SUBREGIONAL WORKSHOP ON THE ROLE AND PLACE OF ASSESSMENT IN EDUCATION SYSTEMS' STEERING AND REFORM POLICY-MAKERS WORKSHOP APPENDICES

SUBREGIONAL WORKSHOP ON THE ROLE AND PLACE OF ASSESSMENT IN EDUCATION SYSTEMS' STEERING AND REFORM POLICY-MAKERS WORKSHOP APPENDICES 20 & 21 MAI 2014 PULLMAN HOTEL, DAKAR 1

Table of contents APPENDIX 1 : Workshop Agenda...3 APPENDIX 2 : Concept paper of the workshop...5 APPENDIX 3 : Liste des participants... 12 2

APPENDIX 1 Workshop Agenda 3

Schedule Tuesday, May 20 th 2014 8:30-9:30am Arrival of dignitaries and invited guests 9:30-10:15 am Opening ceremony - Address by CONFEMEN s Secretary General - Address by the World Bank representative - Address by the Organisation Internationale de la Francophonie - Opening speech by CONFEMEN s president-in-office 10:15-10:30am Coffee break 10:30-11:15 Introductory presentation - Steven Obeegadoo, workshop moderator am Opening presetation Jacques Malpel, PASEC Coordinator 11:15 am - 1:00 pm Summary of the study conducted on 12 countries National assessment system François Robert, Consultant 1:00-2:30pm Lunch break 2:30-3:30pm Presentation on the use of students achievement assessments to monitor educational system Experiences from Burkina Faso, Ivory Coast and Senegal Discussions 3:30-3:45pm Coffee break 3:45-4:45pm Presentation on the use of students achievement assessments to monitor educational system (continued) Experiences from South Africa, Ontario (Canada) and Poland Discussions 4:45 5 :00 Conclusion of the day and presentation of the working sessions of the following day 7:30-9:30 pm Diner offered by CONFEMEN and the World Bank to ministers, experts and delegations. Schedule Wednesday, May 21 st 2014 9:00-11:00am Closed session for ministers, MoPs and heads of delegation : proposals, strategies and recommendations for an improved exploitation of assessments results in educational policies design For other participants : parallel sessions on 1. national assessment results dissemination 11:00am- 12:00pm 2. the role of research Suspension/adjournment of the workshop (Drafting of the final report by the group of experts) 12:00-1:00pm Ministers and working groups reports restitution Decisions and recommendations adoption and closing of the decision-makers workshop 13pm- Lunch break 4

APPENDIX 2 Concept paper of the workshop 5

POLICY-MAKERS WORKSHOP CONCEPT PAPER PASEC / MAY 2014 1 - Assessment and education systems' steering Assessment is one of the key functions of the education system at all levels and aims at measuring the gaps between targets and results by using quantitative or qualitative data with the view to inform reliably a number of predefined indicators 1. Ordinarily, and within classrooms themselves, teachers usual activities include assignments and tests. Assessment refers to various realities of education professionals' everyday life. As an example, one may mention some assessment functions common to all education systems and existing at all levels of a system : certificational and examination assessments, staff assessment, assessment of education practices, assessment of students' performances, etc. Under the current thinking, the emphasis is laid more specifically on the place of the assessment of school achievements in an education system, the objective being more specifically to think about the role that function may play to direct sector-based policies. Role of school achievements' assessment A school achievements' assessment allows appraising the results of a system at different levels in (i) measuring the level of knowledge and competencies of learners in space and time according to defined benchmarks, (ii) by informing on factors contributing to success and equity, or (ii) by awarding certificates and diplomas. These different functions contribute in appraising the quality of the education system. Several roles may be assigned to assessments according to how we want to use them in steering education systems. These different functions assigned to assessment are based on different assessment methods. Assessments by survey International assessments of students' learning achievements are generally used to measure the learning level of students from one country based on common competency benchmarks, to measure the progress of that level, to determine factors (students, teachers, classrooms, school principals, schools) associated with the different performance levels of students, and compare the performance of one country with the one of other countries. Generally, this international comparison role tends to be overly emphasized, to the extent that some stakeholders consider the international assessment only as a classification tool at the expense of other usages it may have. National assessments of learning achievements look like international assessments, the only difference being that they are limited to one country. Then, the objectives are defined against curricula and issues specific to a country, in general to respond to education policy issues through objectives set in the strategic plan. 1 CONFEMEN (2008). L évaluation des systèmes éducatifs : pour un meilleur pilotage par les résultats. Dakar : CONFEMEN. 6

