Taking stock of teacher diagnostic studies in Africa
Stakeholders involved in the diagnosis of the situation of teachers in Africa will get together on 21-23 January 2013 in Saly, Senegal to discuss progress and challenges in carrying out such analysis. Participants will include representatives from UNESCO, UNICEF and countries engaged in this process.
Since 2010, ten African countries have engaged in the analysis of teacher issues, namely Benin, Burundi, Congo, Guinea, Lesotho, Mali, Mauritania, Mozambique, Niger and Uganda.
So far, Benin, Lesotho and Burundi have completed their studies and had their reports validated.
Of the three, only Benin is currently working on study conclusions and recommendations to come up with a teacher policy document. Other countries are still behind.
Criteria for successful analysis
“This workshop is of major importance, as it will sentisize the some 20 participants on the requirements for achieving successful teacher diagnostic analysis” says Jean Adotevi, Chief of teacher issues at UNESCO's Regional Office in Dakar, and organizer of the meeting.
"Organizational structures as well as funding mechanisms will have been discussed and agreed upon; a mapping of technical assistance and quality assurance sources will be done and written down in a memorandum,” he adds.
The diagnostic tool has been developed by UNESCO and provides technical support services, tools and approaches to perform a diagnosis of the situation of teachers. This include support to revising existing polities and/or engaging in training.
Main axes of discussion
Three main axes will be cover
- The first relates to a comparability report on the three diagnostic studies available.
- The second will take stock of the progress recorded in Uganda, Mali, Guinea, Mauritania, Mozambique, Congo, and Niger on consolidated organizational and political supports, funding mechanisms, technical assistance, and results produced for diagnostic studies in progress or about to start.
- The third should investigate the post diagnostic teacher policy elaboration phase, the progress achieved in Benin and the prospects for Burundi and Lesotho to start the process.
“A two way strategy will be developed on one hand for support entities, clearly defining their roles and responsibilities, and on the other hand for countries’ engagement ‘as in drivers’ seat’, ” says Adotevi.
He explains that “a communication schema on teacher issue diagnostic and policy elaboration results will be put in place, and plans for meeting new demands from countries will be discussed.”
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