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Continental Conference on Curriculum in the Gambia from 23rd to 26th May 2022 (update)

Continental Conference on Curriculum in the Gambia from 23rd to 26th May 2022

Register here / Inscrivez-vous ici

Africa like any other continent around the globe is experiencing rapidly changing demands to respond to economic, environmental, social and political transformations. These demands are impacted by technological advances, climate change, migration and now COVID – 19 Pandemic. People are living in the time of uncertainty of the future which causes some challenges. . All these challenges require much more innovations and use of higher order competencies (knowledge. Skills, values, attitudes and their application).Within the global context, the school sector is expected not only to meet the demand for new, higher-order competencies but also to prepare students to flourish in a future where the competencies they will need to succeed are constantly changing. (OECD 2019) The period of high technological advancement has forced the world to become a global village. This is the period when children need to think so fast and become so innovative due to using technology. Information moves very fast. Focusing on one aspect of the system such as technology without considering the system as a whole is unlikely to bring about sustained changes (Butler 2018).

There is considerable need for national and international curricula to reflect on the changes that are taking place in the world in and outside education institutions. Many educationalist are now asking themselves what quality curriculum in a technological era should look like, and reflect on the challenges and ways of achieving the necessary changes in education in order for such a curriculum to be realized. This requires rigorous deliberations and discussions in an organized manner to align curriculum and related processes for learning in the technological era. Thus a need to organize an international conference on curriculum in which participants could understand the impact of the mismatch between curriculum and its related learning aspect on the quality of education and be able to explore the potential technology and innovations to enhance curriculum development, implementation, teacher education, assessment and evaluation. The conference will bring together curriculum developers and implementers, education administrators and partners, trainers of teachers and other stakeholders to discuss the challenges and find solutions to mitigate the challenges of the 21st century. Quality education is at the centre of the 2030 Agenda for Sustainable Development Goals that requires education practitioners to meet, dialogue and come out with strategies to mitigate these challenges in a holistic way. The discussions are hoped to make recommendations on how Africa can make progress towards holistic hybrid modes of education. This will require many countries to re-design their national curricula in order to prepare young people to go through the technological era smoothly.

African Curriculum Association (ACA), the International Bureau of Education (IBE), Curriculum Research, Evaluation and Development Directorate (CREDD) under the Ministry of Basic and Secondary Education, Banjul, The Gambia, UNESCO National Commissions, UNESCO Headquarters and Field Offices, the African Union and CESA curriculum cluster, other line Ministries, the national steering committee on SDGs and the Education 2030 Agenda UN co-conveners which are ILO, UNFPA, UNDP, UNICEF, UN Women, UNHCR and the World Bank; are supporting the process of translating the global targets into achievable national targets based on the educational priorities, and national development strategies.

The technological challenges today in education need continuous dialogues to find lasting solutions to education problems in Africa. The Continental strategy for Africa advocates for increasing access to quality and relevant education and learning. The requirement of curriculum in this 21st century should be to identify barriers in our quest to provide holistic and relevant education.

African Curriculum Association (ACA), the International Bureau of Education (IBE), CESA Curriculum cluster at African Union and Curriculum Research, Evaluation and Development Directorate (CREDD) under the Ministry of Basic and Secondary Education, Banjul, The Gambia, and other partners is organizing the third Continental Conference on Curriculum in October 2021. This conference was supposed to take place in November 2021 but due to eruption of COVID -19, this was not possible. We are optimistic that by October 2021 all countries will have immunized their citizens to enable the conference to take place.

2.0 Objectives of the Conference

1. To develop a common understanding of how the mismatch between school curriculum, teacher education and learning assessment impact on the quality of education.
2. To recommend actions on the application of technology in facilitating the process of aligning school curriculum, teacher education and learning assessment in Africa.
3. To explore the potential of technology and innovation in enhancing curriculum development, implementation, and evaluation.
4. Discuss and make recommendations on how Africa can make progress toward hybrid modes of educating, learning and assessment combining in-person and distance education.
5. To elect new office bearers of ACA executive committee.

3.0 Scope

The conference will focus on presenting papers at all levels of basic education based on the following subthemes and topics carefully selected to fit the theme.

Sub-Themes 1: Curriculum transformative and Responsiveness

1.1 Innovations in curriculum development, implementation and evaluation at different levels.
1.2 Integration of Technology in the curriculum at all levels.
1.3 Alignment with teacher education, professional development, learning and assessment
1.4 Curriculum enrichment/innovations in relation to contemporary issues, such as development of:
1.4 Curriculum enrichment/innovations in relation to contemporary issues, such as development of:

Life and livelihood skills, future/transformative competencies.
Language and culture, including history of Africa and Cultural Heritage.
Global citizenship.
Good governance.
Cyber security and digital transformation of education.
Peace building & conflict resolution.
Skilling for self –reliance to address migration, unemployable and other issues faced by the youth.
Inclusive, liberating, creative and transformative curriculum that rescues and secures freedom for entrepreneurial, innovative and critical thinking competencies.
Sustainable development.
Incorporate 21st Century competencies.
Criteria for developing and assessing hybrid modes of education from an international comparative perspective.

Sub- Theme 2: Teacher Education and professional development

2.1 Initiatives in Teacher education curriculum development, implementation and evaluation.
2.2 Technology and teacher education and training.
2.3 Artificial Intelligence (AI) to empower curriculum implementation.
2.3 Innovations in teacher education.
2.4 continual learning and COVID-19 in the digital era.
2.5 Learning community of practice (LCoP) for collaboration and networking.