Formative assessments The formative assessment may be used for instance by a teacher in his class-room, to seek information on learning achievements in progress. Thus, it allows measuring the progress of one student against a given objective and thus enable to carry out a remediation work. Summative assessments The summative assessment is used to appraise the knowledge and competencies of a student at the end of a learning process. End of cycle examinations (like in the primary cycle) are summative assessments because they are used to measure the knowledge and competencies of students so as to select those who will be admitted to a higher cycle. This type of assessment gives little space for the conduct of remediation or coaching actions for students who have failed. Passing those examinations may be sometimes influenced by the capacity of the higher cycle to absorb those who are admitted. While the avowed aim of the whole education policies is to meet all the requirements for students to be able to learn and draw a maximum of profit from learnings, it seems that the assessment of school learning achievements has seldom a key place in the definition and monitoring of education policies 2. Very often, what is noticed is that policy monitoring indicators relate primarily to inputs (workbooks, school materials, equipments) or the management of students flows within the education system (enrolment rate, retention rate, students/teacher ratio, etc.) while the key objective of the system seems less steadily monitored. In the meantime, school learning achievements, measured for the sub-saharan Africa subregion through different assessment methods, remain low despite the financial efforts made by States and families. They do not manage to ensure a fair quality education. 3 According to the last Education For All Global Monitoring Report published by UNESCO "given that 250 millions of children are not learning basic skills, it is crucial to set for post 2015 a goal enabling to check if by 2030, all young people and children, whatever their financial situation, learn basic skills in reading, writing and mathematics". For this to come true, countries should strengthen their national assessment systems and make sure policies take into account those assessments" 4. While we are approaching a key date for the international agenda in education, the year 2015, at a time when the one for the next decade is being prepared, CONFEMEN wishes to highlight the key role of assessments and the measurement of students learning achievements, to steer education systems. This leads to asking a number of questions: How to shift from diagnostics to remediation measures and establish relevant mechanisms to better address difficulties or successes as well as factors contributing to them highlighted by assessments? 2 CONFEMEN (2008). L évaluation des systèmes éducatifs : pour un meilleur pilotage par les résultats. Dakar : CONFEMEN ; Best, M., Knight, P., Lietz. P. et al. (2013). The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. London : EPPI-Centre. ; Kellaghan, T., Greaney V., Murray T.S. (2009). Using the results of a national assessment of educational achievement (National assessments of educational achievement ; v. 5. Washington : The World Bank. 3 CONFEMEN (2011). Synthèse des résultats PASEC VII,VIII et IX. Dakar : CONFEMEN. 4 UNESCO (2014). Enseigner et apprendre : atteindre la qualité pour tous. Paris : Editions UNESCO. 7

