Developing Capacity with African Parliamentarians for Education

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Developing Capacity with African Parliamentarians
for Education

• Lalla Aicha Ben Barka
• Director UNESCO-BREDA

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Outline of the presentation

1. Parliamentarians as key players in consensus
   building
2. Background of FAPED ( Forum of African
   Parliamentarians for Education)
3. FAPED Capacity Building Program
4. Implementation status
5. Partnership for FAPED

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I.Parliamentarians as key players in consensus
building
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• 1.1 outside the parliaments
• Parliamentarians as representatives of their
  constituents can contribute to the consensus
  building through regular and informed dialogue
  with their constituency ( at least in an ideal
  situation)
• 1.2 within the parliaments
• Parliamentarians can
• promote and act upon the development of education
  for instance subjects such as community
  involvement in school, infrastructures, girls
  education, salary of teachers.
• Obtain a bigger portion of the national budget
  for education
• Support reform measures in the education sector

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II.Background of FAPED ( Forum of African
Parliamentarians for Education)
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• 2.1. The need for capacity building for African
  Parliamentarians members of parliament have now
  increasing decision making power in the global
  political context of democracy development and at
  the same time they tend to hold their positions
  for much longer than ministers of education. Yet
  quite often they are no familiarised with the
  fundamental problems related to education
• 2.2. The creation of FAPED and its importance
• Created in Dar Es Salam, Tanzania in December
  2002, just before the 8th Conference of African
  Ministers of Education with the participation of
  representatives of 45 African parliaments
• Forum of Parliamentarians around education with
  room for capacity building for its members

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III.FAPED Capacity Building Program
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• 3.1 Context
• Adopted at the 2004 meeting of FAPEDs Executive
  Board
• Proposed by FAPED members and defined according
  to their perceived needs
• Supported by various partners, such as the World
  Bank, ADEA,IIEP
• UNESCO-BREDA implementation agency

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• 3.2. Characteristics
• Training modules
• Training and information seminars
• 3.3. Strategies
• Target Parliamentarians who can stay longer in
  Parliaments
• Training of Parliamentarians at the beginning of
  their mandates
• Training other staff of parliaments

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• 3.4. Training Modules
• Module 1
• Universal Education implications for economic
  and human development, international engagements
  and financing initiatives
•   Module 2
• State of the art of education in Africa
  (regional, sub-regional and national level) key
  indicators for analyses of the educational system
• Module 3
• Educational policy dialogue definition of
  priorities and policies

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• Module 4
• Sector approach in programme implementation,
  follow-up and assessment
• Module 5
• Evaluation and amelioration elements for better
  efficiency and quality rationalising of
  resource allocation for more equitable and better
  quality schools
• Module 6
• Implications and impact of decentralisation of
  education
• Module 7
• Constitutional and legal basis of the right to
  education

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• 3.5 Methodology
• Training Seminars
• Seminars cover Africas 5 regions
• 10 National seminars
• 5 sub-regional seminars
• Information
• Dissemination of kits of information and
  training documents
• Organisation
• Advisory committee with a chair person and a
  secretariat who includes representatives of
  institutions and organisations partners

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IV.Implementation status
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• Modules
• Finalised by the end of October 2005 (English and
  French versions)
• To be validated in the first two national
  seminars
• Seminars
• Bujumbura 14-18 Nov. 2005
• Accra 5-9 Dec. 2005

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V.Partnership for FAPED
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• ADEA
• IIPE
• UNESCO
• World Bank
• New Possible Partners UNDP

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• Thank you very much for your attention.