Revitalizing Education Towards the 2030 Global Agenda and the Africa S Agenda 2063

ADEA 2017 TRIENNALE

“Revitalizing Education towards the 2030 Global Agenda and the Africa’s Agenda 2063”

Marrakesh, Kingdom of Morocco

15th – 17thMarch 2017

OnlineConsultation on matters proposed for the AgendaDiscussions

1. Introduction

The ADEA 2017 Triennale, what is it?

The most important continental forum for policy dialogue and sharing of best practices on education and training in Africa;

A catalyst on critical themes for the strengthen of education systems in support of the structural transformation and sustainable development of Africa;

A networkgatheringof decision-making stakeholders: Heads of State; Ministers of Education; Ministers of Finance, Planning, Science and Technology; Development Cooperation Agencies; Academia; Experts and Researchers; Pan-African Organizations; Private Sector; Civil Society; Youth and Women's Organizations; Parent Associations; Diaspora; Foundations ...

This consultation is part of the discussionin the preparatory process leading to the ADEA 2017 Triennale. It targetsgovernment Ministers and ministry technical staff, development partners, teachers, experts, the academia, the youth and students, parents, civil society and the private sector without excluding any education-related stakeholder in Africa.

The objectives is to promote ownership of the Triennale objectives and approach; better appreciate the knowledge, experiences and innovations of the diversity of education stakeholders that can concretely contribute to achieving the Sustainable Development Goal (SDG) 4 and the education goals relating to Africa’s Agenda the 2063; identify any relevant contributions for the preparatory analytical work towards the Triennale; and solicit strong participation and commitment to Africa’s education transformation.

Respondents are encouraged to answer questionsfor which they feel they can make useful contributions.

The consultation started on 30 May 2016 and will end on 24 November 2016. The deadline for the submissions is 15October 2016.

The online consultation is available on the ADEA 2017 Triennale websiteunder the section “Online Consultation”. If you have any problems, please send your submission to the following email address:

1. TheADEA 2017 Triennale Theme is: “Revitalizing education towards the 2030 Global Agenda and Africa’s Agenda 2063”

At the international level, 2015 was a year for stock-taking in respect ofthe Education for All (EFA) and the Millennium Development Goals (MDGs)as well as new initiatives related toeducation and development.

The international commitment, “Transforming our world: the 2030 Agenda for Sustainable Development”which wasadopted at the UN Summit on 25 September 2015, is the appropriate framework to address the issue. It is a “plan of action” intended to “eradicate poverty in all its forms and dimensions, to combat inequalities across the countries and from one country to another, preserve the planet, create sustained, shared and sustainable economic growth and promote social cohesion. It is based on a holistic approach which reconciles the three sustainable development dimensions -economic, social and environmental- in the 17 sustainable development goals and 169 targets, including human rights for all, gender equality and the empowerment of women and girls.

The African implementation approach of this global agenda incorporates theAfrican Union’s Agenda 2063. It outlines seven aspirations:i) a prosperous Africa; ii) a politically- united continent; iii) an Africa characterized by good governance, democracy, respect for human rights, justice and the rule of law, iv) a peaceful and secure Africa, v) an Africa endowed with a strong cultural identity vi) an Africa where the development is focused on the population, particularly on the potential of women and the youth , and vii) an Africa which is an actor, a strong and influential partner at the global level. To achieve these aspirations, the strategy retained hinges on six pillars: i) structural economic transformation and inclusive growth; ii) science, technology and innovation; iii) human-based development, iv)environmental viability; v) peace and security; and vi) financing and partnerships for the implementation of the post-2015 development Agenda.

Education occupies a pivotal position under the goals outlined in both the 2030 Global Agenda and Africa’s Agenda 2063 since it is a fundamental human right and a decisive sustainable development factor. The continental educational strategy for Africa (CESA 16-25) for the period 2016-2025 reflects the will of the African Union to accord it such a prominentposition during this decade for the attainment of its aspirations. In this light, it is appropriate to place the ADEA 2017 Triennale under the banner, “Revitalizing education towards the 2030 Global Agenda and Africa’s Agenda 2063” with a focus on the main challenge currently confronting African countries: no longer directed at the development and formulation of policies and strategies but in particular at the capacity for implementation.