How to establish policy monitoring indicators in relation with school achievements? How to make sure actions taken under the education policy have had the expected outcomes and how to avoid adverse effects? How to foster dialogue between analysts and policy-making bodies upstream as well as downstream assessments, and end up generally with a better use of results from those assessments? How to guide research so that school successes or failures are better understood? Experiences from some countries in the use of assessments in steering education systems To answer those questions, representatives of some countries, identified for their interest of their assessment practices, will share their experience during that workshop. Among subsaharan Africa francophone countries, Burkina Faso, Côte d'ivoire and Senegal will make a presentation. Besides, Poland, the Canadian province of Ontario and South Africa will share with the audience their experience gained in this respect. Presentations will revolved around the following questions: How does the country define equity and quality in education? How is it formulated? Is an assessment policy defined in the education field in the country? If yes, is it applied and how? What are the mechanisms implemented to measure the progress in terms of equity and quality in education (assessments, stakeholders,...)? What are the main results achieved, and how are they used in monitoring the strategic plan? How has the country translated those data into policies or targeted reforms? What are the strengths and weaknesses (at each level of the process : vision of equity and quality; mechanisms of the assessment system; dissemination and use of results) noticed in this process of using assessments of students learning achievements for the steering of the education system? 2 - What are some avenues to turn assessment results into education policies? Towards a better use of data generated by assessments, four major focus areas appear : (i) thinking about the place of national assessment systems, (ii) conducting actions so as to ensure the relevance and reliability of information provided by the latter, (iii) identifying mechanisms so as to promote an institutional ownership and (iv) reflecting on the identification process of policies to be implemented following an assessment. i - Place of national assessment systems Several surveys 5 combined with PASEC's twenty years of experience show that one of the items which is likely to promote the use of data generated by different assessment methods, and especially the one relating to school learning achievements, is the existence within education systems of sustainable bodies in charge of their implementation. Those bodies will help ensure the conclusions of assessments are disseminated among policy- 5 PASEC (2014). Analyse des dispositifs d évaluation et de leur emploi dans la gouvernance des systèmes éducatifs de douze pays de la CONFEMEN (en cours); Kellaghan, T., Greaney V., Murray T.S. (2009). Using the results of a national assessment of educational achievement (National assessments of educational achievement ; v. 5. Washington : The World Bank. 8

makers and that a real dialogue is established between the two parties. There is the issue of the legitimacy of bodies, and namely the ones in charge of the assessment of school learning achievements, to initiate actions aimed at remediating difficulties highlighted by assessments : Considering the observed gap in learning quality, the policy response is unlikely to be the prerogative of one single administrative structure. A quality policy is recognized for its composite nature, so it raises the question of who will lead the initiative of proposing a series of interrelated measures, a part of which does not fall within its scope. In this context, the establishment of sustainable assessment bodies with clearly defined missions might allow for a better coordinated action by education stakeholders and is likely to provide a relevant response to identified issues. Additionally, by stabilizing competencies and the required material resources for the conduct of assessments, such bodies may also enable to keep improving the reliability and relevance of data collected as well as their analysis. ii - Relevance and reliability of information provided by assessments One of the reason why assessment results of school learning achievements are so poorly taken into account in some cases may be the inadequacy between data and analyses produced and the needs of policy-makers. To achieve this, it is necessary to establish a dialogue between the latter and analysts so that the concerns and priority issues of policymakers are taken into account as early as the design stage of the relevant assessments. This is all the more crucial as according to a survey commissioned by PASEC some stakeholders think that "the statistical information provided in assessment reports is overabundant, and in the meantime, sector-based programmes tend to act on the whole possible levers of quality improvement without the accurate data from reports providing them with support to direct them". Once the assessment tools are defined in the consultation, the next step is to collect and analyse reliably the collected data so as to report with objectivity the realities in question. This component may also require a capacity building work for technical teams, as the lack of specialized skills may sometimes lead to outsourcing the data analysis with the risk to get less relevant results and less in adequacy with the context in which operate stakeholders. iii-institutional ownership of information Several conditions are required for the optimal use of assessment results (at central and decentralized levels). Kellaghan and Greaney (2009) referring to several works 6 quote four of them : - The political will, which is expressed by an opening to new information, and to prospects of change or reform from policy-makers. - Raising the awareness of policy-makers (at central and decentralized levels) for them to get the required tools so as to interpret and use the information provided by a national or international assessment. - The incorporation of assessment activities within the strategy and other ministry activities so as not to make it an isolated activity. In particular, the role of 6 Kellaghan T., Greaney V. (2004) Assessing Student Learning in Africa. Washington, DC : World Bank ; Postlethwaite, T. N. (1987). Comparative Educational Achievement Research: Can It Be Improved? Comparative Education Review 31 (1): 150 58 ; Vegas, E., Petrow J. (2008). Raising Student Learning in Latin America :The Challenge for the 21st Century. Washington, DC: World Bank. 9

