Knowledge and Resources

This is a compilation of Knowledge and Resources in the ADEA Network. The sharing of Knowledge is an important strategic objective of the ADEA. The social capital of all of stakeholders in Education in Africa is developed through exchange of information and the sharing of knowledge within and outside the ADEA network. This section provides a wide range of articles, books, and documents that relate to the development of education and training produced and published in the ADEA network.

Agenda 2063 is both a Vision and an Action Plan. It is a call for action to all segments of African society to work together to build a prosperous and united Africa based on shared values and a common destiny.

ADEA’s position for education Post 2015 reaffirms the need for education and training systems to carry out the paradigm shifts that will enable them to produce the human capital with the skills required to contribute to the acceleration of Africa’s sustainable development. These paradigm shifts are outlined in the Strategic Policy Framework adopted by the AU Summit of Heads of State in Addis Ababa in January 2013.

“For Africa to realise socio-economic development and growth, we need to prioritise science, technology and innovation,” NEPAD Agency CEO, Dr Ibrahim Mayaki, said today. Dr Mayaki addressed Science and Technology experts during a joint meeting to prepare an implementation plan for the Science, Technology and Innovation Strategy for Africa 2024 (STISA 2024).

The WomanStats Project is the most comprehensive compilation of information on the status of women in the world. The Project facilitates understanding the linkage between the situation of women and the security of nation-states...

In this white paper, the Norwegian Government commits itself to being a driving force in the effort to ensure that education is a high priority in developing countries and in international development cooperation, both politically and financially.

Produced by the UNESCO-IBE, in collaboration with UNESCO office in Yaoundé, and planned with national pedagogical teams in Cameroon, Chad and the Congo, this guide has been designed to support teacher training as well as teaching practices in the classroom.

 Pedagogical guide (in French)

Published by the Ministry of Education Science and Technology, Kenya. With support from the United Nations Children’s Fund (UNICEF) and United Nations Educational, Scientific and Cultural Organization(UNESCO).

Power Point presentation during the Validation Workshop, Maputo 23rd October 2014. Compiled and presented by: - Dr. Charles Ndakala (Ministry Of Education, Zambia) - Mr. Mbala Zananga (Ministry Of Education, Angola) - Mr. Shem Bodo & Ms. Chemwi Mutiwanyuka (ADEA)
The main purpose of the EMIS Norms and Standards is to have a set of criteria and measures for advocating best practice and benchmarking countries capabilities in being able to produce relevant, accurate, timely and comprehensive education statistics and information. Adopting the Norms and Standards ensures countries will have sustainable, comprehensive and appropriate Education Management Information Systems in harmony with international and regional systems and practices. The Botswana peer review focused on the four thematic areas, namely: Policy and Legal Frameworks; Resource Availability and Utilisation; Statistical Processes; and Education Information Reporting.
The SADC EMIS Norms and Standards code contains 17 minimum norms and standards covering policy and legal frameworks, resource availability and utilization, statistical processes and education information reports. SADC Ministers of Education adopted this code at their annual meeting in Kinshasa, Democratic Republic of Congo, in March 2010 and by doing so, committed themselves to adhere to these norms and standards, thereby improving their EMIS. The Assessment Framework and process developed by Member States, stemming from the code, was approved by the Ministers at their annual meeting in 2012 with the intention that all member countries would become compliant. The Swaziland peer review is therefore a follow up to these commitments and a similar process is envisaged in other SADC Member States.