The analysis of the themein line with the African approach under the 2030 Global Agenda is structured around four sub-themes in the education sector:

Sub-theme1:Implementing education and lifelong learning for sustainable development;

Sub-theme2: Promoting science, mathematics, and information and communication technology;

Sub-theme 3: Implementing education for African cultural renaissance and pan-African ideals; and

Sub-theme 4: Building Peace and Global Citizenship through education

The above sub-themes are related to sustainable development goal number 4 (SDG4: sub-theme 1)and three priorities/aspirations of Africa’s Agenda 2063 for the active promotion of: science, technology and ICT (sub-theme 2);African renaissance, Pan-Africanism and continental integration (sub-theme 3);peace and global citizenship (sub-theme 4).

1. Establish quality education and lifelong learning opportunities for all within the context of sustainable development

The 2030 Global Agenda sets 17 goals including Goal 4: “guarantee quality education and lifelong learning opportunities for all”. The SDG4 has seven targets:

4.1 By 2030, ensure that all girls and boys complete, on an equal footing, full, free and quality primary and secondary education cycle leading to a genuinely useful learning.

4.2 By 2030, ensure that all girls and boys have access to development activities and early childhood care as well as quality pre-school education which prepare them for primary education.

4.3 By 2030, ensure that all women and men have access, under equal conditions, to technical, vocational or tertiary education, including quality and affordable university education.

4.4 By 2030, increase considerably the number of young people and adults with skills, particularly technical and vocational skills necessary for employment, access to decent work and entrepreneurship

4.5 By 2030, eliminate gender inequalities in the area of education and ensure equal access of vulnerable persons, including persons with disabilities, indigenous peoples and children in vulnerable situation, to all levels of education and vocational training

4.6 By 2030, ensure that all young persons and a considerable proportion of adults, men and women know how to read, write and count.

4.7 By 2030, ensure that all pupils acquire the necessary knowledge and skills to promote sustainable development, in particular through education for development and sustainable livelihoods, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and the appreciation of cultural diversity and contribution of culture to sustainable development.

In addition to these targets, there are also targets specifically related to international cooperation.

4.a Ensuring the establishment of schools adapted to children and persons with disabilities;schools that are gender-friendly or adapted to existing schools for that matter, and which provide an effective learning environment that is secure, violent-free and accessible to all.

4.b By 2020, increase considerably at the global level, the number of scholarships for studies provided to developing countries, in particular to the least developed countries, to small island developing States and to African countries to finance the monitoring of higher studies, including vocational training, ICT, technical and scientific courses as well as engineering in developed countries and other developing countries.

4.c By 2030, increase considerably the number of qualified teachers, in particular through international cooperation for the training of teachers in developing countries, especially in the least developed countries and small island developing States.

• Access to development activities and childhood care and quality pre-school education which prepare them to pursue primary education?

• Success in basic education(literacy and numeracy)?

• Relevant learning (useful and usable in their specific context) and effective (culminating in individual and social benefits)?

• Full, free and quality primary and secondary education cycle?

• Access to quality and affordable technical, vocational or tertiary education, including post-graduate education?

• Lifelong learning opportunities?

• Significantly increase the number of young people and adults with skills, in particular technical and vocational skills necessary for employment and securing decent work and entrepreneurship?

• Broaden the opportunities for Technical and Vocational Education and Training (TVET) at the secondary and higher education levels and strengthen the linkages between the labour market and the education and training systems?

• Eliminate genderinequalities in the area of education and provide equal access to vulnerable persons, including people with disabilities, indigenous peoples and children in vulnerable situations at all levels of education and vocational training?

• Ensure that all young people and a considerable proportion of adults, men and women know how to read, write and count?

• Ensure that all pupils acquire the necessary knowledge and skills for the promotion of sustainable development, particularly in education for development and sustainable livelihoods, human rights, gender equality and contribution to the culture of sustainable development?

• Take advantage of the potential of ICT to achieve quality education and lifelong learning opportunities for all?