assessments in the development of policies, in decision-making processes and in the allocation of resources must be clearly defined. - The definition and implementation of a communication strategy of results towards the whole relevant stakeholders, and namely those who have a role in the implementation of policies deriving from it. In a decentralized mechanism, for instance, the results should be accessible to managers at local level (regional or departmental inspectorate) to allow them to carry out appropriate actions at their level. In this respect, it may be required to design communication materials which format meet the needs of the different targeted profiles. iv - Process for identifying policies to be implemented Stakeholders have a clear understanding of the stakes attached to the development of standardized assessments and to the control of their process. All countries can observe the emergence of a new group of partners with converging injunctions : the renovated results framework of the Global Partnership for Education (GPE), the multiple wishes for the orientation of sector-based plans towards a resultsbased management, more frequent funding of test operations and capacity building efforts for bodies responsible for them, the focus required on the improvement of learning results in sector-based planning, etc. However, it is actually quite uncommon to identify with certainty a policy measure directly derived from an assessment analysis, measures referred to responding more often to a general desire to improve learning quality. Test-based assessments may have strengthened already existing warning signals, but it appears that the richness of their details is not utilized, with regard to specific skills with which children experience difficulties, results dissemination and underlying factors (e.g. teacher effect or school effect). Some assessment results can directly suggest, based on collected data, what actions might address the identified problem. This is true for some inputs which absence or insufficiency can directly affect the learning process. By contrast, for other results, and this is the most frequent case, the problem is more complex and cannot be limited to a simple equation. Remedial actions for raised problems should consider several interrelated factors such as the motivation and working conditions of teachers, the hourly volume, the school organization etc. As noted by OECD 7 : "Linking assessment on the one hand and class learning on the other hand requires a clear definition of the role of local bodies - school management, school supervision, local education authorities - in the implementation of assessment strategies". In these cases, assessment results are an invitation to conduct further studies in order to identify more precisely levers of action for addressing a given issue or deepening complex themes. Partnerships with the research community could also help enrich analyses, by cross-referencing those proposed by public agencies or external experts with research publications, which perspective on public policies and their evaluation is different. 8 7 OECD (2013). Synergies for better learning - an international perspective on evaluation and assessment. Paris : OECD. 8 Blalock, A. B. 1999. Evaluation Research and the Performance Management Movement. Evaluation 5 (2): 117 49. 10

After a review work carried out in twelve countries 9, it appears that despite the alarming results generally reported in studies, these raise few requests for additional explanations and/or programming of further studies. In addition, technical teams, whose institutional positioning and missions are not always clearly defined for the moment, are poorly proactive in this regard. The same study highlights the need for better coordination between the departments responsible for conducting assessments and the different directorates of ministries at the risk of perpetuating a situation of immobility. "Considering the observed gap in learning quality, the policy response is unlikely to be the prerogative of one single administrative structure. A quality policy is recognized for its composite nature, so it raises the question of who will lead the initiative of proposing a series of interrelated measures, a part of which does not fall within its scope. The initiative remains associated with risk-taking (...), while no risk is attached by tradition to maintaining an even unsatisfactory status quo." Towards an assessment policy Based on the double observation of poor results in terms of learning achievement at the subregional level, and the distant relation between learning assessment and education policies definition, actions must be taken for sector strategies to be more based on objective assessment of the situation. For this, the conditions for a fruitful dialogue between analysts and policymakers need to be created. This could be enhanced by (i) the establishment of permanent bodies with an assessment function to support the system management, and whose missions could include the harmonization of the different assessments carried out, (ii) the formalization of the relationship between the bodies responsible for the assessment and the various education stakeholders at central and more local levels, so that remediation can be carried out based on findings outlined by assessments and ( iii) the implementation of awareness activities to promote a paradigm shift and focus change from ways for implementing policies to an increased attention on their results. 9 PASEC (2014). Analysis of assessment mechanisms and their use in the governance of twelve CONFEMEN member countries' education systems (in progress); 11

