3 ADEA 2003 La lettre de l ADEA, Numéro double, Volume 15, Numéro 4 ADEA 2003 From Past to Future: Continuity and Change in ADEA Partnerships between Ministries and Education and International funding and technical assistance agencies the case of Mozambique Report of the Ministerial Conference in Central Africa Effective Responses to the HIV/AIDS pandemic in the Education Sector: From analysis to action Mamadou Ndoye and Ingemar Gustafsson Tuamas Takala, with Mmantsetsa Marope, Working Group on Education Sector Analysis ADEA 2003 Association pour le développement de l éducation en Afrique ADEA 2003 Programme d échanges intra-africains de l ADEA PEIA Draft procedural guidelines for ADEA Working Groups ADEA 2002 Symposiums des Groupes de Travail Nationaux de l Association pour le Développement de l Éducation en Afrique Needs and request of African Ministries of Education: A synoptic analysis Draft Report of the Meeting of the working group leaders and coordinators ADEA 2002 ADEA 2002 ADEA 2002 Report of the ADEA WG Leaders/Coordinators Meeting ADEA 2002 Ad Hoc Working Group n HIV/ AIDS and Education ADEA 2002 Rapport de la 17e session du Comité Directeur ADEA 2002 Rapport d activités 2002 ADEA 2002 Plans de travail 2003 des GTs ADEA 2002 Report of the 16th session of the Steering Committee ADEA 2002 Review of the 2001 Annual Report ADEA 2002 Working Group Activity Reports 2001 ADEA 2002 WG workplan and budgets for 2002 ADEA 2002 Dépliant : Groupe de travail sur l enseignement à distance et l apprentissage libre ADEA 2002 Projet de stratégie de communication de l ADEA Comité Directeur de l ADEA 2002 Rapport de la 15e session du Comité Directeur ADEA 2001 Rapport des activités 2001 et programme et budget 2002 ADEA 2001 Rapport de la 14e session du Comité Directeur ADEA 2001 L ADEA du passé au futur : permanence et évolutions ADEA 2001 ADEA Symposium on National Working Groups in Uganda Workshop report- Projet de Rapport de la Réunion des leaders et coordonnateurs des groupes de travail ADEA 2001 ADEA 2001 Rapport d activités 2000 des groupes de travail ADEA

14 TITLE AUTHOR YEAR Proposition de formats révisés des plans de travail et budgets ADEA 2001 Dépliant : Groupe de travail sur l éducation non formelle ADEA 2001 Aller plus loin, aller vers tous -Compte rendu de la biennale de l ADEA- Réussite et innovations en éducation : l Afrique parle! Rapport d un bilan en prospectif de l éducation en Afrique- ADEA 2001 ADEA 2001 Rapport de 13 e session du Comité Directeur ADEA 2000 Rapport de la réunion des leaders et coordonnateurs des groupes de travail ADEA 2000 Plans de travail et budgets des groupes de travail ADEA 2000 Rapport et recommandations de la réunion du sous-comité du comité directeur de l ADEA, tenue à Copenhague ADEA 2000 Rapport d activité 2000 ADEA 2000 Programme et budget pour 2001 ADEA 2000 Bases de données SPESSA ADEA 2000 Working Group Evaluation Report Vers la renaissance africaine et le renouveau des partenariats: Leçons d une biennale Système d information sur les programmes et le projets en éducation Aime Damiba, Diane Van Belle- Prouty, Anders Wirak 2000 Mamadou Ndoye 2000 ADEA Prisme 2000 Program and Project Information System on Education ADEA Prisme 2000 Réussites et innovations en éducation: l Afrique parle! - Compte rendu de la biennale de l ADEA- ADEA 1999 Revue de l Analyse sectorielle en éducation au Lesotho UNESCO Bases de données PRISME ADEA 1998 A statistical profile of education in sub-sahara Africa, UN profil statistique de l éducation en Afrique subsaharienne, Le Point au quotidien- Quotidien indépendant d Informations et d Analyses- Partenariats pour le renforcement des capacités et l amélioration de la qualité de l éducation- Papiers présentés à la Biennale de l ADEA- IIEP Basic Texts Analyses, Agendas, and priorities for Education in Africa Education Policy Networks in Africa Statutes of the association for the development of education in Africa (ADEA) SPESSA 1998 SPESSA 1998 Le Point béninois 1997 ADEA 1997 International Institute for Educational Planning Working Group on Education Sector Analysis, ADEA Richard Sack, Boubacar Niane, and Lily Mafela ADEA

15 TITLE AUTHOR YEAR La formulation d une politique éducative en Afrique subsaharienne Compte rendu des réunions de la Biennale de la DAE DAE 1995 By-laws of the ADEA ADEA 1995 Formulating Education Policy: Lessons and Experiences from sub-sahara Africa Revise Principles of Association of The Association for the development of education in Africa ADEA 1995 ADEA 1995 Évaluation de l ADEA ADEA 1994 Draft prospectus Donors to African Education Task Force A forum for Improving Education in Sub-Saharan Africa DAE 1991 Future of Working Groups in light of the new challenges discussed in the vision paper ADEA No time Opening doors. Education and the World Bank The world Bank No time 11

16 Appendix III Stakeholders Consulted NAME TITLE ORGANIZATION LINK WITH ADEA Mme Rose AKAKPO Secrétaire de rédaction, Le point au Quotidien Récipiendaire du Prix du journalisme Africain (2002) Mr. Joseph AHUNHANZO Program Manager Royal Embassy of Denmark (DANIDA) Donor agency Mr. Bernard AUDINOS Mme Sabine AYEH Mr. Mamadou LAMINE BADJI Mme Aicha BAH DIALLO Regional Coordinator for Sub-Saharan Africa Responsable finances, budgets et administration UNESCO Institute for Statistics ADEA - Secrétariat Working Group on Education Statistics for West Africa ADEA Journalist/Reporter Le Soleil Winner of the Africa Education Journalism Award (2003) Deputy Assistant Director General UNESCO Former member of the Steering Committee Mr Ibrahima BAH-LALYA Education Specialist IIEP Working Group on Education Sector Analysis Mr Jean-Claude BALMES Chef de la division éducation et formation Professionenelle Agence française de Développement Hon. Martin S. BANYA Deputy Minister Ministry of Education, Science and Technology, Sierra Leone Ancien membre du Comité directeur Mrs. Maggi BARNARD Journalist The Namibian, Winner of the Africa Education Journalism Award (2004) Mr Pieter BIERMA Head Education and Development Division Dutch Ministry of Foreign Affairs Mr. Joris Van BOMMEL Program Officer ADEA - Secretariat ADEA Mr. Hamidou BOUKARY Senior Program Officer ADEA - Secretariat ADEA Mr Jacob BREGMAN Mr Ahlin Jean-Marie BYLL- CATARIA Lead Education Specialist in the Africa Region Senior Advisor, West Africa Division World Bank Swiss Agency for Development and Cooperation Mme Françoise CAILLODS Deputy Director International Institute for Education Planning Mme Rachel CHARRON Agente principale de développement Agence canadienne de développement international Mr. Paul COUSTERE Coordonateur Direction de la Coopération Technique Ministère des Affaires Etrangères, Pôle de Dakar N.A. Member of the Steering Committee Ad hoc Working Group on Post-Primary Education Chair of ADEA Member of the Steering Committee Ancienne employé du Secrétariat de l ADEA Groupe de travail sur l analyse sectorielle en Éducation 12

17 NAME TITLE ORGANIZATION LINK WITH ADEA Mr Djibril DEBOUROU Parlementarian National Assembly, Benin Member of WGESA, the jury for the Africa Education Journalism Award and consultant for the Prospective Stock Taking Study Mme Thann-Hoa DESRUELLES Mr Amadou Wade DIAGNE Mr. Cherif Mohamed DIARRA Responsable publications et communication Directeur Coordinator Secrétariat Cabinet d Appui en Education et en Formation Sarl (CAPEF) Council for the Development of Social Science Research in Africa Mrs Marena DIOUM Program Officer Forum for African Women Educationists (FAWE) Mr. Birger FREDRIKSEN Conseiller Principal, Education Région Afrique Banque Mondiale Mr Germain GONZALLO Assistant Professor Benin University N.A. Mr. Ingemar Gustafson Senior Advisor, Department for Democracy and Social Development Swedish International Development Cooperation Agency (SIDA) Mr Gudmund HERNES Director International Institute for Education Planning ADEA Working Group on Non Formal Education Working Group on Finance and Education FAWE Groupe de travail sur l éducation non-formelle Former ADEA Chair Member of the Steering Committee Mr Fernando HESSOU Éditeur Le point au Quotidien Participant au voyage d étude organisé pour les gagnants du Prix du journalisme Africain Mr Thierry HOUNTONDJI Point focal Ministry of primary and secondary education Mr Andrea JOHNSON Program Officer Carnegie Corporation of New York Mr. Virgilio JUVANE S.E. Mme Rosalie KAMA- NIAMAYOUA Chief Programme Officer Education Secion, Socila Transformation Programmes Division Ministre de l enseignement primaire et secondaire Commonwealth Secretariat Ministère de l Éducation, République du Congo Mr Marjan KROON Basic Education Specialist Dutch Ministry of Foreign Affairs Mme Fabienne LAGIER Education Programme Officer, Social Development Division Swiss Agency for Development and Cooperation Mrs. Alice Sena LAMPTEY Coordinator Association of African Universities, Ghana Focal Point, ADEA Member of the Steering Committee Coordinator - Working Group on the Teaching Profession (WGTP), Membre du Bureau des ministres Working Group on Education Statistics Working Group on Non- Formal Education Work Group on Higher Education in Africa 13

18 NAME TITLE ORGANIZATION LINK WITH ADEA Mr. Djessido LAWSON Counsellor Working Group on Communication for Education and Development, (COMED) Mme Florence MALINGA Commissioner, Education Planning Ministry of Education, Uganda Working Group on Communication for Education and Development Working Group on Finance and Education Mr. Daouda MANE Journalist/Reporter Le Soleil Winner of the Africa Education Journalism Award (2003) Mr Jean - Claude MANTES Bureau des enseignements scolaires et de l alphabétisation Ministère des affaires étrangères de France Mr Narciso MATOS Senior Programme Officer Carnegie Corporation of New York Ms Mairie MATTHEWS Senior Development Specialist Development Cooperation Ireland Membre du Comité directeur Member of the Steering Committee N.A. Mrs. Blandine MEFANE Mrs MiaPatricia MIARO Technical Advisor to the Minister in charge of EFA Education Specialist, Africa and Middle East Branch Ministère de l'education GABON CIDA Ms Joyce MOOCK Associate Vice-President The Rockefeller Foundation Mr. Peter MOOCK Ms Sarah MOTEN Mr. Kilemi MWIRIA Former Education Economist Education Chief, Africa Bureau Assistant Minister of Education World Bank U.S. Agency for International Development (USAID) Ministry of Education, Kenya Mr. Mamadou NDOYE Secrétaire exécutif Secrétariat ADEA Hon. Mr. Pierre Michel Nguimbi, Ministre de l Enseignement technique et professionnel Ministère de l'enseignement technique et professionnel, Congo (Brazzaville) Mr. Anatole NIAMEOGO Conseiller Technique Ministère de l'enseignement de Base et de l'alphabétisation Mr. Bente NILSON Head of Education Unit Norwegian Agency for Development Mr. Alfred OPUBOR Coordinator Working Group on Communication for Education and Development, (COMED) ADEA Focal point for quality exercise, ADEA focal point for development of HIV/AIDS plan N.A. Working Group on Higher Education Working Group on Higher Education Member of the Steering Committee N.A. Membre du Caucus des Ministres Working Group Non- Formal Education Member of the Steering Committee Working Group on Communication for Education and Development 14

19 NAME TITLE ORGANIZATION LINK WITH ADEA Hon. Jean Bio Chabi OROU Ancien Ministre de l éducation, aujourd hui professeur Université du Bénin Anciennement membre du Caucus des Ministres Ms. Amina OSMAN Senior Program Officer/ HRDD Commonwealth Secretariat Working Group Coordinator Mr. Adama OUANE Working Group Coordinator UNESCO Institute for Education, Germany Working Group on Non Formal Education (WGNFE) S.E.M. Rakissouiligri Mathieu OUEDRAOGO Ministre Ministère de l Education de base et de l alphabétisation, Burkina Faso Membre du Caucus des Ministres Mr. Armoogum PARSURAMEN Director of the UNESCO Regional Office in Dakar UNESCO Former member of the Bureau of ministers Hon. Mr. Simao PINDA Vice-ministre de l Education, chargé de la réforme éducative Ministère de l'education ANGOLA Member of ADEA Bureau of Ministers Mr. RugGabriel RUGALEMA Mr. Ramsamy RUMAJOGEE Senior Policy Advisor UNDP Ad Hoc Working Group on HIV/AIDS Responsable de programme Agence intergouvernementale de la Francophonie Mr. Richard Sack Former Executive Secretary ADEA ADEA Hon. Mr. Adama SAMASSÉKOU Président de l Académie africaine des langues Décennie des Peuples pour l Éducation aux Droits Humains Mr. Ibrahima SAR Communication Officer Ministère chargé de l'enseignement technique et de la Formation professionnelle, Sénégal Mr. Vincent SNIJDERS Project Officer Netherlands Embassy, Burkina Faso Honorable Harry SAWYER Former Minister of Education, Ghana Ministry of Education, Ghana Mr. Gorgui SOW Coordinator Africa Network Campaign on Education for All Mr. Johan STIERNA Hon. Dr. Alpha TEJAN WURIE Direction générale du Développement Minister of Education, Science and Technology European Commission Ministry of Education, Science and Technology, Sierra Leone Mr. Georges TENDENG Ministre délégué Ministère chargé de l'enseignement technique et de la Formation professionnelle, Senegal Groupe de travail sur l éducation à distance Former Minister of Education Member of the WG on Communication for Education and Development (WG COMED) Steering Committee Former program officer at the ADEA Secretariat Past President of the Bureau of African Ministers of Education N.A. Ex-member of the Steering Committee Member of the Caucus of Minister N.A. 15

20 NAME TITLE ORGANIZATION LINK WITH ADEA Mr. Dan THAKUR Education Specialist CIDA Working Group on Non- Formal Education Hon.Mr. Mamadou Lamine TRAORÉ Ministre Ministère de l Éducation de base, Mali Member of the ADEA Bureau of Ministers Mr Adriaan VERSPOOR Education Researcher World Bank Lead consultant for Ad hoc Working Group on the Quality of Education Ms. Jeannette Vogelaar Programme Officer Dutch Ministry of Foreign Affairs, Mozambique Coordinator - Working Group on Early Childhood Development (WGECD), 16

21 Appendix IV Questionnaire Results Please select the category that best describes your professional affiliation: (n=73) 35% 30% 30% 32% 29% 25% Percentage 20% 15% 10% 7% 5% 1% 1% 0% Government Institution / Ministry of Education NGO / Not-for- Profit Private Sector Development Agency / Foundation University / College Other Are you or have you ever been a member of a working group? (n=74) 80% 74% 70% 60% Percentage 50% 40% 30% 26% 20% 10% 0% Yes No 17

22 Please identify the working group (WG) you participate in or have participated in (check all applicable). (n=57) 12% 11% 10% 8% 8% 8% Percentage 6% 4% 2% 3% 0% Books and Learning Materials Communication for Education and Development Distance Education/Open Learning Early Childhood Development Please identify the working group (WG) you participate in or have participated in (check all applicable). (n=57) 16% 15% 14% 12% 12% Percentage 10% 8% 6% 8% 9% 4% 2% 0% Education Sector Analysis Education Statistics Female Participation - FAWE Finance and Education 18

