Quality and Relevance of Education

The Dakar Framework for Action, which was adopted in 2000 as a follow up to the Jomtien, Conference held in Thailand in 1990 highlighted the importance of the teaching-learning process and learning outcomes. EFA Goal Six addresses ‘’I improving all aspects of the quality of education and ensure excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”.

Despite having made significant progress on equitable access to formal basic education, countries are now confronted with the most critical task of improving the quality of education. Efforts to enhance enrolment must be supported by educational quality if children are to be attracted to school, stay there and achieve meaningful learning outcomes.

Teacher Management Development
One of the factors identified by UNESCO as impacting on education quality is lack of comprehensive teacher development policy and programme, which would address issues regarding placement, status and capacity of teachers and head teachers to deliver quality teaching and learning in schools.

Uganda
UNESCO is targeting its support within the framework of Teacher Training Initiative for sub_Saharan Africa through understaking a diagnostic study and putting in place policy changes/directions in this regard.

Rwanda
UNESCO is targeting the professionalism and motivation of teachers over the next five years as per the Rwanda Education Sector Strategic Plan (2010-2015).

UNESCO supports participatory consultations on implementation of the Teacher Development and Management policy and in particular, supports the development of two key documents; a teacher accreditation framework for all teacher training colleges and a teacher qualification framework to support a career structure for teachers including accreditation for in-service courses attended.

Learning Assessment in Rwandan Schools (LARS)
The LARS project focuses on developing methodology and assessment tools necessary to conduct national level assessment in schools for targeted grades in selected subject areas as per the Rwanda Education Sector Strategic Plan (ESSP) 2010-2015.

The results will be further analyzed for monitoring the country’s progress towards achieving EFA goals, particularly goal six on provision of quality education. The project will further assist Rwanda develop a standardized methodology for developing assessment instruments at national level which could be used for multiple grades for many subjects.

Education for Peace
The notion of UNESCO’s ‘culture of peace” is founded on four pillars:
Education for peace and international understanding
Promotion of human rights and democracy and struggles against discrimination
Cultural pluralism and intercultural dialogue
Conflict prevention and post conflict peace building.

Peace Education in Kenya and Uganda
For Kenya and Uganda, strengthening education systems through peace education is aimed at promoting resilience and laying a firm foundation upon which to build a culture of sustainable peace.

The Education sector in Kenya bore the brunt of post election violence in 2008. The signing of the National Accord and Reconciliation Act in February restored stability allowing the Ministry of Education to proactively introduce a curriculum on peace education that reinforces peaceful coexistence and appreciation of diversity in schools. This development is reflected in the Kenya Education Sector Support Programme (KESSP) and is consistent with Kenya’s Vision 2030.

Specifically, UNESCO is supporting the Kenya Ministry of Education in:

 

  1. Coordination through the MOE-led National Peace Education Steering Committee
  2. Development, printing and dissemination of IEC materials on peace education
  3. Capacity building of educational personnel.

In Uganda, UNESCO is working with the National Commission for UNESCO to map out the main players in education for peace in the Ugandan context, the nature of the interventions, and the existing gaps.  

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