APPENDIX 3 List of participants 12

LIST OF THE PARTICIPANTS TO THE DECISION-MAKERS WORKSHOP MAY 20 th &21 st 2014 (PULLMAN HOTEL, Dakar, Senégal) DÉLÉGATIONS PAYS CONFEMEN Pays/Organisation Prénom-NOM Fonction Téléphone/Fax E-mail Directeur du Cabinet du Ministre des M. Albert ADAGBE Enseignements Maternel et Primaire, 22997901644 adagbe1@gmail.com représentant le Ministre empêché Bénin Burkina-Faso M. Mohamed ABOUBAKARI Correspondant National de la CONFEMEN 00229 97 16 10 67 abcamed03@yahoo.fr M. François V. HOUEDO Responsable de l'équipe National PASEC 22997948232 houevefr@yahoo.fr M. Moussiliou A. MOUSTAPHA M. Wiinson Emmanuel GOABGA M. Managabamba Marius ZOUNGRANA Mme. Christiane ILBOUDO Directeur de l'institut National pour la Formation et la Recherche en Éducation 0022996962528/ 95405294 moustaphamoussiliou@hotmail.com Secrétaire Général du ministère de l'education Nationale et de l'alphabétisation 22670268930 emmagoabga@yahoo.fr Coordonnateur National de la CONFEMEN Responsable du PASEC 0022610252482/ 76676100 marius.zoungrana@yahoo.com 0022670140794/ 226312884 christiane.sedgho@gmail.com M. Karim KY Coordonnateur du Dispositif National d'evaluation 00 22670284575 dne_bf@hotmail.com 13

M. Barbatus HARUSHINGINGO Assistant du Ministre b.harushingingo@yahoo.fr Burundi Cameroun M. Pascal MUKENE Correspondant national 25777773085 pmukene@yahoo.fr M. Patrice MANENGERI Mme Godelieve RURATANDITSE Directeur du Bureau des Evaluations du Système Éducatif 25777701387 manengerepatrice@yahoo.fr Chargée des questions pédagogiques au bureau des Etudes et des Programmes de 25777732441 goderurata@yahoo.fr l'enseignement secondaire (BEPES) M. Ivo LEKE TAMBO SG du Ministère de l'education de Base 23777606661 leketambo@rocketmail.com M. Ambroise OWOTSOGO ONGUENE Chef de la Division de la Planification, des Projets et de la Coopération 23777616760 owotsonguene@yahoo.fr M. Simon Pierre FOUDA Correspondant national 237 99 97 13 05 simon_pierre_fouda@yahoo.fr M. Jules KWEUKEU Responsable de l'equipe technique Nationale PASEC 23777814124 kwekeuj@gmail.com Canada-QC Mme Jo-Anne BELLWARE Conseillère MRIFCE 001 418-649-2344 Jo-Ann.Bellware@mri.gouv.qc.ca Mme Agathe FISET Correspondante nationale 001(418) 644-1259 poste 2356 agathe.fiset@mels.gouv.qc.ca Canada-NB M. Sylvain LAVOIE Correspondant national Sylvain.Lavoie@gnb.ca M.Anaclet NIAMAYOUA Correspondant national 242055315624 anacletniamayoua@gmail.com M. Jonas DIASSONAMA BAVOUIDINSI Responsable National de l'equipe PASEC 242066030674 jodias2009@yahoo.fr Congo M. Fidèle MIALOUNDAMA Dispositif National d'evaluation 242066664225 mialoundamaf@yahoo.fr 14

S.E Mme Kandia CAMARA Ministre de l'education Nationale et de l'enseignement Technique Côte d'ivoire M. Abdoulaye KOUYATE Chef de cabinet abdallapunte@yahoo.fr M. Noël KOUASSI KONAN Correspondant national 22507803451 confemenci@yahoo.fr M. Joseph François Désiré KAUPHY Responsable de l'equipe Nationale PASEC 22507606170 jkauphy7@yahoo.fr France Mme Nadine PROST Correspondante nationale 33155557531 nadine.prost@education.gouv.fr M. François SOW Correspondant national 33143176946 francois.sow@diplomatie.gouv.fr FWB M. Dominique BARTHELEMY Correspondant national 3224133617 dominique.barthelemy@cfwb.be Mme Maha HUSSEINI Conseillère pédagogique 9613454326 husseini_maha@hotmail.com Liban M. François SEMAAN HAKIM Responsable du français au primaire 9613747899 francois_hakim@yahoo.fr M. Mamadou SISSOUMA Correspondant national 22366732662 cissouma_mamadou@yahoo.fr Mali M.Seydou DOUMBIA S.E Mme Jacqueline Nana TOGOLA Attaché de cabinet du ministre Ministre de l'education Nationale Mme Kourakoro BAGAYOKO Responsable nationale de l'equipe PASEC 22376453510 kouraba@yahoo.fr M. Mamadou Bamory KONE Responsable du Dispositif national d'evaluation 22376360264 konemamadoub@yahoo;fr 15