23 Please identify the working group (WG) you participate in or have participated in (check all applicable). (n=57) 10% 9% 9% 8% 7% 7% Percentage 6% 5% 4% 6% 4% 3% 2% 2% 1% 0% Higher Education Ad hoc group on HIV/AIDS Non-Formal Education Ad hoc group on the quality of education Teaching Profession In your opinion to what extent are WGs effective in terms of: 45% Percentage 40% 35% 30% 25% 20% 15% 10% 5% 0% 16% 29% 33% 21% 0% Building capacity within Ministries of Education? (n=75) 5% 37% 30% 27% 0% Carrying out creative / forward thinking research? (n=73) 16% 31% 26% 26% 26% 26% 26% 23% 1% Influencing educational policy through advocacy? (n=74) 9% 39% 0% Fostering regional cooperation? (n=74) 16% 32% 3% Building partnerships linkages with civil society? (n=74) Not Effective Somewhat Effective Mostly Effective Very Effective Do not know 19

24 Percentage 40% 35% 30% 25% 20% 15% 10% 5% 0% 7% Please indicate the extent to which you agree with the following statements: 30% 36% 25% 1% WGs are flexible and responsive to stakeholder needs/interests (n=69) 9% 32% 30% 29% 0% WGs support the technical and/or research needs of African Ministries of Education (n=69) 19% 36% 26% 14% 4% WG outputs are used at the country level (i.e. by the Ministry of Education) (n=69) 10% 33% 32% 17% 7% WGs focus on issues that are not being addressed by other researchers or organisations at the country or regional levels (n=69) Strongly Disagree Tend to Disagree Tend to Agree Strongly Agree Do Not Know To what extent do you feel ADEA remains a relevant organisation today? (n=69) 60% 50% 52% 40% Percentage 30% 32% 20% 16% 10% 0% Somewhat relevant substantive changes needed Mostly relevant minor changes needed Very relevant no changes needed 20

25 Please indicate your level of agreement with the following statements: 70% 60% 56% 62% 50% 48% 45% 51% Percentage 40% 30% 28% 29% 33% 20% 10% 0% 1% 13% 1% The goals of ADEA are clear. (n=68) 0% 9% 0% The information and experiences disseminated by ADEA are useful in my work. (n=69) 3% 3% 1% ADEA provides an effective means to exchanging expertise. (n=69) 9% 6% 1% I read the ADEA Newsletter on a regular basis. (n=69) Strongly Disagree Tend to Disagree Tend to Agree Strongly Agree Do Not Know Please indicate your level of agreement with the following statements: 60% 50% 49% Percentage 40% 30% 20% 17% 39% 36% 32% 30% 29% 34% 31% 13% 19% 15% 29% 10% 0% 6% 1% I consult the ADEA Briefs on a regular basis. (n=69) 7% I regularly use the PRISME database to find information I need. (n=69) 1% 1% I regularly use the SPESSA database to find information I need. (n=67) 6% 1% I regularly consult ADEA publications as part of my professional activities. (n=68) Strongly Disagree Tend to Disagree Tend to Agree Strongly Agree Do Not Know 21

26 45% 40% 35% Please indicate the extent to which your believe ADEA is effective in terms of: 37% 35% 37% 34% 40% Percentage 30% 25% 20% 15% 22% 24% 25% 13% 28% 25% 21% 21% 13% 10% 5% 0% 1% 4% Promoting partnerships or cooperation strategies between members? (n=68) 1% 4% Facilitating regional policy dialogue? (n=68) 7% 7% Developing consensus on education policy issues? (n=68) Reinforcing African Ministry capacities to develop manage and implement education policies? (n=68) Not Effective Somewhat Effective Mostly Effective Very Effective Do not know Percentage 45% 40% 35% 30% 25% 20% 15% Please indicate the extent to which your believe ADEA is effective in terms of: 35% 34% 24% 13% 24% 32% 26% 13% 38% 40% 16% 13% 34% 31% 10% 5% 0% 6% 1% Developing/testing creative solutions to educational issues within the region? (n=68) 4% Breaking new grounds/exploring emerging topics? (n=68) 9% 0% Disseminating knowledge/information? (n=68) 6% Facilitating the exchange of expertise/ experience? (n=68) Not Effective Somewhat Effective Mostly Effective Very Effective Do not know 22

27 Please indicate your level of agreement with the following statements: Percentage 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 24% 24% 21% 3% 27% There are sufficient human resources at the Secretariat to respond to the needs of the organisation. (n=66) 11% 20% 30% 8% 32% There are sufficient financial resources at the Secretariat to respond to the needs of the organisation (n=66) 2% 18% 32% 9% 39% Guidelines statutes and bylaws are consistently used (n=66) 6% 17% 32% 20% 26% Yearly strategic planning sessions provide a clear sense of direction to ADEA (n=66) Strongly Disagree Tend to Disagree Tend to Agree Strongly Agree Do Not Know Please indicate your level of agreement with the following statements: 60% 50% 51% Percentage 40% 30% 20% 10% 35% 28% 20% 12% 5% 37% 27% 15% 13% 7% 33% 29% 17% 15% 6% 6% 14% 22% 8% 0% Clear workplans are used to guide the activities of ADEA (n=65) The activities and results of work groups are consistently monitored (n=67) ADEA uses monitoring & evaluation to inform its decision-making needs (n=66) ADEA develops interinstitutional linkages that lead to long term partnerships (n=65) Strongly Disagree Tend to Disagree Tend to Agree Strongly Agree Do Not Know 23

28 Appendix V Questionnaire Comments 1. Background Information Please identify the country you are based in: Allemagne Ireland Royaume Uni Austria Italy Rwanda Bénin (+3) Japan Sénégal (+8) Burkina Faso (+2) Kenya (+2) SEYCHELLES Canada (+3) Mali Sweden (+1) CONGO (Brazzaville) Maurice Tchad Cote d'ivoire MAURITIUS Togo Denmark Mozambique Uganda (+1) Finland Nigeria (+6) UK France (+6) Norway USA (+3) Ghana Republic of South Africa USA/France Please select the category that best describes your professional affiliation: (Other) Foundation Organisation intergouvernementale Consultant Government Parastatal INTERNATIONAL CONSULTANT UN Private sector Goverment Development Authority ADEA Secretariat Education Journalist Consultant NGO Institution inter gouvernementale Agence des Nations Unies Média Journaliste/ Lauréat PRESSE Presse écrite UNESCO, Agence des Nations Unies UNESCO Journaliste Journaliste d'éducation 24

29 2. Effectiveness of Working Groups Comments on Effectiveness of Working Groups: Your question is too broad to really capture the nuances of each WG so as to give you a meaningful assessment of the effectiveness of individual WGs on each of these five factors. Some groups have been very effective others have not been so successful. You should also ask the question about the WGs' effectiveness for the agencies, not only for Ministries. WGs are too much personalised, and utilised as fora for donors' benefits. WGs vary. It is difficult to generalise. However, those groups with initiatives in Africa with strong Donor support seem to be doing well. It would be inconceivable partnering with the various stakeholders in education without working groups. They act as fora, not only for sharing experiences, but also for generating new ideas, designing new strategies and reaching consensus on salient issues. Since I joined the WGES there have been ongoing administrative and bureaucratic problems which have resulted in the discussions at the working group being dominated by issues other than those related to the above concerns. Work output by the group has been badly affected in the past two years. The workshops organised by COMED for education journalists and communication officers have resulted in better cooperation between the two groups of professionals and improved the quality and volume of media coverage on education You can't lump all WGs together. That's why I have marked 'somewhat'. The score for WGESA would be 'mostly effective' now but not prior to WGNFE would score 'not effective' etc. My view is that WGs should be ad hoc groups working with certain issues between biennales, issues that have been prioritised at previous Biennial Meetings. ADEA, through the Working Group on Communication for Education and Development has created the forum for stakeholders in education in Africa to work together for the development of the sector. It depends on the working group. WGES (statistics) has contributed to building capacity of ministries of education. The other working groups less so. The WGECD has been influencing policies in a limited number of countries in which she has been active. The fact is that the effectiveness of the working groups varies enormously. On the whole the ad hoc groups work better than the regular ones. Several of the latter suffer from advanced stages of sclerosis. There is still a lot to do to foster partnerships with civil society. Most working groups have been involved in developing capacities of central ministries of education, however, within the context of decentralization of education services, there is need to develop the capacity at decentralized levels. My opinion should be understood within the specific context of the two WGs I had/have the opportunity to work with. Difficult to generalize as each WG has its own structure and impact. The WGs have been highly uneven in quality of work, partnerships built, and in effectiveness. Poor leadership, insufficient ownership on African side, and restrictive visions of donor agencies have made that the potential of the WGs has not been reached. In Uganda however, our participation in these Working Groups is ad hoc; it would have been better if representatives were permanently attached to a particular Working group. This would permit continuity and would provide institutional memory about the WG to the country. Much depends on the clarity of the goals and objectives of the working group and the dynamism of the team leader. Le choix des représentants ou participants n'est pas fait dans une optique de restitution. Les personnes qui participent aux groupes de travail en retirent sûrement quelque chose au plan personnel mais cela n'en fait pas des agents dynamiques, des agents de changement dans leur milieu. Il n'y a pas de partage de l'apprentissage. Les travaux de recherche sont bons pour les agents des agences qui ont le temps de les lire et ils ont le matériel tel les ordinateurs pour en prendre connaissance. Mais les agents des ministères n'ont pas une culture de lecture et il ne m'est pas arrivé de rencontrer un agent du ministère qui faisait référence à ces études. 25

30 Les attentes vis-à-vis les WG ont évolué au fil des années, ce qui fait qu'il leur est difficile d'être tout pour tout le monde. Conçus à l'origine comme un outil, pour les membres de l'association, à durée temporaire, sous le pilotage d'une agence leader, pour approfondir un enjeu significatif, à dans l'avancement de l'éducation en ASS, il leur a été demandé d'assumer d'autres fonctions comme développer des capacités au sein de ministère d'éducation, encourager la coopération régionale. Over the years they took a life of their own, which meant that they did not come to an end while some of them at least should probably have. Les groupes de travail de l'adea ont été un déclic dans beaucoup de nos ministères pour asseoir une politique de recherche -action. En outre les travaux de groupe ont permis de conduire des études pertinentes sur des questions qui n'avaient pas ou ont été insuffisamment prospectées. Cela a aidé au développement de nos politiques, notamment à la veille de Dakar Évidemment le travail des GT a une incidence positive dans la prise de décisions des décideurs. En outre, il participe à la formation des acteurs du secteur, eu égard aux nombreuses publications de qualité mises à leur disposition. Certains groupe de travail comme le Non formel gagneraient à être plus visible leurs actions. En ne le faisant pas, la question de l'éducation non formelle ou certains de ses aspects ne comptent pas tellement dans les politiques éducatives. Difficile de répondre de manière globale pour tous les GT. Rien à signaler pour le moment. Il est difficile de répondre à cette question, les GT étant très différents. Les groupes de travail ont surtout permis aux acteurs concernés de faire l'état des lieux de leurs activités. Ainsi, les acteurs connaissent mieux leur rôle et l'assume mieux. De même, les échanges d'expériences avec les autres ont donné des pistes d'action et ont renforcé la capacité de travail en synergie des différents groupes. Je pense que les groupes de travail de l'adea sont efficaces dans la mesure où ils permettent de mener des réflexions pertinentes sur les divers domaines de l'éducation, de faire des études et de déceler les problèmes auxquels chaque secteur de l'éducation se trouve confronter. Le peu d'efficacité observée me paraît être du fait que l'adea n'est pas sous tutelle des ministères en charge de l'éducation. Il n'y a pas de commentaires à faire pour le moment. Le groupe de travail (COMED) aide les ministères dans l'élaboration des politique et plan d'action pour la communication, la mise en place et l'organisation des services de communication en leur sein. Il est mis en œuvre un programme de renforcement des capacités des chargés de communication des ministères. Les capacités de mobilisation des ministères se sont trouvées accrues, de larges partenariats se mettent en place. La presse et les medias s'impliquent davantage et contribuent efficacement au partage et la fourniture d'informations, à l'animation des partenariats, que les différents acteurs et partenaires se sentent plus informés, concernés et impliqués. Un programme de renforcement des capacités des journalistes existe et contribue à leur spécialisation en éducation. La participation à ces groupes de travail a permis aux chercheurs et praticiens de l'éducation de partager leurs savoir faire et de conduire des analyses pertinentes dans le domaine de l'éducation. Sur les 5 points énumérés ci-dessus, certains groupes de travail ont fait bénéficier aux acteurs de système éducatif tchadien de renforcement de capacités de gestion, RH,ressources financière et administration, les bénéficiaires sont les agents administratifs, les syndicats et les APE. Les autres partenaires contribuent le plus a ce processus est le GTPE. Ce groupe encourage des travaux des recherches et la coopération régionale, surtout avec sa nouvelle restructuration géographique, l autre groupe de l`adea sont plutôt figure de parents pauvres sans aucune présence. Néanmoins, le groupe de travail sur les livres et matériel éducatif est présent. Contribuer davantage au renforcement du dialogue politique avec la société civile. Funding is a major constraint of the activities of the Working Group. 26

31 The communication regarding the WG meetings has been poor. It would be helpful to receive the annual schedule of meetings ahead of time. Since the collapse of the NESSUS project, the work of the WG on Education Statistics has virtually ground to a halt. There is no capacity in the WG to continue with the project; there was no succession plan in place in the event that the coordinator moved on. The WG has added some value and officials would like to see it revived. For the WG on Finance - the invitation to attend meetings are given at short notice. There is no follow up during the year on decisions taken. At meetings, decisions of the previous meetings are still outstanding. For the WG on ECD, donors drive the agenda, there is very little participation of African Member States, and NGO's. The Virtual Masters Group is run by the University based in the UK. There is no process to determine who participates in the Masters' programme. The question was raised whether there was no competency in institutions in Africa to run the Masters programme. The WG on Books and Learning Materials - READ as RSA based coordinating agency should consult with Ministry of the host Government. 3. Relevance of Working Groups What are the three (3) key Strengths of working groups? One Focused on education issues Exchange of information Raising an issue ignored by MOEs Varies greatly between them Ownership Representative Network of specialists Getting donor agencies to become more realistic Partnerships, Networking Compact and controllable Technical expertise on a specific area Flexibility Responsive to stakeholders needs Advocacy Independence Building partnerships beyond institutional borders Networking Topical Interest in Ministries priorities Capacity development Influence national policy Forum for direct cross-country comparison of perspectives, analyses, best practice 27

32 Capacity building Sub regional approach Multi-stakeholder Professionalism Advocacy Ils pourraient être des références pour les agents des agences mais on ne sait pas trop ce qu'ils font Touchent des questions importantes pour le développement de l'éducation Renforcement de diverses capacités au niveau des ministères, des pays Efficacité de coûts La présence Mobilisation de chercheurs africains Régularité dans le travail La motivation Flexibilité Mutualisation intellectuelle Pluridisciplinarité Partage d'idées Large partenariat Flexibilité SYNERGIE D'ACTION Efficacité Mener des études pertinentes afin de déceler les problèmes La flexibilité Le niveau d'expertise Renforcement des capacités au niveau des ministères Un seul groupe de travail GTPE est très actif au niveau des acteurs de système éducatif ( syndicats, APE et professionnelle de l éducation Ceux que je connais sont mixtes Réflexions prospectives et dynamiques Capacity building and sharing of expertise Their ability to identify and evaluate what is state-of-the-art in their respective field Promote networking and good communication strategies Continuity A strong platform for sharing of best practices; it is cross-sectoral Identifying the issues and commissioning studies on them 28

33 Two Usually secured funding Understanding of donor rationale Funding country level research to document evidence for status of issue raised Networking Relevance Have Specific Focus Address key issues in the sector Publications Advocacy More focused on target Regional sharing and networking Relevance Networking Human, financial and material resources to work with Possibility to be flexible where other agencies are more bound to follow their agency policies Research collaboration Great point of reference Efforts to strengthen regional cooperation Knowledge development Share of promising practices Depending upon the strength of the members, WGs can serve as launching pad for new ideas and initiatives Advocacy Linkage to MoE Task-oriented Capacity building Monitoring and evaluation aucune autre force Partenariat et coopération régionaux Flexibilité L'efficacité Dans certains cas qualité des produits Échanges des informations Vision partagée Mise en réseau des pays Partage d'expérience 29