• Use the potential of ICT to enhance the managementof educational systems towards the achievement ofSDG4?

1. Promote science, mathematics and information technology in the education systems to succeed in the structural transformation of Africa and to develop African economies and knowledge societies.

Among the main characteristics of the ongoing globalization, one can underscore the economic hegemony and the technological and media revolution of knowledge. But the scientific and technological gap between Africa and the rest of the world is an ever-increasing one. Sub-Saharan Africa contributes about 2.3 % to the gross domestic product at the global level but spends just 0.4 % of its finances on research and development. The continent has 13.4 % of the world population but provides only 1.1 % of science researchers on the planet. It has about one scientist or one engineer per10 000 inhabitants, whereas the industrialized countries have between 20 and 50. The growing scientific and technological gap is impeding the development of the continent and marginalizes it in a world which has become a competitive global village.

That is the reason why Africa’s Agenda 2063 calls for a “revolution of education and skills and an active promotion of science and technology, research and innovation in order to strengthen knowledge, human resources, capacity and skills for the African century” and to train “educated, creative and resilient citizens for a knowledge-based society and community” and “21st century skills for a competitive global environment”.

• Build the foundation for the learning of mathematics, science and technology from early childhood based on a preparatory quality pre-school education?

• Enhance the attractiveness and success of such learning in primary education, as well as in secondary, general and technical education?

• Quadruple the number of students graduating from higher education as mathematicians, scientists, technicians, and engineers?

• Develop the opportunities for lifelong learning in the domains of science and technology?

• Integrate ICT in educationat all levels?

• Have a systematic approach (inputs, process and environment at all levels and for all forms of education) to the promotion of mathematics, science, and technology in African educational systems?

• Eliminate gender inequalities in the domains of mathematics, science, and technology?

• Ensure equal access of vulnerable people, including those with disabilities, indigenous people and vulnerable children?

• Motivate and ensure a more conducive environment for the learning of mathematics, science, and technology?

• Lay more emphasis on learning in this domain so as to grapple with the issue of local, national, regional, and continental development?

• Make an efficient use of African languages that enhance success in learning and facilitate the ownership of mathematics, science and technology?

• Ensure interaction between the learning and indigenous knowledge?

• Use ICT that extends and improves the results of this learning?

• Have a wider dissemination of scientific culture in African societies notably through opportunities for lifelong learning?

• Reinforce and orientate research and innovation to meet the continent’s development challenges and promote African competitiveness in a globalized economy?

1. Implementing education for African cultural renaissance and Pan-Africanist ideals in order to promote continental integration and the birth of the United States of Africa

The educational revolution espoused by the African Union’s 2063 Agenda entails broad ownership of science and technology, the promotion of an Africa with a strong cultural identity and the realization of the continent’s political unity in the vision of the continent’s future. The issue raised is how to prepare today’s youth to build this future through education.

Firstly, there is the need to restore pride and confidence in the youth for being African so that they would place their continent-and not other regions of the world- at the centre of their hope and search for a better life. This Copernican revolution, which overturns the philosophy of colonial education in Africa, translates, according to Evelyne Brener, “a paradigm shift, which takes Africa from death to life, from the place of despair to the repository of every hope. It is the reconstitution of the African Being. Maintaining our being and our assets, our culture and our civilization, in a nutshell, our natural, cultural, economic, spiritual heritage, enjoying them to prove that they are ours, is the task we must accomplish, each one of us according to our capabilities”. This amply sums up the fundamental orientation of education for African Renaissance, that education reinforces the ideals of Pan-Africanism which also represents a vision of social, cultural and political emancipation of Africans and a movement that seeks to unite Africans. Such education seeks to instil in the youth the conviction that the peoples of Africa and the diaspora share a common history and destiny and that their social, economic and political progress is linked to their unity.

The education for African renaissance and Pan-African ideals must therefore, promote this “strong African identity” to which AU aspires and which, beyond diversities, is based, in addition to the common history and destiny, on deep cultural solidarity (e.g. values, beliefs, languages, knowledge, arts, traditions, institutions and ways of life).