Maurice M. Ram Prakash RAMLUGUN Correspondant national 002306989627/ 002306015210 rramlugun@mail.mail.gov.mu M. Abouzeidi Dan MAZA Correspondant National 22790439399 abouzeidi@yahoo.fr Niger M. Abdou LAWAN MAROUMA Responsable National de l'equipe PASEC 22796286479 abdkaou@yahoo.fr M. Alio IBRAHIM Directeur de l'evaluation 22796502306 abarad2005@yahoo.fr M. LUFUNISABO BUNDOKI Correspondant national; SG à l'ensgmt primaire, secondaire et professionnel 243810919965 sgepsp@yahoo.fr RDC M. KUBINDIKILA KAPAY Responsable de l'equipe Nationale du PASEC 243998336049 kukafrancois@gmail.com Prof. Mme ONSINNSAMAN Angèle Experte 243998843785/ 774757990 onsinaangele@yahoo.fr M. MULANDA KIMPEMBE Directeur d'evaluation TENAFEP 243995820386 ondo4mulanda@gmail.com Roumanie Mme Valerica FUSELOVA Correspondante nationale 40214056214 veronica.fuselova@medu.edu.ro S.E. M. Serigne Mbaye THIAM Ministre de l'éducation nationale M. Djibril Ndiaye DIOUF Correspondant national 221775698450 dnddiouf@yahoo.fr Sénégal M. Alhousseynou SY Responsable d équipe PASEC 221776557280 alhousseynous.ineade@yahoo.fr M. Mama Ibra BA Directeur de l évaluation 221776117731 mameibra2011@hotmail.com M. Abdou DIAO Directeur de l'enseignement Elémentaire 16

Tchad M. Ibrahima NDOUR M. Sande NGARNOUDJIBE Correspondant national M. Laurent DIHOULNE Directeur de l'enseignement moyen et secondaire général 221776535811 galoba2001@yahoo.fr Directeur Général de la Planification et des Ressources 23566293749/ 23591511517 sandengar@gmail.com 23566372388/ 235777607989 dihoulnelaurent@yahoo.fr M.Aaron PATALE Responsable technique PASEC 23566295057 aaronpatale@yahoo.fr M. Ayayi Apélété KUDJOH Correspondant national + 228 90 04 62 18 akudjoh@yahoo.fr Togo M. Kossi ABOU Responsable de l'equipe nationale PASEC + 228 90 25 90 90 gentab2001@yahoo.fr M. Missodé EKON Directeur de la planification de l'éducation et de l'évaluation + 228 90 01 94 34 ekomiss@yahoo.fr Burkina Faso Burundi Hon. Dep. Gisèle GUIGMA Hon. Dep. Sennel NDUWIMANA PARLEMENTAIRES Député membre de la CEASC et rapporteur RF/BPF 22670217207 gguigma2000@yahoo.fr Député Congo Hon. Dep. Fidèle BOSSA Député Côte d'ivoire RDC Hon. Dep. Nassalatou DIABY Hon. Dep. Oscar N'SAMAN -O- LUTU Député membre de la commison affaires sociales Député Panafricain, Député national membre commission éducation 25779220461/ 25777718172 nduwimanasennel@yahoo.fr 242069217004/ 242055217004 fidelebossa20014 22708837795/ 225773027674 nassadiaby@gmail.com 243771267019/ 243816566769 oscarlutu@yahoo.fr Sénégal Hon. Dep. Aminata GUEYE 17