34 Débat intellectuel Réseautage Flexibilité/innovation Possibilité de s'adapter aux besoins des pays FLEXIBILITÉ Interpellateur Proposer des solutions optimales pour l'amélioration des systèmes éducatifs africains L'autonomie La mise en place de réseaux Incitation à la recherche-action il y a un impact réel et les acteurs veulent être mis au courant de tous les développement en le matière Analyse contextuelle Publications and dissemination of information Their ability to commission the production, documentation and publishing of state-of-the-art knowledge Involve specialists from Africa who are conversant with the issues. Advocacy Building capacity, there was a training element in the Statistics WG. The WG can deal with issues delegated by ADEA Networking and advocacy on the issues Three Links to ADEA network Contacts with Ministers Getting funding agencies to rally around the issue Ability to get agency and country people working on the same issue Variety Easy to Mobilise Partnership Advocacy Sharing experiences & lessons learned Easy collation Quality of membership Tapping into Africa-based resources Cross fertilization of knowledge Vibrant Fostering networking between professional institutions working for the promotion of the teaching profession Partnership 30

35 Analytical work Focal points for information on latest developments in their areas of interest Foster south-south cooperation Quick reaction to needs Potential of policy-relevance Activities well targeted to African issues. Policy Research Plaidoyer, mise en relation ministres et experts techniques Capacité de novation L'esprit d'analyse Personnel compétent Souplesse et flexibilité Échange d'expériences Production intellectuelle Capacité de recherche et d'analyse Mobilisation des ressources humaines nationales Proximité des acteurs et des besoins Son caractère à la fois institutionnel et informel PARTAGE D'EXPÉRIENCE Efficience S'intéresser aux questions le plus souvent occultées ou laissées pour compte La fonctionnalité Mise en commun de compétences diverses et création d'une dynamique de groupe Les autres groupes brillent par leur absence Provocation de changement à partir des analyses et réflexions Facilitation of cross-national and regional knowledge sharing and exchange of experience Genuine concern for the cause they espouse. Outcome-oriented Fostered regional cooperation Small scale capacity-building 31

36 What are the three (3) key Weaknesses of working groups? One Too longstanding in duration Silos divorced from systemic thinking Links to MOEs Varies greatly between them Sustainability Consensus difficult at times Lack of leadership in some African ministers not seriously involved Weak presence of ADEA at country level Limited views Not policy focused Inadequate frequency of meetings Use WGs for agencies' own agendas Research Slow release of needed resources from funding agencies Effectiveness of working groups heavily depends on who is participating in the working group Not practical in approach Too many activities Slowness in funding activities Ineffectiveness Fail to address key country needs in line with ongoing reforms Duplicate the work of many other forms of professional networking Uncertain funding Steering Committee No legitimacy Their activities have failed to reach sub-national levels where they are most critically needed. Inadequate Resources Aucune obligation de rendre compte auprès des collègues dans les ministères Pas possible qu'ils remplissent toutes les fonctions qui sont attendues d'eux Manque de ressources humaines Insuffisance de soutien de personnel Lenteur dans les publications Manque de continuité Personnel insuffisant 32

37 Insuffisance de ressources Peu d'actions concrètes Faible niveau d'opérabilisation Dispersion de membres Absence de liens entre les groupes Caractère diffus Peu d'actions sur le terrain MANQUE DE VISIBILITE Ne sont pas impératifs Faible capacité d'influence des politiques des ministères Manque de soutien politique fort au niveau des pays Les groupes de travail n ont pas une présence réelle, sauf le GT sur les livres et matériels éducatifs Les rencontres ne sont pas très régulières Faiblesse de la coordination nationale Membership is almost by nature ad-hoc, which may sometimes cause fragmentation and irregularity Lack of funds. Integration into the strategic work of ministries Lack of capacity in the region. The WG tend to be NGO led which leads to a lower impact on the education systems. The physical distance between members, the lack of reliable electronic communication, telephone and faxes, of the WG hampers cooperation. Too many meetings to attend Two Not enough networking between groups/links between them Difficulty sustaining effectiveness on the ground Choosing obscure national groups to work with For some, lack of appropriate leadership Organisation Political power struggle in some Proliferation ADEA more of Talk Shop No individualism Activity driven Limited scope of representation Capacity Building To engage in relevant research that influences policy making Not culturally integrated 33

38 Coordination difficult Low impact at country level Limited capacity to promote exchanges/interaction between countries Not obvious that they are directly relevant to Ministries of Education Over-ambitious planning Coordination Insufficient African participation Their activities not sufficiently visible at the national level particularly among non-government stakeholders of education Limited reach in dissemination of best practice Aucune restitution. Probablement assez onéreux par rapport à leur efficacité Manque de 'focus' parfois Insuffisance d'intégration parmi tous les groupes Leur méconnaissance par une certaine frange des acteurs (invisibilité) La qualité des produits n'est pas toujours là Manque de visibilité (pas tous) Insuffisance de temps des membres Actions limitées à quelques rencontres annuelles Améliorer l'impact sur les partenaires Mobilité des membres Structuration pas en adéquation avec les ambitions Superposition sur les institutions Manque de visibilité des actions entreprises MÉCONNAISSANCE DES RÉSULTATS PAR CEUX QUI DOIVENT OU PEUVENT LES EXPLOITER Vulgarisation limitée Manque de visibilité sur leurs activités Absence de sources pérennes de financement Le Ministères de l`éducation ( au haut niveau ne sont pas très impliqués,ce qui freine l`application de certains propositions. Insuffisance de ressources financières They are very dependent on dedicated and committed leadership and coordination Because of lack of support at country level, difficulty in implementing work programme. Visibility No thorough planning to sustain WG. There is a very low frequency of contact between WG members; the role of the donor agencies impacts on the focus of the WG Lack of focus 34

39 Three Role of steering committees not clear Difficulty influencing directions of large funding agencies Working with the converted For some, lack of follow-through Continuity Weak dissemination Some are too far removed from the African soil Inadequate & unstrategic involvement of ministers May be slow Inadequate dissemination of information on the work of WGs Recognition Irregular meetings Limited results Lack of continuity/sustainability of actions Seem to take a lot of time from the ADEA Secretariat For some: slow progress of work Administration Work remains ad hoc and is not institutionalised Pilot activities of WGs remain minimal in terms of scope and reach High turn over of Ministers and Technical experts from Ministries Quels sont les résultats à atteindre et comment mesurer l'atteinte des résultats? Surcharge de programme Insuffisance d'intégration et de soutien des politiques des pays La technicité Fonds insuffisants pour aller en Afrique Déficit de communication entre GT de l'adea Réseautage faible au niveau local (Etat) Non motivation des membres Absence d'autonomie financière Manque d'autorité Manque de pragmatisme Le penchant anglophone Insuffisante implication des partenaires techniques et financiers dans les travaux de recherche et dans le financement des activités. Les Ministres changent tout les temps avant qu ils ne s imprègnent des réalités de département, ils sont remplacés. Faiblesse du fonctionnement en réseau 35

40 Not sufficient inter working group collaboration. In some cases, rather slow institutionalisation process Poor communication amongst members and coordinators of the WG. There is a lack of oversight on the part of the ADEA Secretariat.; The organic links between WG and Ministries are lacking Coordination capacity Comments: WGs should not be set up as permanent entities. That is why the WG develop weaknesses. WGs should be started with fore thought as to what will happen to them when either they have solved the problem they set out to do, or when they feel they have put the issue of concern to the agenda of MOEs. Difficult question since it is not fair to treat all WGs together. It is important to disaggregate. If they must be seen as a whole, they have to be seen as something of a series of experiments, some work out, more or less; others don't, more or less. On the whole, is it worth it all? I think yes. Some groups start off energetically and then run out of steam. It is difficult to sustain their good work, although some are doing them very well. WGESA has been an example of weak leadership and being a forum of power struggle. Hope, the current coordinator is effective. During the previous one the wg nearly died and the donors disappeared! More intensive country level work is necessary, especially in relatively unstable contexts Given my limited experience of the working groups - just one the WGES and that sporadically I do not feel I can answer the above in full No comment Again, it is difficult to assess all WGs as a group. There are good WGs (FAWE which graduated, and WGESA which has got a new leader who is an able and knowledgeable manager) The strengths and weaknesses of the different WGs show huge differences. In general a lot depends on the strengths of the WG Coordinator The above are the only strengths and weaknesses I can identify WGs /ADEA have difficulties identifying their added value in today's changing development scene. On one hand, action happens at the country level where ADEA has little visibility. On the other hand, ADEA runs the risk to become a regional UNESCO. Its strength is in remaining an informal mechanism of regional collaboration and partnership and the challenge is not to become too big or institutionalised. I cannot answer these questions. It depends on the working group: some work well others are largely asleep or serve narrow interest of their sponsor. No comment The working groups need to be more effective and efficient in developing the capacity of ministries and other key stakeholders in the education sector. 1. Steering Committees of WG should follow the line of the general ADEA Steering Committee and not develop their own line. 2. WG Coordinators have the role to coordinate between the Secretariat, their WG, its Steering Committee and other WGs 3. Administrative procedure (especially financial management) should be improved via training by the Secretariat. The procedural guidelines set up by the Secretariat should be respected. There is still room for improvement in structure and focus of activities particularly at the national level. Working groups will need to collaborate more closely with civil society organisations and work more closely with govts. to incorporate areas of focus within negotiated development priorities and frameworks at country level 36

41 Comment cela se fait qu'au sein de mon agence, les agents qui gèrent des interventions en éducation ne connaissent pas l'adea? Si l'agence ne connaît pas les travaux de l'adea comment penser que ces travaux ont une quelconque utilité. Je n'ai pas de difficulté à croire que les participants des GT trouvent cela super mais c'est une chasse-gardé. Quant au rôle des GT au sein des ministères, après 7 ans au sein d'un pays et d'un ministère en éducation, je n'ai rien constaté d'un apport des GT au développement de l'éducation au sein du ministère. Il devrait y avoir une meilleure sélection des participants et ces derniers devraient s'engager à restituer ce qu'ils acquièrent. Selon ma compréhension, la notion de flexibilité réfère à la possibilité pour un GT de mener les activités qu'il entend, de lever les fonds qu'il peut, de gérer ses financements, à partir des décisions de son comité de décision ou souvent selon les options de son agence leader. Cette notion que, selon ma compréhension toujours, les GT ont jalousement préservées suppose une implication plus ou moins poussée du Secrétariat exécutif. Dépendant de leurs intérêts, les divers secrétaires exécutifs qui se sont succédés à la tête du Secrétariat ont plus ou moins influencé les GT. L'influence la plus décisive a été selon mon opinion celle qui a voulu les catégoriser selon au moins 3 axes: dialogue; renforcement des capacités; et recherche - par contre, les questions de revues par les pairs des programmes d'activités des GT, ou encore les questions de suivi ou d'évaluation ont eu peu d'effets. Les bailleurs étaient très (trop?) polis entre eux - et les ministres voulaient Certes les GT sont d'une efficacité certaine. Cependant, ils ont intérêt à se faire connaître davantage et à simplifier les termes analysés. Par ailleurs, il serait intéressant qu'un livre publié de chaque groupe soit traduit dans toutes les langues de travail de l'adea pour plus de compréhension. Cela dépend du groupe de travail certains étaient très fort en plaidoyer (FAWE). D'autres ont fait des bons produits, utiles (textbooks). D'autres sont innovateurs dans leur approche (sector analysis). Même remarque que précédemment: les GT sont trop différents pour pouvoir répondre de manière générale La force des GT constitue aussi leur faiblesse, une capacité de réaction rapide, une grande flexibilité d'intervention, une ouverture aux acteurs mais aussi un manque d'identité dans l'échiquier national, des loyautés partagées donc limitées. Difficile de répondre de manière globale, les GT étant très différents Ces groupes doivent élaborer des programmes annuels budgétisés à soumettre à la validation des Ministères en charge de l'education, aux partenaires techniques et Financiers locaux et à l'adea pour validation et financement. Le meilleur moyen d implique le Ministères est de mener une compagne d`information au niveau des Ministres auxmemes. C`est l`adea qui doit le faire en 1 er lieu, c est surtout Secrétariat Exécutif et en suite nous prendrons le relais Envisager la décentralisation de la gestion des activités (exemple cas du CODESRIA) For some working groups, the institutionalisation and anchorage process has been rather slow, particularly in terms of African-based institutions taking the leaderships in working groups. The WG on Statistics is very important and added value in the Region. Although some Ministries benefited from the WG, South Africa did not. There has been no value received from the WG on Finance. There is a strong notion that work of ADEA is not determined by the African Member States. South Africa has a well established Ministry of Education, whereas many other Ministries rely on donor aid for support. The focus on ECD in SA was driven internally. There is the need for ADEA Secretariat to monitor what WGs are doing and how resources are being spent. Much of the time, too many very expensive meetings are organised. More funds need to go directly to the grass roots and beneficiaries eg to teachers living with HIV or to support orphans for example and not on meetings which add very little or nothing to what we already know. 37

42 4. Relevance of ADEA To what extent do you feel ADEA remains a relevant organization today? What is the major reason that leads you to this conclusion? Too fragmented without having deep and sustained influence on policy. No organisation's agenda can remain wholly relevant after 10 years. ADEA is no different. ADEA despite many evaluations has not really addressed the issue of relevance to the circumstances. I think the tendency is to add more and more tasks to do without asking whether these things could be done either by other agencies or done in a different way. ADEA remains unique. It is not an organization and not beholden to any one (e.g., UNESCO for MINEDAF; African Union and NEPAD...). It is outside of the politics of these organizations. It is characterized by informality, professionalism and collegial practices and spirit. Its network status (with low entry and exit costs) is unique and necessary. It is still a very unique forum where African Ministers and development partners meet and discuss freely. This structured informality has contributed towards great policy dialogue. Despite the above developments, bilateral agreements and the existence of other convening mechanisms, Africa still needs a strong independent umbrella organisation that brings together education ministers, technocrats, the civil society and other stakeholders in Education. At the moment, I only see that organ in ADEA. There is no other regional forum for professional partnership. ADEAs input is still needed, in view of its closeness to donors ADEA works directly with those who can bring about changes. It s practical, unlike many others that are all theory. As an agency engaged primarily vis à vis SWAps and al committed to the Fast Track Initiative I think it is important that ADEA repositions its work within these wider and ultimately important contexts and also within the other mechanisms at regional level that you mention above. It is not obvious that the working groups in particular do this and show how they add value to these on going processes. There is a lot that needs to be done to develop education in Africa and ADEA can contribute significantly to this. MINEDAF and FAPED are for African countries only. NEPAD has got another agenda than ADEA. In a context of SWAP and budget support, facilitation of policy dialogue is extremely important, as well as having the possibilities to exchange at a regional African level and not only to focus on specific countries, what several donor agencies intend to do more and more. ADEA's COMED has trained hundreds of education journalists and officers in Ministries of Education in many African countries including mine. I cannot quantify the benefit of this. On a very personal level and to say the least, ADEA has helped me to understand my Editor better! I think ADEA does have an added value (somewhat relevant) but should not become too big/institutionalized. At the moment, ADEA runs the risk to move beyond its potential added value within a changed context of development cooperation and should remain focused on the informal partnership and exchange and particularly try to contribute to regional knowledge building and research in relevant areas. ADEA still provides a unique opportunity for Ministers of education, donor agencies and education specialist to discuss and reflect on the key education challenges facing the continent The ADEA emphasis on shared learning from experience (Praxis approach) is an extremely valuable way to nurture these exchanges. Lack of a broad background information ADEA is responsible for bringing Education sector issues to the forefront in most sub-saharan countries. Through ADEA, countries share and exchange information on best practice. The biennials are also a place for knowledge dissemination but also formal and informal meetings. But it now needs to be expanded to include the Maghreb region so all of Africa can benefit. ADEA is very much in tune with EFA goals, with practical approaches to the issues affecting the teaching profession. There is need to work with the NEPAD to explore possibilities of collaboration, which can enhance ADEA vision. 38

43 The ADEA still remains relevant in the education development in Africa. It has been engaged in education policy discussions and has been linked with various other international education forums such as EFA, MINEDAF, NEPAD. However, the ADEA needs to be more focused and strategic in the future. Despite its informal way of doing business, ADEA is a well-structured partnership with relevant experience accumulated over years. It has proved to be a good policy dialogue platform for key stakeholders involved in education sector. It has also a comparative advantage that should not be underestimated: the existence of WG allowing permanent work at field level. The way that ADEA has improved its program under Mamadou Ndoye's leadership. ADEA now succeeds in keeping ministers informed of professional developments in education, for example through the seminars organized in conjunction with the Steering Committee meetings. Biennial is also more substantive - draws more on empirical research. ADEA now has a presence at, brings value to, and renders education issues more visible at major pan-african political fora. The professional dialogue and the informality in which it is conducted are unique for ADEA - it contributes to build trust between ministers and agencies. ADEA as an arena for information sharing and competence building is also important. No other platform exists that brings together decision makers, donors and executive bodies (WGs) on an informal basis for education matters for all countries in Africa. ADEA has the potential to: * promote R&D agendas across countries * bring variety of stakeholders together * ensure informal and frank debates and collaboration * initiate R&D work that is problematic, innovative, holistic and crosssectoral * engage in medium term institutional development It is currently the most dynamic and professional organisation in Africa that has authority and legitimacy in the realm of Education in Africa. Its role will remain complementary to other Institutions/ Organisations. ADEA is already a well established grouping with well thought through processes and mechanisms that can add value to the initiatives highlighted if one can begin to dialogue with concerned bodies to include the comparative advantage of ADEA in the processes to avoid duplication. e.g the biennale should be done jointly with UNESCO so that the MINEDAF could be discontinued or vice versa but the two bodies should work together to hold one ministerial level conference for Africa once every two years. Encore une fois, on n'arrive pas à voir la valeur ajoutée de l'adea. Les ministères sont tellement faibles en terme de capacités, et cela à partir de la tête (ministre) à tous les gestionnaires. Après 10 ans, qu'est ce que l'adea a produit en terme de renforcement des capacités? Quels outils ont été élaborés pour faciliter le développement de l'éducation? Avec les approches-programmes, il y a plus de chance de progresser avec les pays et les PTF qui se trouvent en poste dans les pays. Par ailleurs, les représentants des PTF qui représentent leur agence, ne restituent pas ce qu'ils apprennent. L'ADEA est vraiment un forum fermé. On a aussi l'impression qu'il y a beaucoup de chevauchement. L'ADEA, l'iipe, l'unesco, l'ept, le LENPA etc. Il y a plein de réseaux, de forums qui font la même chose et on ne voit pas parmi tous ces réseaux, organismes, la valeur ajoutée des uns et des autres. L'ADEA demeure la seule association en éducation au sud de l'afrique SS qui rassemble les ministres et les bailleurs. Voir entretien téléphonique ADEA est une organisation unique avec le partenariat entre les ministres et les donateurs et sa façon de travailler d'une manière assez informelle. Comme organisation ADEA est très pertinente, mais ça ne veut pas dire qu'on ne pourra pas l'améliorer. Renforcement de la communication en éducation Il est vrai que l'adea est un outil nécessaire et incontournable pour les pays africains afin de les sensibiliser davantage sur l'importance de l'éducation. Car, aucun développement n'est possible sans l'éducation. Cependant, il faut que la structure opère une certaine mutation, notamment dans le cadre de la communication. Il est vrai que rien ne peut se faire sans la communication, mais dans le cadre d'une communication organisée. Le GT Communication a certes besoin de contacts, mais il faut sélectionner. Par ailleurs, certaines coordinateurs de GT ne sont pas parfois accessibles. Tel est le cas pour le GT Education non formelle. L'ADEA reste un formidable instrument pour mobiliser agences et ministères sur un objectif commun; pour organiser le dialogue au plus haut niveau. Elle fait probablement trop de choses, sur trop de thèmes ( dispersion). Compte tenu de la rotation des personnes dans les ministères ( ministres) et dans les agences, elles n'affectent pas assez les décisions et actions sur le terrain; 39

44 Même si elles existent, les SWAps, ententes bilatérales et autres mécanismes de regroupement ne remplissent pas la même fonction que l'adea. Par exemple, le rôle de celle-ci est technique alors que celui des FEPAD, NEPAD et autres forum EPT est plutôt politique. L'ADEA demeure indispensable pour le dialogue politique entre Acteurs de l'éducation à l'intérieur de chaque pays et ensuite entre les pays. C'est un cadre de partenariat efficace entre différentes parties prenantes dans l'éducation. Le principal intérêt de l'adea est de permettre un dialogue entre pays, partenaires Unique organisation non gouvernementale capable de mobiliser les politiques et les autres partenaires et de gérer le tout avec efficacité et rendement. La philosophie de l'adea quoique très bonne n'est pas encore comprise par beaucoup de gens. Face aux défis des ministères africains de l'éducation, l'accent est beaucoup plus accordé aux partenaires qui finance l'éducation. Les questions de plaidoyer pour l'éducation non formelle sont très actuelles compte tenu de la faible place qu'elles occupent dans les politiques nationales: faiblesse de financement, pas assez de considération, arbitrages défavorables. d'autre part, l'épineuse question de la qualité mérite un regard neuf que les approches traditionnelles et les organisations classiques ne peuvent pas prendre correctement en charge. Enfin, le dialogue entre partenaires techniques et financiers, la société civile et les États ont besoin d'être dynamisés par des organisations telles que l'adea. L ADEA vient nourrir le débat, et ceci est toujours utile; en revanche, elle peut peut-être le faire en investissant davantage les instances précitées comme structure ressource, et peut-être en diminuant ses propres réunions ministérielles -biennales à ajouter à la liste désormais : les réunions des ministres de l'éducation de l'union africaine!) L'intérêt croissant pour cette organisation, sa stabilité et une forte demande de services et prestations et un appel à aborder de nouveaux thèmes et répondre à des nouvelles demandes. Trop de bavardages, il faudrait privilégier les actions plus concrètes, avec des effets mesurables. L'ADEA EST UN FORUM UNIQUE EN SON GENRE QUI CREE DES CADRES ET DES OCCASIONS EXTRAORDINAIRES DE PARTAGE D'EXPERIENCES ENTRE MINISTRES EN CHARGE DE L'EDUCATION ET BAILLEURS DE FONDS EN AFRIQUE. L'ADEA est très pertinente en ce sens qu'elle tente de faire traduire les discours politiques en une réalité pour améliorer la qualité de l'éducation en Afrique. Elle cherche des arguments à travers les recherches pour convaincre les différents acteurs/trices de prendre compte des difficultés rencontrées, de les résoudre de la meilleure manière pour avancer, au lieu de se voiler la face. J'estime que l'adea demeure pertinente car elle constitue un creuset dans lequel se trouvent les ministères de l'education africains et les bailleurs de fonds du secteur éducatif. Elle permet la rencontre de ces divers partenaires et favorise les échanges d'expériences. Dans le même temps elle facilite le dialogue entre les partenaires sociaux. Cependant, elle gagnerait à faire plus de marketing pour se faire connaître davantage, car elle demeure inconnue de la majorité des acteurs de l'éducation en Afrique. L'ADEA ne s'impose pas et n'a pas assez d'envergure pour faire pression sur les différents ministères en charge de l'éducation. On a constaté qu'il certaines critiques dans le fonctionnement de l'adea. L'ADEA occupe un champ qui reste encore propre et c'est celui de l'education. C'est du reste beaucoup plus dans son mode d'accompagnement des ministères: la promotion de l'accès, de la qualité, aujourd'hui ce regard prospectif sur le reprofilage de l'enseignement secondaire en Afrique; les thématiques autour des groupes de travail restent des domaines contribuant fortement à faire avancer l'éducation en Afrique. Elle doit s'engager plus résolument sur les questions de la Formation Professionnelle et Technique. Les travaux jusque là conduits par l'adea ont été judicieusement exploités dans le cadre des fora sur l'éducation et dans le cadre des réformes de politiques éducatives des pays africains. Comme je l ai dit plus haut les Ministres et le SG ne sont pas très bien impliqués et ne comprennent toujours pas l importance de l action de l ADEA et des GT dans le développement de l éducation. Certains Directeur ne voient pas non plus cette importance, il faut les sensibiliser, les réveiller. L ADEA étant une association entre Ministres africains de l éducation, le groupe de bailleurs de fonds ou ils siègent. Ensemble et dont le Secréterait exécutif est confie a un ex ministre de l éducation, est une chance pour nous tous L ADEA étant une association entre Ministres africains de l éducation, le groupe de bailleurs de fonds ou ils siègent. Ensemble et dont le Secréterait Exécutif est confie a un ex ministre de l éducation, est une chance pour nous tous. 40

45 Suivant sa mission les résultats sont spectaculaires. Il faut adapter ses activités en les décentralisant dans les régions par exemple L'ADEA est un cadre de suivi d'analyse et de dissémination des expériences puis de promotion des idées émergentes Functioning according to its mandate. Goals set are achieved. Since the creation of ADEA, other partnerships have emerged, e.g. FTI/EFA, which may compete for attention, and there may be some overlap with the "old" UN agencies like UNICEF, UNESCO and WFP, which may call for some clarification of mandate and focus. Overall, however, with its focus on Africa and the educational needs in Africa, the continued existence of ADEA is justified, and very much needed too. The Working Groups have developed work programmes covering a number of areas in education. There has to be proper coordination with the mechanisms mentioned above though. ADEA brings together/harmonises these disparate fora Thanks to its "informal formality", ADEA has been a unique platform for policy dialogue and exchange on educational matters. Structures such as the Caucus of African Education Ministers have proven to be very useful in order to foster dialogue and cooperation between African ministries. Also, the working groups provide an essential framework for the development of strategies on important educational and cross-cutting issues on the basis of cooperation between different stakeholders. There is no other forum that allows Ministers of Sub-Saharan Africa to meet and discuss issues of concern; to promote Ministry to Ministry cooperation. The ADEA must be driven by the African Member States. Lack of focus and taking on too many issues at the time with very little capacity at the centre and in the WGs. If ADEA wants to do real advocacy to improve quality of education in Africa, it should engage with other stakeholders and coalitions fighting corruption on the part of African Governments, unfair international trade policies, debt relief and poverty and unemployment. Those are the real reasons for low GDP and expenditure on education by governments and inability of parents to give decent education to their wards. What does ADEA provide you that makes it unique? Gathering place for funders and education officials ADEA's uniqueness used to reside in its provision of a safe forum where ministers of education could engage with donors. There is really less and less of that. Now ADEA tends to ask what it considers important donors to come and preach to ministers. On their part, the first crop of ministers was rather brave and independent minded and tended to challenge the donors. The current crop is unfortunately not so challenging but also there is less opportunity for frank exchanges and debate. I find nothing unique anymore. Funny, this is how I responded to the question above. The same as above. Structured informality. Free and creative atmosphere. Policy dialogue The informality with which its members interact. Dialogue is encouraged. All the ADEA decisions are by consensus. The undertakings are also based on mutual agreements and voluntary action. No one is coerced to implement the undertakings. This encourages free and frank discussions without fear of sanctions. Through ADEA, a small organisation is connected to wider dialogue and it offers a forum to disseminate own experiences. ITS RESEARCH AND PUBLICATIONS Opportunity for competition and direct access to experts. The opportunity to meet with Ministers of Education in Africa, hear and understand their concerns, and to have practical discussions on issues that affect the delivery of education and the quality of education. The same is true for other partners in ADEA ie donors but there are opportunities to do so in other fora from time to time. An opportunity to contribute to the development of education in Africa. Adea is the only forum where dev. countries and dev. agencies can meet in an environment of 'structured informality' as colleagues interested in educational issues 41

46 Its balance between African stakeholders, mainly Ministers and representatives of Ministries on the one hand and donor agencies on the other side. ADEA Meetings have a non formal and flexible feature with a much higher active participation of African participants than for meetings organized by most agencies The network of African Education journalists which COMED created has been most useful in my job as we keep in touch, share information and ideas and get to meet at one conference or the other organised by the ADEA It gives a lot of contacts, a focus on contents, rather than on development processes etc. Somehow, maybe a hobbyism, but at the same time highly relevant to keep focused on substantive issues. It provides me with an opportunity to contribute to education development in Africa and participate in the dialogue on key policy issues The opportunity to meet with African Ministers of Education in one setting. The direct contact in one place for Ministers of education, aid agencies, academia and researchers, and stakeholders whose focus is Africa. Without ADEA, FAWE would not be where it is and girls' education in Africa would lag even further. Platforms for professional exchanges and possibilities to take actions facing challenges the teaching profession is confronted with. This is a unique forum for policy discussions and lessons learnt in the African education system. ADEA brings together different key stakeholders interested in education: ministries of education, development agencies, practitioners and research institutions with common vision and agenda, based on African education needs. Access to top political leadership (Ministers of Education) as a group. Accessibility through the 'structured informality' of ADEA i.e. the direct professional to professional contact. A unique network offering professionalism and friends (ref. also my response to question 12). See point 12. * Multistakeholder nature * Flexibility * involve MOE officials at different levels * opportunities for innovative work * link donors effectively to African agendas Professional information and Knowledge in education that is directly applicable to my needs. Its capacity building activities are very effective because they are well targeted. The systematic approach of consulting with Ministers of Education, its structure of the Bureau of ministers and its working groups which together keep the debate alive on relevant topical issues on the continent. Ces terrains ci-dessus indiqués me paraissent insuffisamment occupés par les autres formes de regroupement tant du point de la réflexion sur les problématiques majeures, les études ainsi que dans l'accompagnement quant à la mise en oeuvre des politiques. Cependant l'adea doit améliorer sa capacité à influencer les ministères. L'ADEA travaille en étroite collaboration avec les MInistères et part de leurs besoins pour asseoir un programme de travail. Elle ne fait qu'accompagner ces institutions et à cet effet leur laissel'initiative. Le monde et ses autorités sont tournés vers les fléaux comme le Sida et les Guerres ; il faut aussi une association comme l'adea qui se préoccupe de l'éducation en tout temps Les échanges fondés sur les études et les travaux de recherche Opportunities for information and experience sharing with other professionals in my field of work. The access to/presence of technical expertise makes ADEA a clearinghouse of education in Africa and a forum for policy dialogue, knowledge sharing and information dissemination, which is unprecedented. Networking. Platform for honest policy dialogue ADEA's "informal formality" has proven very supportive in order to establish, develop and foster policy dialogue on educational matters between education ministries, donors, researchers and other stakeholders in education. In fact, in many respects ADEA has assumed a kind of "vanguard" role in education policy. Its research, publications, shared experience and expertise provide essential input to the work of its members in terms of policy and strategy development. 42