Tchad Togo Hon. Dep. Djidengar Ndjendi BASSA Hon. Dep. Kokou AGBO Président de la commission éducation 23566206732/ 23523768716 dnbassa@yahoo.fr Membre de la commission éducation du Togo et du Parlement panafricain 22890019138 dokounon2008@yahoo.fr PARTENAIRES TECHNIQUES ET FINANCIERS AFD Mme Valérie TEHIO Responsable-adjointe tehiov@afd.fr ANCEFA Mme Marise SAGNA Responsable de programme + (221) 33 824 22 44 marisesagna@gmail.com AUF Mme Francine QUEMENER Coordonnatrice régionale des projets/bureau Afrique de l'ouest 221773321506 francine.quemener@auf.org BANQUE MONDIALE M. Raja Bentaouet KATTAN Responsable du Secteur développement humain (Sénégal, Mauritanie, Gambie, G-B, C-V) M. Kevin MACDONALD Consultant Banque mondiale rbkattan@worldbank.org 12922624145 kadmacdonald@gmail.com CODESRIA CONFEJES M. ABDON SOFONNOU Program Manager M. François ALLA YAO Directeur des programmes EPS/sports 00221 77 650 51 16 abdon.sofonnou@codesria.sn DDC Suisse FHI360 Mme Valérie LIECHTI Mme. Guitele NICOLEAU Conseillère en politiques éducatives (+41 )58 463 17 34 valerie.liechti@eda.admin.ch Représentante régionale de l'éducation, WACA- MENA 221773336230 gnicoleau@fhi360.org NORRAG M. Michel CARTON Directeur Exécutif michel.carton@graduateinstitute.ch Mme Stéphanie LANGSTAFF Assistant chercheur Stephanie.langstaff@graduateinstitute.ch 18

OIF Mme Fadia NASSIF Spécialiste de programme 33144377188 fadia.nassif@francophonie.org UNESCO/IIPE Mme Diane COURY poledakar@poledakar.org Pôle de Dakar Jonathan JOURDE poledakar@poledakar.org ROCARE UNESCO-BREDA Mme Ida Jallow SALLAH AZOH François Mme Ann Thèrese NDONG- JATTA Secrétaire Exécutif Comité scientifique Directrice 71969746 ida.jallow@rocare.org 22507694838 azohfj@yahoo.fr at.ndong-jatta@unesco.org Mme Valérie DJIOZE Spécialiste éducation 338492318 v.djioze@unesco.org UNICEF WCARO M. Yumiko YOKOZEKI Conseiller régional en éducation +221 77 529 1294 yyokozeki@unicef.org AMBASSADEURS Burkina Faso M. Alain BADO Conseiller culturel Côte d'ivoire S.E. Edouard Tiape KASSARATE Ambassadeur Niger Mme Tahirou RAHILA RABIOU Première secrétaire EXPERTS-CONSULTANTS Afrique du Sud M. Meshack Qetelo MOLOI Director BASIC EDUC - SA 27123573834 Moloi.q@dbe.gov.za 19

Canada-ON Dr. Mary Jean GALLAGHER Assistant Deputy Minister and Student Achievement 14163259964 MaryJean.Gallagher@ontario.ca France M. François ROBERT Consultant fro.bert@yahoo.fr Mauritanie Mmz Nebghouha MINT MOHAMMED VALL Consultante nebghouha@yahoo.com Maurice M. Steven OBEEGADOO Modérateur sobeegadoo@intnet.mu Pologne M. Maciej JAKUBOWSKI Former Deputy Minister of Education 48728988575 mjakubowski@uw.edu.pl COMITE SCIENTIFIQUE PASEC Président du comité scientifique du PASEC M. François NDEBANI Enseignant chercheur - Conseiller Programme national d'éducation 242066669172 frndebani@yahoo.fr COMITÉ ORGANISATEUR Secrétariat Général M. Jacques Boureima KI Secrétaire Général 33 859 29 80 bjacqueski@confemen.org Mme Penda NDIAYE DIA Attachée administrative du SG 33 859 29 79 confemen@confemen.org M.Jacques MALPEL Coordonnateur du PASEC 33 859 29 81 jmalpel@confemen.org PASEC M. Moussa HAMANI OUNTENI Conseiller Technique PASEC 33 859 29 85 mounteni@confemen.org Mme Aurore DU ROY Conseillère technique PASEC 33 859 29 98 aduroy@confemen.org Mme Khady MBAYE CAMARA Assistante pôle Evaluation 33 859 29 91 kmbaye@confemen.org 20