47 It works around common themes; it is time-bound in a project format; flexible and the strength is in research, materials development; The forum of development partners supporting education in Africa, African education policy makers and other stakeholders Les études réalisées peuvent être utiles mais encore là pour les chercheurs de pays donneurs. Les pays bénéficiaires: les agents n'ont pas accès aux ordinateurs et n'ont pas nécessairement les études sous forme papier. Par ailleurs, après un événement tel les biennales, les études prennent beaucoup trop de temps à être publiées et valorisées. L'ADEA devrait se concentrer sur un ou deux thèmes et mesurer sa valeur ajoutée. L'ADEA est beaucoup trop éparpillée et veut toucher à tout. L'ADEA devrait prendre peut-être un thème pour un ou deux ans et pousser à fond la réflexion et voir comment cela est appliqué sur le terrain. Le forum ouvert qu'elle offre pour échanger, pour mettre en contact ministres, bailleurs de fonds, les uns avec les autres et entre eux. Comme expliqué dans 12. l ADEA est un forum où les ministres discutent parmi eux des problèmes d'éducation. La communication a outrance sur l'éducation. Cette volonté de pousser les décideurs à prioriser l'éducation. Le plaidoyer paraît l'un des plus efficaces, eut égard à la présence massive des États africians lors des biennales et autres rencontres organisées par l'adea. Sa capacité à mettre ensemble ministres et agences pour discuter de manière professionnelle sur un thème précis. Lieu de rencontre entre agences et ministères. Pourrait -elle mobiliser encore plus haut : président, ministre des finances? Plus bas : s'investir dans un ou deux pays? L'ADEA aide à la décision politique sur la base des résultats de recherches rigoureusement menées. C'est un instrument de dialogue politique et de mise en synergie des efforts de développement d'une éducation de qualité. D'être l'unique instrument sectoriel de l'unesco et consacré exclusivement à l'afrique. Structure libre mais aussi en engage avec les États. C'est la réflexion intellectuelle. Sa capacité à anticiper la réflexion sur les enjeux, les stratégies et le plaidoyer. Représenter un lieu privilégié reconnu d'interface entre les acteurs clés que sont les ministres et leur staff technique, les partenaires au développement, les ONG, les chercheurs et les praticiens. Sa capacité à réunir les différents interlocuteurs de l'éducation en Afrique. SON ALLURE D'ORGANISATION INFORMELLE, MAIS STRUCTURÉE QUI MET TOUT LE MONDE À L'AISE ET PERMET À CHACUN DE DONNER ET DE RECEVOIR. ADEA est une force sûre, du fait qu'elle réunit les ministres, les principaux intervenants du domaine et les partenaires techniques et financiers. Comme je viens de le dire, je crois que ce qui confère à l'adea un caractère particulier, c'est le fait qu'elle réussisse à mettre ensemble, les ministères de l'éducation africains et les bailleurs de l'éducation et à faciliter le dialogue entre les partenaires sociaux de l'éducation en Afrique, car ce n'est pas du tout évident. L'ADEA est un Forum ou tous les partenaires de l'éducation sont représentés et sur le même pied d'égalité. Le dialogue est franc. Le groupe de travail. 43

48 Please provide an example of how the work ADEA has been useful at the country (ministry) level? What change did it produce? FAWE has realized considerable results in putting the gender issue on the table in many countries. I don't work in a ministry. The Female Participation WG (FAWE) has had a major impact on the policy discourse on the subject. The Statistics WG has improved the ed. stats. In some countries. I have brought the 'Redeployment of teachers in Guinea' publications to a number of countries dealing with similar issues. Learning from other African countries is most effective in promoting capacity development. The current government in Uganda which came to power in 1986 adopted a number of reform programmes in various fields including education. As part of the reform, Uganda introduced the Universal Primary Education Programme in The 2003 ADEA Country Case Study - The Impact of Primary Education Reform Programme, highlights a number of issues within the primary sub-sector. ADEA WEBSITE AND DATA BASES ARE USED BY ME ON A DAILY BASIS AS AM REQUIRED TO LECTURE REGULARLY ON AFRICAN EDUCATION ISSUES In Nigeria, ADEA has been a tonic to the reportage of education. It has encouraged writers to probe into the gains and pains of the sector, thereby putting the authorities on their toes and influencing positive developments in the sector. ADEA and the Irish Trust Fund at the World Bank aimed at teacher effectiveness have collaborated on a number of joint initiatives at regional level. The work on multi-grade teaching, the work on contract teachers in Anglophone and francophone Africa are examples of some of the work that is ongoing. At national level I am not familiar with ADEA work. However I can ask the DCI education advisers for their experience. Improvement in the coverage of education by the media in Nigeria Not applicable ECD Policy Project (WGECD) for Senegal, Burkina Faso and Mauritania has changed and supported the development of holistic partnerships in these countries and the development of an ECD Policy Unlike what happens to some similar documents produced locally, the various communiques issued at the forums of African Ministers of Education have been taken more seriously by the ministry in my country. I can recall the one on girl education issued in Burkina Faso and the most recent on the same issue in Nairobi. These have more or less become working documents. Although there is still a lot to be done. The WGECD has contributed in three west African countries to develop an ECD policy (see policy project). The best example probably is ADEA's work on teacher salaries in Francophone Africa. It created an opportunity to bring together a wide range of stakeholders including teachers unions to discuss these issues and create understanding of the problem and the issues involved The work on quality also has the potential to pave the way for more effective quality improvement strategies No comment ADEA's work on teacher management. An increased awareness of the challenges. There is a growing political commitment to EFA at the country level. Most ministers of education have been involved in the ADEA, especially through the participation in the biennial meetings. As such, most countries have been according the highest priority to EFA in the region. The WG on Education Sector Analysis has contributed to assist countries to formulate policies, strategies and plans in a consistent manner. The WG on the Teaching Profession has developed reference and training material that is utilised by teacher training colleges in teacher training programmes. The previous WG on Female Participation - and now FAWE - has had big impact at country level. Much more gender sensitivity has been established. In preparation for the 2003 Biennial, I participated in the country study that empowered me to carry out our own assessment with minimal Technical support from ADEA. I was able to write a book on Education and the Sector-Wide approach in Uganda which has been published by IIEP. 44

49 The work of ADEA on studies conducted on quality was quite useful both at the country level and the preparation of the EFA GMR on 'The Quality Imperative. It heightened the debate and focus on the oversight of quality issues. In the Gambia, it led to the institutionalisation of a mechanism to monitor and assess quality on a regular basis based on the tool for monitoring learning assessment. En ce qui concerne le pays sur lequel je travaille, je ne peux malheureusement pas trouver un exemple qui démontre l'utilité des activités de l'adea. C'est là où l'adea manque. Les personnes qui sont sélectionnées n'ont aucune obligation de rendre compte. Je ne vois jamais d'application concrète des travaux de l'adea. Tout l'argent mis dans le PRISME et le SPESSA c'est de l'argent très mal dépensé. Qui utilise cela? C'est redondant par rapport à l'institut de la statistique de l'unesco. Je n'ai vu aucun changement concret grâce aux activités de l'adea. C'est désolant. Je crois que l'adea joue et pourrait jouer un rôle encore plus important auprès des nouveaux ministres de l'éducation quant à leur connaissance des priorités, des enjeux, des bailleurs. Le travail du Groupe de travail sur les statistiques. Le travail du Groupe de travail des enseignants. Le prix africain du journalisme d'éducation de l'adea a amené des journalistes maliens a mieux s'intéresser à l'éducation. C'est le cas en Ouganda, au Kenya, Rwanda, en Mauritanie, au Burkina, au Mali et même au Sénégal. Le plaidoyer paraît très concluant avec l'engagement en premier chef des Présidents de la République. Au Burkina Faso des activités du GTENF financées par l'adea ont favorisé une plus grande intégration entre Éducation Formelle et Éducation Non Formelle ainsi qu'une plus grande implication de l'enseignement supérieur dans le développement de l'éducation de base par la recherche et la formation diplomante des acteurs. La mise en place de groupe de travail et du point focal permet une meilleure participation des ressources humaines à la réflexion. Par le programme d'échanges intra africains, l'adea a permis aux cadres du Bénin de visiter des pays afrains, cette visite a permis un renforcement des capacités des cadres. De même certains cadres des autres pays sont venus s'enquérir des expériences béninoises. Au Sénégal, toutes les réflexions stratégiques sur l'éducation non formelle et les approches partenariales dans ce soussecteur sont directement influencées par le groupe de travail sur l'éducation non formelle. L'ADEA a permis l'élaboration d'une politique intersectorielle de 'skills development' en Namibie à partir du groupe adhoc créé dans le cadre du GT sur l'enf autour d'une plate forme dans laquelle se retrouvait plusieurs ministères de différents ordres d'enseignement, plus l'emploi, la formation professionnelle et technique, le secteur privé, les ONG, etc. Amélioration notoire des systèmes d'informations statistiques de plusieurs pays d'afrique de l'ouest. LES ÉCLAIRAGES SUR LA QUALITÉ DE L'ÉDUCATION; LES VOYAGES D'ÉTUDE DANS LA S/REGION ONT CONDUIT À DES CHANGEMENTS IMPORTANTS ET À DES INNOVATIONS NOTABLES. Au Burkina, les échanges d'expérience avec les autres pays ont permis au ministère de l'éducation d'accorder plus de crédits aux activités d'éducation non-formelle, sous système touchant plus de 60% de la population mais qui était beaucoup marginalisé. Dans mon pays le Bénin, je ne vois pas encore de façon concrète, l'impact de l'adea sur les prises de décisions au niveau des ministères de l'éducation. C'est vrai qu'elle a permis une prise de conscience, mais tout reste encore à l'étape de promesse. Par exemple, au cours de la Biennale 2003 de l'adea à l'ile Maurice, il a été fortement question de l'amélioration de la qualité de l'éducation et, parmi les facteurs pouvant permettre d'atteindre une éducation de qualité, il y a la formation des enseignants or ici au Bénin, les écoles de formation des maîtres sont fermées depuis des années. Le ministre a promis de réouvrir ces écoles mais depuis, on attend. Autre exemple, à la Seia (seconde conférence sur l'enseignement secondaire en Afrique tenu à Dakar en juin 2004), on a mis l'accent sur le partenariat entre le secteur privé et le secteur public et la nécessité pour l'état de subventionner les établissements d'enseignement privé, la Constitution de notre pays le stipule également mais jusqu'à ce jour, rien. La lutte contre le VIH/SIDA en milieu scolaire par exemple a bénéficié des approches de stratégies utilisées ça et là dans certains pays. Ceci a été pris en compte au cours des rencontres entre ministres en charge de l'éducation, rencontres organisées par l'adea et autres structures impliquées dans l'éducation. Pas encore. La communication et la réorganisation de celle-ci. 45

50 L'élaboration de trois études sur 1) le fiancement de l'éducation 2) la profession enseignante 3) les innovations pédagogiques. En matière de gestion des ressources humains c est grâce aux rencontres et réunions organisées par l ADEA /GTPE que nous avons pu instituer la Commission Nationale d affectation et de mutation des agents du Ministère de l éducation. Expertise/knowledge gained in workshops has been shared at country level and used as a means of capacity building. WGESA in Mozambique was helpful in conceptualising and mapping SWAPs and the first Education Sector Strategic Plan, ESSP. WGTP has been helpful in the whole SADC region in developing TE strategies Provision of expertise and exchange opportunities with partners in Education in Africa on key issues such as:(i) Assessment of Competencies (with IIEP). (ii) Peer Review Methodology (with ADEA's Working Group on Education Sector Analysis). (iii) Teaching of Mother Tongue in schools (with German GTZ). (iv) Teaching of Science in Secondary schools (with ADEA's Working Group on Science & Mathematics and SMASSE-WECSA). ADEA's work has provided essential input to policy definition and further development of Austria's educational cooperation strategy. It has furthermore helped to establish and foster contacts between structures of Austria's development cooperation and important education stakeholders in Austria's partner countries in Africa. Comments: I was actively involved with ADEA (DAE) in its early years. I now focus on Asia, not Africa, and am much less involved. Change generally does not happen as the result of any one paper or meeting. In my opinion ADEA is still very relevant. My impression on the whole is that ADEA does not have a high profile in many of the countries in Eastern and Southern Africa where DCI is working. However it is an impression only. None Countries have to respond themselves None No comment The Direction of Human resources in the MOE has been encouraged to work out a more coherent teacher management policy. It should be noted that the impact of ADEA work at country level also depends on the ability of the country to explore and assimilate ADEA experiences. Some countries are best prepared and organized to take the advantage of ADEA assistance. The prospective stock taking exercise undertaken by the SC in 1999 represents in my opinion an important event in ADEA - primarily because it promoted self-confidence in Africa's ability to solve its own problems. It furthermore facilitated exchange of experiences between African MOEs. Country activities are one of the effective capacity building strategies that should be further supported by ADEA. Les ministères sont tellement faibles. Les agents des ministères sont pour la plupart des enseignants. Ils n'ont pas de formation en gestion. C'est une réforme des ministères qu'il faudrait. Il faudrait mettre les enseignants dans les classes et recruter des agents avec un profil de gestionnaire pour gérer les ministères. Alors comme ce sont les agents des ministères (enseignants) qui participent aux ateliers des GT, cela n'améliore pas le ministère. Comme nous le soulignions tantôt, le plaidoyer de l'adea a occasionné des mutations dans les mentalités et prises de décisions dans les pays africains. Cependant, quelques réaménagements sont nécessaires, notamment dans l'administration de l'adea qui semble très lourde. Ces pays produisent leurs données statistiques, plus rapidement et régulièrement, ce qui a amélioré leur capacité de pilotage de leurs systèmes éducatifs. Je pense que c'est là que réside la principale faiblesse de l'adea: le suivi. Elle doit avoir une politique de suivi pour vérifier si les recommandations prises lors de ces conférences internationales sont prises en compte et mises en applications par les ministères de l'éducation africains pour réellement améliorer leur système éducatif. 46

51 L'importance de la communication dans les ministères africains est enfin bien et mieux perçue et cela a conduit à des changements surtout dans le mode de prise en charge et l'organisation de celle-ci. Des structures de communication commencent à émerger au sein des départements ministériels avec une véritable organisation. Les études des groupes de l'adea ont permis de resserrer les liens de collaborations entre institutions éducatives et entre chercheurs et professionels de l'éducation. L'ADEA a permis à beaucoup de compétences à travers le monde de se rencontrer et d'échanger sur des questions importantes de politiques éducatives et d'amélioration de la qualité de l'éducation. Certaines publications de l ADEA nous parviennent d une manière irrégulière ce qui nous prive des informations importantes contenues dans les lettres d information, le SPESSA et le prisme. Amélioration des outils de collecte, traitement et de production des statistiques, meilleure gestion de la fonction enseignante (gestion décentralisée et décrochage de la fonction publique). The changes produced have been towards improving the policy decision-making process by sharing of best and wise practices in Africa and elsewhere, as well as improving the expertise of Ministry's staff in key issues regarding development in Africa. The WG on Statistics provided training and support in the development of monitoring instruments and indicators; support in setting up statistical systems and sharing of experiences was useful. Officials are able to gain some insight on partnerships. Some respondents indicated that the goals are not clear, that ADEA is not useful, and that it does not provide value to their work - despite their participation, and needs. I do work at country level 5. Effectiveness of ADEA What are the three (3) most significant achievements of ADEA in the last years? One Holding African based Biennales (with large attendance) FAWE Getting larger and larger Biennales Moving from a donors' club to a veritable partnership with Africans playing an increasingly active role. Biennale in Mauritius Developing Consensus on Education policy issues Discussion on quality TAMING THE DONORS African Education Journalism Award Work on HIV/AIDS Providing a forum for discussion on policy Can't tell The Quest of Quality; Biennial 2003 Its activities on the International Decade for Literacy See working groups - ADEA is the working groups for me Work on quality Emphasis on Quality Creation of regional coordination for the teaching profession 47

52 Strengthened partnerships ADEA has become a well-known organisation in African countries, which is demonstrated by the increased demand of assistance and support. Expansion of its perspective, to include civil society, NGOs The stock taking exercise Foster exchange Producing resource materials for use by Educationists across Africa Dialogue with Ministers and the Biennale Certaines études sur la qualité La biennale sur la qualité L'influence sur les politiques d'éducation. Prix Akintola Fatoyinbo Biennales en général Biennale de 2003 Symposium sur l'enf à Ouagadougou. Lettre ADEA PROMOTION DE LA COOPÉRATION RÉGIONALE ET DES EXPÉRIENCES RÉUSSIES La bienale Le COMED Organisation de la biennale La restructuration du groupe de travail sur la profession enseignante GTPE en (5) COORDINATIONS REGION Mener des études et des recherches sur les problèmes de l'education en Afrique Le séminaire sur les enseignants non fonctionnaires du primaire The continuity and continued relevance of many of its WGs Documentary issues and developments in Education in Africa Development of ADEA's internal structure in terms of continuing and increasing African ownership. Mapping the African Education Agenda by Ministers of Education Dialogue with stakeholders resulting in increased funding to education in Africa 48

53 Two Increased commitments of African Ministers of Education to paying their own way to meetings (seen less as junkets and more as important and useful) Feedback from African researchers on donor policies Trying to involve NGOs The 1999 Johannesburg Biennial and the 'praxis approach.' Good SC in Kigali, post-conflict country Encouraging Education Communication through award to education journalists. Coverage of all EFA goals ENRICHING THE WORK OF AFRICAN INSTITUTIONS (AAU, CODESRIA ETC) Awareness on sectoral issues Work on the Quality in education agenda Promotion of necessary reform in the sector Ministerial Conferences on Post-Conflict and on ICT The Akintola Fatoyinbo Africa Education Journalism Award Work on teachers salaries Strengthening Sectoral Networks Offering a platform for contractual teachers Enhanced regional cooperation. ADEA has produced a pool of policy documents which are utilised to support reforms in many African countries. The presence I mentioned earlier, that ADEA is represented at high level political meetings in Africa The work process on quality Open up to more collaboration Undertaking capacity building in critical areas. Regular update sharing of experiences through the Newsletter La lettre de l'adea est informative Les publications afférentes Sa contribution au débat conceptuel. Travail sur la communication Étude sur la qualité de l'éducation Biennale de Maurice sur la qualité Site Web DÉVELOPPEMENT DU DIALOGUE POLITIQUE Le Prix du Journalisme d'education Renforcement des capacités des Ministères à travers les groupes de travail La nomination d une africaine au poste de secrétaire exécutif L'organisation du PRIX Afrcain du Journalisme d'education Séminaire de formation au dialogue politique dans le domaine de l'éducation 49

54 Work done towards reaching EFA goals Establishment and functioning of databases Research and innovative projects Publications and networks expanded Three Enabling African Ministers to meet across countries The WGs, together. Providing platform for exchange of ideas Dialogue CONCERTED ATTACK ON THORNY EDUC ISSUES Good publications Graduation of FAWE Improvement in the coverage of education by the media Inter-African Exchange Program Promoting more effective communication (COMED) Knowledge sharing Encouraging country initiatives Improved professional work (e.g. on quality of education) ADEA has contributed to build an education vision which is consistent with EFA goals and MDGs The focused effort on quality of education, that began with input to the last Biennial Establishment of FAWE Quality approach Nurturing professionalism and regional cooperation on education in Africa Expanding partnerships with new donors La Brève La COMED Son effort à élargir le partenariat avec la société civile. Travail avec les syndicats d enseignants ( bamako) Conférence sur le sida La base de données Conférence sur la question enseignante qui a réussi à réunir ministères et syndicats RENFORCEMENT DES CAPACITÉS DE NOS INSTITUTIONS Diverses publications en éducation La création de la coordination régionale GTPE et les deux groupe Ad hoc Le partenariat avec les acteurs de la promotion de l'éducation des filles Le travail sur la quête de la qualité 50

55 Networking opportunities Professionalisation of dialogue and exchange of experiences Creation of the WGs Comments on the extent to which you believe ADEA is effective: ADEA could/should become more effective in developing/testing creative solutions and exploring emerging topics - eg. through its working groups The ADEA approach (praxis approach) which emphasizes learning from African experience by agencies African education leaders and policy makers is extremely valuable and effective Last example: The Bamako Conference on Contractual Teachers There is a need to develop or create innovative solutions to emerging educational issues within the region. There is also a need to learn more from other regions of the world. Huge network of members ADEA should be applauded for anticipating the great need for secondary education and science and technology education which led to negotiating and seeking partnerships to establish two additional working groups Je suis très sévère dans mon jugement mais si je veux être franche je dois dire la réalité. Je ne vois pas de changement, de progrès au sein du ministère qui serait dû à l'adea. Je vois qu'il y a beaucoup d'atelier ( per diem) mais les retombées sont absentes. La problématique majeure est le Renforcement des capacités mais que fait l'adea concrètement? Quelle définition l'adea a du RD? Certains pays ont bien compris les bien faits des actions de l ADEA, on prend l exemple sur Angola, Burkina, Centre Afrique et le Niger. Les autres doivent suivre leur exemple et dévernit beaucoup plus demandeurs de l intervention de l ADEA pour mener à bien certaines actions en matières de développement de l éducation Les résultats sont meilleurs et l'échange des infos est louables ADEA could be much better articulated at the national level in individual African countries During the meetings, WGs have an opportunity to show-case successful strategies, but presentations are lean on the challenges. There is not enough time to come to grips with the strategies that have worked, sufficiently to trial incountry 51

56 6. Efficiency of ADEA With respect to the following ADEA structures, please comment on their efficiency (ability to plan, implement, monitor, evaluate, use results, etc.). Steering Committee: Believe that the Steering Committee is only able to provide high level directions to the Secretariat. It does not implement, does little monitoring or evaluation as it relies on the Secretariat, and does not make good use of results. Little forward planning seems to be done. It operates largely on an annual basis, with decisions made by representatives themselves, rarely by agencies as a whole The steering committee is probably most efficient when trying to understand the budget drawn up by the secretariat mean This is the core, the essence, the very definition of ADEA. Without it, ADEA would make no sense. However, I'd not think of it in terms of 'efficiency.' The SC does not plan, it does not monitor. If the members use results, it's each member doing so in his/her organization/ministry. However, the SC should play a more active role in monitoring/evaluating ADEA. This is why this evaluation is so important. Good. Seminars are excellent although rather time-consuming Am not sure I am competent enough to comment on the efficiency of this organ. But I know it as a coordinating body between the African Ministers of Education and donors. My opinion so far is that it has effectively played its role. Usually, a smaller group should handle the nitty gritty of tasks before it is tabled before a larger audience Good discussions, free atmosphere, but too large to be efficient in doing business PERHAPS TOO UNWIELDY Steering Committee meets normally twice a year - good on oversight of finances - not so sure it is effective in evaluation or ensuring results are used. Probably more an advisory group than a steering committee No comment Can't tell Efficient to have two meetings a year, in this way the members of the SC stay involved in ADEA matters I am not familiar with their activities This doesn't function. It would be more effective to establish a small steering committee with a few people, responsible to assess and approve workplans etc. The way this is done at the moment is not really serious and meeting twice a year is too much, not effective or efficient. Too large and unwieldy. Each member protects his own interest (don t question what I am interested in, then I won t question what you are interested in). Very poor instrument for decision-making. The budget approval and review process is ineffective and more or less a joke. I am unsure of the ability of this structure The Steering Committee does not implement. Its role is to monitor implementation of ADEA activities and strengthen partnerships, which leads to resource mobilization. Whether human or material, especially financial. It is also a forum for exchange of ideas. These roles the Steering Committee fulfills. Most efficient Overall, the steering committee has been effective and efficient. However, it needs to be more focused and resultoriented. It is a relevant structure. However needs to adopt tool that would guide its future activities and allow a more accurate evaluation of results. I don't have enough insight into this to comment. It seems that the success of the Steering Committee rests largely with the excellent support it is given by the ADEA Secretariat. 52

57 The professional quality of the African ministers of education differs. Often there is also a high turn over of ministers. The agency representatives are more stable. This influences the efficiency of the SC and sometimes the latter group is more dominant than what is ideal. Exchange in the meetings twice a year; discussion of content and administrative matters; In between exchange via the list-server. SC is insufficiently pro-active Not much hands-on involved in decision-making Too much influenced by donor priorities and procedures Not much aware + presently not very interested in work at WG level. Very efficient Quite focussed and provides clear guidelines and direction for the effective functioning of the ADEA Secretariat Le Comité directeur se rencontre deux fois par années ainsi que les leaders des GT. On analyse le plan de travail, le rapport de rendement de l'année précédente et le rapport financier. On répète les activités d'une année à l'autre. On ajoute mais on retire rarement des activités. Quels sont les résultats? On se rencontre pour discuter des prochains ateliers, biennales etc. Pourquoi toujours augmenter le nombre de GT mais jamais les réduire? Au cours de l'évolution de l'adea, il me semble que le Comité directeur a perdu une caractéristique qui faisait sa force: Les Agences ont cessé de nommer en priorité des spécialistes en éducation. N'a pas la capacité de faire un vrai pilotage ni de la politique, ni de l'action, ni de l'utilisation des fonds. Il se reunit trop peu de temps. Une réunion annuelle serait suffisante. Le Comité directeur n'est pas suffisamment visible. Bonnes modalités de travail ouverture aux suggestions et quête constante de meilleures stratégies de travail. Deux réunions par an me semblent trop. Une seule réunion suffirait. C'est une perte de temps (et d'argent) pour tout le monde. JE N'AI QUE DES FÉLICITATIONS. Renforcer la capacité à évaluer. Works well Efficient The Steering Committee's efficiency in all above mentioned respects has proven to be satisfactory. Too large and too many issues and always rushing through The Secretariat: Works very hard with too few resources, which makes it difficult for them to implement, monitor and evaluate all activities, particularly those of the working groups. Needs more resources. The secretariat is efficient in planning the various meetings. The secretariat is the 'network server.' It proposes agenda to the SC, organizes its meetings and also services the WGs, organizes the Biennials, provides financial management and accountability, etc. From what I can see now, it is somewhat overstretched. Is that because of lack of capacity/strength (qualitative, quantitative?) or lack of focus? As former Executive Secretary, I really can't tell. However, I do see that publications are late (e.g., Newsletters; publication of the 2001 Biennial papers, the full text of which was ready and submitted in early 2003) Very efficient and effective. It can be a model for other fora. Despite the small secretariat, it has tried its best as far as effectiveness is concerned. The secretariat team is very organised, communicates effectively and has kept the ADEA website up to date. I have attended several conferences and study tours organised by the secretariat and I have never regretted. Compared to the size it is efficient, maybe does too many things at one time QUITE FUNCTIONAL BUT CHOKED WITHIN IIEP. SHOULD MOVE PHYSICALLY TO AFRICA, POSSIBLY UNESCO/DAKAR 53

58 Small and efficient with a heavy workload. May be stretched in too many directions Efficient It seems a bit slow to implement decisions (took 18 months to start the evaluation) A small and flexible structure, which should be extended by members based in Africa Ditto It functions quite well, though it has a tendency to start its own projects, rather than working through the working groups. ADEA needs to decide: keeping the working groups and using them as main channel for its activities - hereby having the secretariat to support their activities or abolishing them and focusing on ad-hoc task force totally run by the secretariat. Quite effective but overburdened and too small. A deputy executive secretary is urgently needed. The Secretariat is currently very lean and works well as a coordinator of the entire Association: Agencies, Ministries, Working Groups and partners. The Secretariat reports to the SC and is an efficient instrument for ADEA. Very efficient Generally, very effective with limited human resources. Keeping it small but operational is good, but the dependence on UNESCO's financial management systems tends to affect its efficiency. Its track record in all areas mentioned above has been impressive under the leadership of Mamadou Ndoye. However, it appears that the Secretariat is under-staffed for the volume of important work that it takes on. In particular, ADEA might be an even stronger performer if the Executive Secretary could recruit a strong Assistant Secretary with high level skills, to share some of ES' workload. The Secretariat is well prepared for the meetings, but sometimes the documentation (which is always quite comprehensive) arrives too late for SC members to be sufficiently prepared. Hub of the association; organising the Steering Committees Biennial meetings and programme activities; publications; linking up with WGs, Ministries and Agencies; handling budget for WGs. Its staff should be reinforced and increased. No effective leadership. Too much work for small staff. Insufficient supervision of WGs. Too much reliance on personal connections. No effective effort to build vision for education in Africa. Insufficient interest in institutional dimensions of educational development Extremely professional and dynamic. High sense of professionalism in organizing, managing, reporting and steering the affairs of the Secretariat Le Secrétaire est souvent sollicité pour participer lui-même à des ateliers, conférence. Il faudrait faire le relevé des voyages, participation du SE à toutes ces belles conférences. Il est évident que les agences profitent du SE qui participe aux divers forums sur l'éducation et cela au frais de l'adea. Les agents de l'adea participent aux rencontres de l'adea mais ils doivent surtout faire de la logistique. Le Secrétariat s'est beaucoup professionnalisé. L'effort en matière de communication est à souligner, je crois. Bien. Efficace. Le secrétaire est très dynamique, charismatique et s'est complètement investi dans sa tâche. Il a su insuffler des idées nouvelles; garder des bons contacts avec quelques agences clefs; et faire passer sa vision. Trop grande dépendance de l'organisation vis à vis du secrétaire exécutif? Rien à lui reprocher. Devrait davantage communiquer avec les GT. Efficacité constatée parce qu'il apparaît comme l'instrument opérationnel de l'adea. Ses personnes ressources ont atteint une cohésion notoire. Le SG est disponible et à l'écoute des dirigeants des pays membres. Efficace, mais il y a parfois un temps long pour donner suite aux courriers. Il gagnerait à être plus présent dans les pays ou sous-région. Devrait avoir les ressources nécessaires pour s'impliquer davantage dans les groupes de travail et assurer une homogénéité de leur qualité et fonctionnement. 54

59 Très efficace et dynamique. Très bon suivi des dossiers et appui régulier aux groupes sous forme de coaching en cas de baisse de régime. Suivi des activités des GT insuffisants. Donner 10 minutes aux GT pour présenter le bilan de ses activités et le plan d'action à venir, ne sert à rien. FÉLICITATIONS ÉGALEMENT POUR L'EFFICIENCE ET L'EFFICACITÉ EN TOUT. Grande capacité de planification et de suivi des multiples activités définies. Parfaite capacité à organiser et mettre en synergie les différentes activités de recherche- action en éducation à travers l'afrique. Renforcer la capacité à planifier et à mettre en œuvre. Very efficient Despite the size, follow-up activities very prompt In general, the Secretariat's work is quite efficient. However, it has to be mentioned that preparation for Steering Committee Meetings (e.g. circulation of documents etc.) is in most cases being carried out with too short notice. Earlier provision would be highly appreciated. Efficient and Effective Capacity is too low and not very focused Caucus of Ministers: I really don't know what this body is efficient at. Don't know. Don't forget that it meets only during the Biennials. Depends on the year. Some years, it is excellent and other times, not so good. Just like in the case of the Steering Committee, it is difficult for me to rate the performance of the caucus of ministers. But it is a necessary organ because it brings together all the ministers of education. For any decision to be credible, it needs the endorsement of all or the majority of those such decision will affect. Constant turnover hampers the efficiency MINISTERS CHANGING TOO FREQUENTLY No comment Do not know Can't tell Meets only once every two years. Maybe the agenda for this meeting should be more important. Now included only as a half day meeting during the Biennial Ditto Don't seem to have a function Not very effective, convenes very infrequently; also they have other opportunities to meet. Most effective Overall, the caucus seems better organized. I don't have enough insight into this to comment. ADEA is a complex organisation and because of the high turn over of ministers some of them do not get the time to properly understand the functioning before they leave. The Caucus also meets very seldom (max. once a year) and the importance of it is primarily to provide a common forum for information about ADEA's work and some discussion on its functioning. Not effective in making well-grounded decisions. Not able to balance power of donor agencies. No effective mandate from MOEs across Africa. No idea 55

60 Generally effective but hampered to some degree by the high turn over of Ministers. Comme les ministres changent beaucoup, il n'y a pas de continuité et les retombées sont minimes. Les ministres francophones ont la CONFEMEN et les ministres anglophones ont le secrétariat du Commonwealth. Qu'apporte ce forum? Bonne question. Si les ministres qui réussissent à bien gérer leur ministère pouvaient partager leur recette cela serait bien mais rare sont les ministères bien gérer. Cela devrait être la préoccupation majeure du Forum des ministres, la gestion de leur ministère. Je ne sais plus lequel est lequel le forum ou le bureau il ne me semble pas que pour les ministres d'éducation, l'adea pourrait avoir une réelle valeur ajoutée par rapport à d'autres forums qu'ils ont (par rapport au MINEDAF ou aux Assemblées générales de l'unesco) pour qu'ils connaissent mieux les agences, leur fonctionnement, leur priorités, etc Grande rotation : devrait se réunir plus souvent sur des thèmes précis? Pourrait être considéré comme une structure ministérielle de plus au regard de la CONFEMEN par exemple. Pas suffisamment de visibilité. ÇA VA Les membre restent peu nombreux par rapprt aux pays concernés. Renforcer la capacité à utiliser les résultats et à les contextualiser. The Caucus of Ministers' efficiency has proven to be satisfactory. Develop and address challenging questions, a critical body; not sure about the follow through of decisions High turn over and very low commitment to the issues and solutions Bureau of Ministers: I would say this structure is efficient at avoiding real decisions Don't know. This said, it was the Bureau of Ministers that selected the theme for the 2001 Biennial. Depends on the year. Some years, it is excellent and other times, not so good. The bureau of ministers is simply the representatives of ministers of education on the ADEA steering committee. I am not sure I understand their role vis-à-vis those of the ministers on the steering committee. SHOULD MEET MORE FREQUENTLY Do not know Can't tell Members of the Bureau of Ministers should be involved much more in ADEA work: by representing ADEA in meetings in the region, by being more involved in decisions to be taken and agenda setting. Ditto Doesn t really seem to mean anything Needs to be more involved in the steering of ADEA The Bureau is a unique policy forum. Ministers are able to exchange ideas with each other, but also they provide the African Voice to the deliberations of the Association, so they are effective at several levels. Most effective I think it works well, however, it is not clear how the bureau consults with other ministers. I don't have enough insight into this to comment. The Bureau meets more frequently than the Caucus and is consequently better placed to understand how ADEA works. When there are professionally strong ministers in the Bureau it exercises much influence and the agencies listen very carefully to their advice. Good representation of African MoEs. 56

61 Not effective No Idea Serves as a basis of building capacities of in-coming Ministers on the value of cooperation and collaboration with development partners for the advancement of Education in Africa. Là aussi il y a bien des changements. Mais pour des décisions importantes, les membres du bureau font plutôt confiance aux membres des agences. La preuve : les ministres ne se sont pas prononcés sur le déménagement de l'adea en Afrique, ils ont mis cela à l'ordre du jour du Comité directeur. Ils font ce que les représentants des agences souhaitent. Trop grande rotation. Manque de continuité. Pourrait disparaître au profit du Comité Directeur qui verrait ses missions intégrer celle du Bureau des ministres. Renforcer la capacité à suivre et à donner des orientations pour la viabilité de l'association. Good decision making The Bureau of Ministers' efficiency has proven to be satisfactory. Could show more guts and commitment and be in the driving seat instead of the donors Working Groups: Most groups appear to be diligent in implementing their work plans. However, lack of coherence across WG often leads to lack of synergy in their efforts. Roles of leaders and coordinators not clear, nor is the role of the Secretariat vis- -vis the WGs. Working groups stay around too long. See my previous comment. I think that I addressed this in a previous question. Some are good. These are the ultimate organs that do the ADEA advocacy, analytical and capacity building works. They are the first contacts with realities in the field. Most of the country reports come from the working groups and I think they have effectively played this role. Not all focused enough SOME OF THEM CAN SIMPLY DISAPPEAR...THOSE THAT HAVE NOT FUNCTIONED. AS A FIRST STEP Very effective PERHAPS ADHOC GROUP Depends on the management of a particular WG, e.g. WGESA is very efficient after the change of chairperson in Should seek for more coherence with ADEA general activities; - Should focus more on 'comparative advantage' activities and not duplicate what other agencies/organisations are doing See above under secretariat Many of the older ones do not use resources efficiently to add to the knowledge base for action Some of the WGs are effective. They form the core of ADEA and are the Association's foot on the ground as it were. They implement the work programs, work with countries, academic institutions and researchers. They produce materials for dissemination to education institutions and ministries. Some WGs even implement policies. Very efficient There is a need for more work at the country level. The main challenge facing WG is how to ensure they progressively move to work closely with countries in respective areas. I am not convinced that they are effective. It might be useful to consider phasing them out. 57

62 The WGs differ in the way they are functioning. Some are very efficient and produce concrete results. Others use much time and energy in discussing their mission and work profile. Some have strong and structured Steering Committees, while some have more open meetings with a mix of old and new members, which hampers continuity. Several WGs are strong on capacity building and advocacy. Certain WGs do a very good job in fostering south-south cooperation and exchange of experiences. It is a problem for the SC of ADEA that many of the WGs do not adhere to the deadline set for planning and reporting, a fact that hampers the SC to 'steer' and monitor them. Executive bodies; Very different in structure and activities; harmonization would be required in order to have weak ones learn from strong ones. Very efficient and professional. Ensures on-going research and dialogue on important issues of developments in education and sharing of best practices. Il faudrait revoir leur façon de faire. C'est fini le temps des ateliers, voyages etc qui n'ont aucune retombée. Où sont les travaux des GT? Je ne les vois pas à l'agence où je travaille et je ne les vois pas non plus sur le terrain. Certains groupes devraient se fusionner ou complètement disparaître. Les GT ne sont pas assez orientés vers des résultats et trop orientés vers des activités dont la variété d'ailleurs est restreinte: ateliers, séminaires. Irrégulier. Certains devraient devenir autonomes (statistiques) faire alliance avec d'autres groupes (statistique; analyse sectorielle; finance ) pour renforcer une institution africaine et jouer un rôle régional. Il faudrait qu'ils soient financés par le biais de l'adea. Ils ne communiquent pas assez entre eux. Améliorer le réseautage dans les Etats africains. Veiller à fixer les personnes ressources surtout le répondant national ou point focal afin qu'il ne bouge pas au gré des changements des ministres. Renforcer les capacités opérationnelles et techniques des membres surtout des points focaux. Pas toujours actif. La collaboration des groupes de travail dans chaque pays est à encourager. D'autre part, il n'y a pas de 'représentation' de l'adea dans chaque pays. Les groupes se développent de manière parallèle. Il faudrait leur laisser plus le temps de s'exprimer aux réunions qui leur sont réservés (1/2 journée à chaque CD). OK Au niveau du Comed il y est réellement vérifiable ces capacités en terme de planification, de mise en œuvre, de suivi, d'évaluation et d'utilisation des résultats. Globalement un mouvement de changement se dessine des attitudes et dispositions favorables dans la prise en charge de la Communication au niveau des ministères. Lorsqu'ils fonctionnent, les GT planifient et mettent en œuvre leurs programmes d'actions et assurent un suivi dans l'utilisation des résultats par les ministères et les chercheurs. Dans mon pays le TCHAD seuls deux groupes de travail ont un impact réel sur les acteurs. Il s agit du GTPE et GTLME, les autres brillent par leur absence. Renforcer la capacité à planifier et à mettre en œuvre. Very clear objectives and well-developed action plans with involvement of stakeholders. Very effective and mostly relevant Familiar with activities of 2-3 Working Groups only The Working groups' efficiency has proven to be satisfactory. The WG on Statistics was very useful, especially on the issues of planning, though implementation was a challenge, due to a lack of resources, project resources were limited. Member States had access to the WG, but there were capacity constraints to take up the NESSUS programme. Regarding the WG on Finance and the criteria mentioned, the WG fared poorly. In the WG for ECD, there is no sense of how data is collected, how the country papers are prepared, nominations to serve on the WG; there is no follow through on decisions; no schedule of meetings. Too many and it does not appear to be an effective monitoring of their day to day and year by year performance 58

63 Biennials Meetings: Excellent opportunities for donors and ministers and education specialists to meet and discuss issues. However, the sessions represent the worst types of learning - not impressive for an organization that is supposed to be sharing info on cutting edge education... Need to make sure there is more discussion time and inclusion of senior civil servants at these meetings as ministerial turn over can impede the sharing of information. I guess they are efficient at getting everyone together. Difficult to judge; any judgment would have to be subjective. Personally, I think they are most useful as they provide for multifarious networking possibilities around substance. A major difference between Biannual Meetings and those of other organizations (e.g., MINEDAF) are the substantive and professional orientations of the ADEA meetings. Much of the networking is organized around an agenda -- the theme of the meeting. This is useful. Excellent. The only problem is that the meetings are becoming rather too big and not enough participation. It is important that policy makers come together at least after a certain period to take stock of their achievements and take any remedial measures before it's too late, hence, the importance of the biennials. Good sessions but maybe too often, every three or four years should be enough! OK WHEN LINKED WITH OTHER MAJOR EVENTS Quite effective Ditto Good forum for exchange, networking etc. An excellent opportunity to learn and exchange lessons of experience. More small group discussion (parallel sessions) would be welcome I find this to be most useful in exchanging and sharing information, research and ideas. The one and unique event or place where African Education meets once every two years. The biennial is even more useful for the informal meetings that take place there between Ministers of education, aid agencies, International NGOs, and other partners. Very efficient Overall, the past two biennials have been very successful. However, there is need for a strong prioritization and strategic focus in the activities of ADEA biennial meetings. There is no doubt on the importance of biennial meetings. The question is how those meetings are organised (format) to allow exchange and discussion of critical education topics. Biennial meetings should not be like an academic symposium with many presentations and no time for discussion. Always very well planned. Always worth participating in - always learn something of value. The Biannual Meetings are very important events in the life of ADEA. This is the time when ADEA work is exposed to the wider education community - both on the African and agency side. The topics for the BMs are always very carefully chosen and the planning phase (with much research work) has gradually become more comprehensive. Time and again the programme of the Biennials is too overloaded and more time for more in depth discussions is requested. I see the themes of the last three Biennials as very much connected - there is a clear thematic follow up and progression from Johannesburgh 1999, through Arusha 2001 and Mauritius Unique event; gathering all MoE, Agencies and experts for all African countries. In principle these are valuable occasions that need to continue. But the discussions remain rather dominated by western thinking about 'good education' and associated concepts, and moreover remain very open-ended and free floating. There is no accountability vis-a-vis principals. Extremely efficient. Quite useful but will be more effective if combined with the MINEDAF. 59

64 Je reconnais que pour ceux qui y vont c'est intéressant et cela crée des réseaux. Mais en dehors de se voir une fois à tous les deux ans qu'est-ce que cela donne? Les rapports ou études des biennales sortent parfois deux ans plus tard alors que faire avec cela quand ils arrivent. C'est déjà dépassé. Je serais curieuse de faire un sondage ou relever les noms de ceux qui y participent depuis l'origine de l'adea, il devrait y avoir un logiciel permettant de faire cela et évaluer leur apport sur le développement de l'éducation en Afrique. Importantes. Les moments forts de l'adea. Elles sont les plus utiles en tant que rendez-vous du donner et du recevoir. Devraient être plus modestes. Grandes messes qui pourraient être supprimées pour concentrer les ressources dans les groupes de travail et le réseau y compris dans l'organisation des conférences et autres études, communications, publications, etc. Occasions privilégiées de rencontres souvent bien organisées. Elles sont très prisées et très utiles. Occasion unique d'échanges et de débat. Ce sont des 'grandes messes', mais elles sont incontournables. Sont très efficaces dans l'organisation et la conduite d'échanges fructueux dans le domaine de l'éducation et l'impulsion donnée aux décideurs pour de meilleures prises de décisions concernant la définition et la mise en œuvre des politiques éducatives communes en Afrique. Bien organisées. Useful and stimulating Generally well planned and achieve the purpose. Biannual Meetings are generally satisfactory. Their efficiency has been continuously improved on the bases of growing experience drawn from the preceding Biennal Meetings. The planning and preparation for the meeting was well handled, effective. The meeting created an opportunity to share information, knowledge and experiences. The meeting caters for a large number of participants. The programme is full and does not allow sufficient time to engage in critical issues. The element of showcasing is repeated here, as the trails and challenges leading to the successful strategies are not fully explored. In the main, the areas of focus are given by the donors. This must be addressed. Not focused, donor driven, becoming more and more expensive with too many studies and outputs whose impact we do not know, sometimes not telling us much that is new. Needs new blood and should not be monopolised by a few "gurus". More Africans need to be determining the agenda and we should try to reduce the cost involved. Comments: Is the Secretariat (the network server) trying to do too much? That is the question. My sense is that it should do its best to not substitute for the WGs and other task forces. It needs to be clear on what it means to be 'network server.' ADEA is unique and excellent in organisation. I suppose this would be stronger with the results of this review. Much of the resources outside the steering of the St Comm. The programme is not streamlined enough. AAU AND CODESRIA PARTNERSHIPS HAVE BROUGHT ADEA CLOSER TO THE PEOPLE No comment I know very little about the secretariat because I have only been responsible for ADEA for 18 months Strategic planning is not really ADEA's strength, but maybe it is not necessary, depending on where ADEA wants to go from here: be a platform for dialogue, exchange, partnership building, or become strategically involved in capacity building, innovation, research, etc. that impact policies at the national level (and that would require more resources to provide technical assistance etc.) With my level of implication, I ignore financial issues. There is need for a strategic planning in managing the work of ADEA. 60

65 Si on réduisait le nombre de GT, le Secrétariat serait plus performant. Si le Secrétaire exécutif restait un peu plus souvent à son bureau, il pourrait donner une meilleure orientation au Secrétariat. Ce que le Secrétariat arrive à faire c'est très superficiel. On passe d'une activité à une autre et on a pas développé un cadre de suivi. On peut difficilement répondre aux questions ci-haut car justement on entend parler des activités mais pas des résultats. On a pas l'impression qu'il y a de la part du secrétariat un bon suivi de l'adea. Le secrétariat doit peut être gérer moins d'activités directement, mais renforcer quelques institutions au niveau national et piloter leur travail. Du point 20 au point 26, je n'ai pas d'avis très motivés car ne cernant pas très bien les situations dans ces cas. Compte tenu de l'engagement de l'adea à accompagner les Etats Africains dans l'amélioration de leurs systèmes éducatifs et de son efficacité dans la production de documents pertinents aidant à la prise de décision, l'adea devrait bénéficier de plus de ressources financières de la part des institutions de financement. There are reports written by the WGs, and summary reports have proved most useful. The WGs are able to focus on specific areas, draw on necessary capacity in and outside of the Region. There are far too many personal relationships and too few partnerships. The same agencies, and consultants serve on the WG; no freshness in perspectives and approaches. I have not seen ADEA itself engage in any strategic planning except some of the WGs. 7. Strengths and Weaknesses of the ADEA What are the three (3) key Strengths of ADEA? One Brings together MOE / donors Networking capabilities. Participation by both sides, namely Africa and donors Committed staff Structured formality CHANGING DONOR MENTALITY African regional organisation Excellent forum for informal networking Facilitation of Policy Dialogue The ability (reputation) to bring people of different ideologies and language to the discussion table Partnership building Platform for exchange Policy Forum Already answered Policy dialogue Forum for afr. ministers+agencies Unique Informal nature Professionalism Pouvoir réunir agences et pays 61

66 Le fait qu'elle rassemble les ministres d'éducation et les bailleurs de fonds en éducation Les idées Organisation du dialogue politique Capacité à mobiliser autour des enjeux de l'éducation en Afrique Analyse Cadre privilégié de réflexion intellectuelle Flexibilité de son organisation Son secrétaire exécutif Pertinence de ses activités Facilite les échanges Regrouper dans un même creuset ministères de l'éducation et bailleurs de fonds de l'éducation Flexibilité La pertinence dans le travail et interventions Renforcement des capacités au niveau des ministères Est un organisme avec des objectif clairs et pertinent Une bonne équipe dirigeante Etudes/analyses The strong focus on identifying practical solutions to educational problems, and the subsequent sharing of knowledge and experience Willingness to support on emerging issues Specific type of organisational structure relating to membership and working groups The model for sharing of experiences and information Convening power, advocacy and networking Two WGs could experiment with solutions at country level Development of social capital amongst its members. Structured informality Collegiality of membership Equal partnership FOCUSING ON THORNY ED ISSUES FOR INDEPTH RESOLUTION Networking between donors and ministries Ministerial Meetings (+ Biennial) & Ministerial Participation The financial strength to do this Access to ministers and partner organisation The praxis approach to learning Learning and exchange of ideas Analytical work (lessons learnt) 62

67 Unique professional network Informel Multi-stakeholder collaboration Technical competence Avoir des ressources financières pour voyager et organiser des ateliers conférences Son caractère informel, ouvert Travail avec de nouveaux partenaires Mettre en synergie les compétences Dialogue Dispositif d'informer au plus vite Capacités à organiser les réflexions et les rencontres La pertinence des thèmes choisis Flexibilité de sa structure Son caractère à la fois informel et institutionnel Creuset d'échanges d'expériences et contribuer à l'amélioration des systèmes éducatifs Autonomie Son organisation Incitation à la recherche-action et aux échanges entre institutions éducatives Est une organisme ou siègent les Ministres du l éducation et certains professionnels de l éducation Les partenaires semblent intéressés par ses activités Échanges The bringing together and providing for dialogue and cooperation bewteen high level representatives of African Ministries, donors and technical experts. Provide opportunities for networking Professionalism: flexibility, quality of information, information management The networking opportunities Research and publications 63

68 Three Could table challenging issues Focus on substance, professionalism and collegial spirit. Politics is for elsewhere. Cost-effective secretariat Informality of meetings Coverage CREATING A CREDIBLE KNOWLEDGE BASE ON EDUCATION IN AFRICA Information exchange Inter-African Exchange Programs Its neutrality Linking French speaking Africa with English speaking Africa It plays a catalytic role Professional development Educational knowledge bank Effective Potential for new agendas International outlook Bon service de logistique! Mobilisation des acteurs sur quelques thèmes clefs Innover dans les approches sur l'éducation Partage Possibilité de mettre les chercheurs en relations Productions intellectuelles Cadre unique de partenariat Flexibilité Favoriser le dialogue entre partenaires sociaux de l'éducation et contribuer à l'élaboration de politiques éducatives Sa crédibilité voire son audience Mise en commun de compétences diverses et création d'une dynamique de groupe Les programmes annuels de groupe du travail GT sont clairs, pertinent et répondent aux attentes des Ministres de l éducation Dissémination The "structured informality" of ADEA Good communication strategies Credibility: continuously improving ownership and partnership The focused research done by the WG; policy development at grass-roots level Resource mobilisation and maintaining donor interest in education in Africa 64

69 What are the three (3) key Weaknesses of the ADEA? One Still controlled by donors Temptation to do too much, to be spread too thinly. Financial sustainability/predictability Inbalance between the constituencies THE SECRETARIATs LOCATION IN PARIS Too many working groups not clearly aligned to overall goals Follow-up at national level by ministries as well as member agencies Its inability to police different countries by ensuring that it abides by its commitment Its lack of clear focus - formulated added value within the context of changing development scene Working groups that have no finite life Already answered Need to improve its vision Its activities not known enough Lack of human resources Has no legitimate grounding in Africa Low staffing of the secretariat. Trop dispersé Elle est peut-être trop coûteuse pour ses résultats Le personnel Qualité des produits n'est pas toujours là Prédominance de l'anglais au détriment des autres langues de travail Mutualisation Appui financier inexistant Éloignement des pays Le manque de diffusion des travaux des groupes Faiblesse du cadre institutionnel africain Peu d'actions concrètes Manque de suivi des recommandations faites au cours des conférences internationales pour se rendre compte de l'effectivité de leur mise en application L'ADEA ne s'impose pas Insuffisance de son personnel Manque de soutien politique fort des pays qui composent l'organisation La financement des programmes du GT sont insuffisants, étant donné que les domaines sont vastes et variés Pourquoi ne pas avoir un siège en Afrique? Faible responsabilisation des coordinations nationales et régionales qui manquent de moyens d'action 65

70 Weak articulation at individual African country level Overwhelming number of projects to manage by small secretariat Rather weak advocacy and lobbying for educational issues at a general, political and societal level There is a lack of communication in the WG Lack of focus, too thinly spread, lack of capacity and monitoring and evaluation tools Two Too much hidden agendas by a variety of agencies Relative passivity of the SC, which does not fully play its role. Capacity to mobilize Rotation SOME NON WORKING WORKING GROUPS Not clear if it has an African identity Some of the Working Groups Time taken in executing projects could be shorter Too many meetings without clear purpose Overburdened secretariat Need to be focused Too frequent change of ministers Lack of financial resources Lack of accountability Inability to fund many promising initiatives Touche à trop de choses sans aller en profondeur Trop de GT Manque d'impact au niveau du terrain Publication pas facilement disponible notamment dans les autres langues de travail Plaidoyer Pas de représentation dans les pays en Afrique Le manque de caractère opérationnel de ses travaux Changement rapide des ministres Suivi insuffisant des actions Manque de tutelle L'accompagnement des ministères N'a pas suffisamment de financement qui serait à la hauteur de ses ambitions, notamment dans l'accompagnement des Etats africains. Les différentes publications ne sont pas toujours disponibles Réseau peu dynamisé Lack of funds to support activities of the working groups 66

71 Desirable improvements in terms of cooperation and partnership with relevant civil society organisations. The power relations between Donors, Governments and ADEA, in particular regarding the agenda of work Africans not in the driving seat and showing commitment Three Ministers present a weak group WGs are uneven. Linkage between policy and implementation (sometimes) Unclear institutional basis re:iiep, re:unesco NEED TO FOCUS MORE ON EFA RELATED ISSUES Not enough staff Delays in publications and dissemination of information Too little attention for strategic interventions Surrealistic budget processes Need to improve strategic planning Difficult for SC to steer WGs Lack of coordination Potential is not realised Capacity building activities remain inadequate in terms of felt needs in the member countries. Ne pas faire connaître ses travaux de recherche au niveau du pays. Développement des capacités institutionnelles Appui ou accompagnement concrets Cloisonnement entre les groupes de travail Ses ressources humaines insuffisantes Poids des agences Visilité N'a pas de représentations relais efficace en Afrique Les Ministres de l éducation ne sont pas très impliqués dans les actions de l ADEA Faiblesse de l'engagement politique de certains ministres, notamment de l'afrique qui ne mesurent la portée et l'importance du rôle de l'adea The need for ADEA to coordinate its activities with other Africa wide mechanisms in order to optimise on resources and reduce duplication. It seems that the control of ADEA is located outside of Africa. Too high expenditures on meetings, meetings, meetings and publications whose use we have not evaluated 67

72 8. Overall Comments Regarding ADEA Please use the space provided below to note any particular recommendations that you have for ADEA. Move out of IIEP, follow up on feasibility study of moving ADEA. Overall, staff dedication and overtime are keeping interesting and useful activities happening on the ground. Need clearer guidelines for working groups. ADEA needs to go back and ask the question: what do the ministries of education really want ADEA to be and do? Despite their wonderful intentions, donors too readily drive ADAE, which is not good. But also ADEA should stop praising the ministries when they have done little for ADEA. By continuing to praise them a trend of inaction is set in motion. In a policy network such as ADEA, it is important to understand the crucial role of leadership -- in both substantive/professional and managerial/administrative terms. The varying fortunes of the WGs can be seen in these terms. So much depends on individual. This, of course, is the case wherever you go; but especially for the relatively informal structures of a policy network such as ADEA. All in all ADEA is still a useful organisation for African ministers of education, donors and all the other stakeholders in education to network. It only needs strengthening where weaknesses are identified. 1. reduce the number of working groups 2. work more with poor countries on EFA 3. move the secretariat to Africa 1. ADEA needs to move to Africa and use the move to structure itself as an effective policy and innovation think tank for ministers of education. 2. No clear distinguishing edge to ADEA (from UN agencies, World Bank) that makes it into a ground breaking association that has the momentum to develop the capacities of ministries of education. 3. ADEA requires visionary leadership at steering committee and secretariat levels in order to make it into a cutting edge organization. 4. It is time for the purpose of ADEA to change focus in order to better meet the Millennium declaration and MDGs and enable leadership in Africa to be accountable for the realization of the education rights of citizens especially those of children and women. To become more focused and to identify clearly identifiable targets in terms of policy advocacy it wants to achieve. To limit the length of time on the steering committee meetings at the moment very time consuming Expansion of the activities of ADEA can contribute immensely to the development of education in Africa. I have already participated in a one hour inteview by telephone and had the opportunity to say what I wanted. ADEA should focus on its core mandate: to facilitate policy dialogue and cooperation. Organization of meetings and seminars based on 'praxis' approach research and evidence. ADEA's members should as well at their country level representatives take forward the work of ADEA at regional work. This is vital to ADEA's structure and should be reinforced ADEA can still be more visible in each country. Very few ordinary people, especially in the rural communities know what ADEA is all about. ADEA might consider working directly with these groups of people for greater impact ADEA currently only covers sub-saharan Africa. It would be good for many reasons if it extended its coverage to the North African States: Regional Integration is key; wider diversity among African Arab groups; religion and race increase knowledge and diversity. Empower WGTP regional coordination to be more and more effective on the field The ADEA is a unique forum and has been continuously evolving over time. There is a need to revisit its vision, mandate, and its future role in the development of education in Africa. In the current discussion on Africanisation it is important to realise that in order to keep ADEA's strength, the interests of the African constituency as well as the agencies have to be adhered to. ADEA is a partnership where all partners must experience it as meaningful to participate. Strengthen the Secretariat; monitor and coordinate WG activities Increase visibility of activities at the national level to ensure sustainability. ADEA needs to be developed further to link up with other development frameworks in Africa especially in assisting the NEPAD execute its mandate to the AU in the area of education. 68

73 Quelle est la valeur ajoutée de l'adea par rapport aux organismes qui s'occupent de l'éducation en Afrique? L'UNESCO multiplie également les ateliers, les séminaires. L'UNESCO/BREDA loge maintenant le Pôle de Dakar. Le Secrétariat du Pôle de Dakar fait du travail plus sérieux que le secrétariat de l'adea. Le Pôle de Dakar se penche sur des dossiers pointus et s'assure de l'application au sein des ministères. Ainsi toutes les questions concernant le Cadre de dépenses à moyen terme (CDMT) sont analysées. Les analystes du Pôle de Dakar travaillent avec le PSA ( partenariat stratégique pour l'afrique) du CAD, travaille au sein du Secrétariat du Fast Track, ils sont au fait des actions telles l'harmonisation /alignement. En d'autres mots l'adea est un petit petit joueur et ne touche pas de dossier d'importance comme le Secrétariat du Fast Track, le Pôle de Dakar, etc. Mieux suivre les membres. Aller vers le haut : travailler avec d'autres instances, organisations politiques africaines; aller vers le bas pour suivre mieux ce qui se passe sur le terrain. Réfléchir sur une stratégie pour 'scale up' qui ne soit pas une multiplication des réunions et des thèmes abordés. Servir de secrétariat à un forum des ministres qui se réunirait plus souvent sur des thèmes précis? VOTRE QUESTIONNAIRE UTILISE UN FOND D'ÉCRAN QU'IL FAUT ABSOLUMENT CHANGER PARCE QU'IL REND ILLISIBLE LE QUESTIONNAIRE. UTILISER UN FOND PLUS CLAIR POUR DES ÉCRITS EN NOIR. MERCI Adapter l'adea au contexte actuel. Tout en faisant des biennales un forum pour l'ensemble des groupes, il convient de se focaliser sur un seul thème à approfondir. Aider les pays africains à créer un cadre propice au transfert des activités et structures de l'adea encore situées au nord. L'ADEA est un lieu privilégié d'échanges qu'il faut préserver, mais il ne faut pas que ce soit pour n'échanger que du vent. Il faudrait donner plus de place aux actions concrètes, notamment au renforcement des capacités, mais cela ne doit pas se faire uniquement dans des ateliers régionaux, mais également au niveau des pays. Il faudrait laisser plus de place aux groupes de travail, qui sont en contact avec la réalité et les besoins du terrain. Le dialogue politique, pour être pertinent doit s'appuyer sur du concret. Avoir une politique de marketing ou de communication pour mieux se faire connaître des différents acteurs de l'éducation en Afrique. Avoir une politique de suivi des recommandations faites au cour des grandes rencontres internationales qu'elle organise. L'ADEA doit pouvoir trouver un cadre de pression sur les ministères en charge de l'adea et être sous tutelle comme les commissions nationales pour l'unesco. L'ADEA doit améliorer sa visibilité auprès des acteurs et partenaires de l'éducation en dehors des agences, son personnel doit etre renforcé ou alors donner plus de possibilité aux groupes de travail pour améliorer leur capacité d'accopagnement, les charges de communication des ministères doivent l'objet de plus d'attention et l'adea doit faire des recommandations au groupe comed pour une meilleure prise en compte. Les aspects de formations/renforcement de capacités mieux pris en charge. L'ADEA reste un instrument à perenniser. L'ADEA est une organisation nécessaire pour continuer à dynamiser les systèmes éducatifs africains et pour les aider à prendre de meilleures décisions dans la mise en œuvre des réformes éducatives initiées pour atteindre les objectifs du Millénium en éducation dans les délais. J'ai bon espoir que la prochaine biennale consacrera un moment fort à la question du financement de l'association et des engagements fermes seront pris par les institutions de financement. Il n y a pas un commentaire additionnels à ajouter, mais je doit insister sur (4) point: 1. Que les Ministres de l éducation soient sensibilisés aux objectifs de l ADEA et de leur pertinence par le Secrétariat exécutif de l ADEA d abord et en suite par nous. 2. Que la part du budget allouée aux GT soit revue à la hausse. 3. Que les informations circulent, et que les autres groupes des travail de l ADEA s intéressent à tous les pays d Afrique surtout en prennent pour base d`appui les coordinations régionales du GTPE 4. Que les Coordinateurs Régionaux puissent bénéficier d un contrat et obtenir au moins une prime de responsabilité. En général les réalisations de l'adea sont immenses. Il faut une collaboration plus étroite avec les pays. Nous pensons que si on avait un financement important, on aurait pu ajouter quelque chose. 69

74 ADEA's particular value added could probably best be preserved by ensuring continuity while at the same time investing in its further development. Thus, the evalution's findings should be respected and implemented as possible. Furthermore, ADEA's role in lobbying and advocacy should be further strenghtened. Supposing that a transfer of the ADEA Secretariat to Africa is still taken into consideration, this issue should be further pursued, however without taking any premature measures. The WG agendas and activities are driven by donor agencies, even though in some WG governments are consulted about projects and activities. There is very little governmental representation in the WG. NGO's and donors should have a role in ADEA, but Ministries of Education should have the majority say. The impact of the goals set by ADEA is not seen in Member States. In the main WGs have a focus in a particular country; there is no multiple effect of all the WGs working in a country. The WG are generally useful structures for coordination, sharing of information and experiences; ADEA should develop capacity to sustain the WG; participation of Member States has no continuity, new officials join the WG, which delays the progress already achieved. ADEA should continue with clear mandates of who should be participating in WG; Officials of Ministries that are represented should have clear mandates; Ministries should decide on the Agendas and areas of work and experts could be consulted; the control of ADEA should be in the hands of the Ministries. African Ministers should get in the driving seat. WGs should be more structured and their activities monitored for impact. Reduce numbers and costs of meetings of Secretariat and WGs. Reduce use of EXPENSIVE CONSULTANTS. Apply guidelines for procurement and competitive bidding. More transparency. Less talk and more support to the field level actions and interventions. Advocacy at higher level to result in GDP growth, good governance, employment for parents and social equity 70