Sub-Theme 3: Learning Assessment

3.1 Improving the situation of assessment in Africa.
3.2 Innovations in assessment of, and for learning.
3.3 Application of digital technology in assessment /Challenges and “techniques/methods”. For distance teaching and learning assessment.
3.4 Alignment between Assessment and school curriculum.
3.5 Assessing learner competencies in Competency- Based Curriculum.
4.0 Conference Participants

The conference will bring together experts in the education field, civil society, development partners, and research institutions; representatives of the private and corporate sector from Africa and beyond into a dialogue to share experiences and good practices on the theme and to forge a way forward in ensuring the implementation of SDG 4. A total number of 400 people is expected to attend.

5.0 Conference format

1. Presentations.
2. Break away sessions.
3. Plenary sessions.
4. Workshops.
5. Assembly at the closure of the conference.
6. Tour to important sites in Gambia.

6.0 Expected outcomes / Expected outcome

- Participants will share experience and knowledge on the different themes presented on.

- Participants to the conference will have an improved understanding of the need to align curriculum, teacher education, learning assessment and other related processes in the technological era.

- The conference is also expected to provide a platform for the laying of strategies for sustaining the partnership between African Curriculum Association, International Bureau of Education and CESA curriculum cluster.

VENUE: SIR KAIRABA CONFERENCE CENTRE

http://www.oicgambia.org

Check for more information about the conference on:

www.edugambia.gm and www.acuass.org

Click here to download conference resources

Conférence Continentale sur le Curriculum en Gambie du 23 au 26 mai 2022

L'Afrique, comme tout autre continent dans le monde, connaît des exigences en évolution rapide pour répondre aux transformations économiques, environnementales, sociales et politiques. Ces demandes sont impactées par les avancées technologiques, le changement climatique, les migrations et maintenant la pandémie de COVID-19. Les gens vivent à une époque d'incertitude quant à l'avenir, ce qui pose certains défis. Tous ces défis nécessitent beaucoup plus d'innovations et l'utilisation de compétences d'ordre supérieur (connaissances. Compétences, valeurs, attitudes et leur application). Dans le contexte mondial, le secteur scolaire devrait non seulement répondre à la demande de nouvelles compétences d'ordre supérieur, mais aussi préparer les étudiants à s'épanouir dans un avenir où les compétences dont ils auront besoin pour réussir sont en constante évolution. (OCDE 2019) La période de progrès technologique élevé a contraint le monde à devenir un village planétaire. C'est la période où les enfants ont besoin de réfléchir si vite et de devenir si innovants grâce à l'utilisation de la technologie. L'information circule très vite. Se concentrer sur un aspect du système tel que la technologie sans considérer le système dans son ensemble est peu plausible d'apporter des changements durables (Butler 2018).
Les programmes nationaux et internationaux ont un besoin considérable pour réfléchir aux changements qui se produisent dans le monde à l'intérieur et à l'extérieur des établissements d'enseignement. De nombreux éducateurs se demandent maintenant à quoi devrait ressembler un curriculum de qualité à l'ère technologique et réfléchissent aux défis et aux moyens de réaliser les changements nécessaires dans l'éducation pour qu'un tel curriculum soit réalisé. Cela nécessite des délibérations et des discussions rigoureuses d'une manière organisée pour aligner le programme et les processus connexes d'apprentissage à l'ère technologique. D'où la nécessité d'organiser une conférence internationale sur le curriculum au cours de laquelle les participants pourraient comprendre l'impact de l'inadéquation entre le curriculum et son aspect d'apprentissage connexe sur la qualité de l'éducation et être en mesure d'explorer les technologies et innovations potentielles pour améliorer l'élaboration du curriculum, sa mise en oeuvre, la formation des enseignants et l’évaluation. La conférence réunira les concepteurs et les exécutants du curriculum, les administrateurs et partenaires de l'éducation, les formateurs des enseignants et les autres parties prenantes pour discuter des défis et trouver des solutions pour atténuer les défis du 21e siècle. Une éducation de qualité est au centre de l'Agenda 2030 pour les Objectifs de Développement Durable qui exige que les praticiens de l'éducation se rencontrent, dialoguent et élaborent des stratégies pour atténuer ces défis de manière holistique. Les discussions devraient faire des recommandations sur la façon dont l'Afrique peut progresser vers des modes hybrides holistiques de l’éducation. Cela exigera aux nombreux pays de repenser leurs curricula nationaux afin de préparer les jeunes à traverser l'ère technologique en douceur.
L’Association Africaine Curriculum (ACA), le Bureau International d'Education (BIE), la Direction de la Recherche, de l'Evaluation et du Développement des Curricula (CREDD) sous tutelle du Ministère de l'Enseignement de Base et Secondaire, à Banjul en Gambie, les Commissions Nationales de l'UNESCO, le siège de l'UNESCO et les bureaux régionaux, l'Union Africaine le Groupe curriculaire du CESA, les autres Ministères de tutelle, le Comité Directeur National sur les ODD et les coorganisateurs de l'Agenda Éducation 2030 des Nations Unies qui sont l'OIT, le FNUAP, le PNUD, l'UNICEF, les Femmes de ONU, le HCR et la Banque mondiale ; soutiennent le processus de traduction des objectifs mondiaux en objectifs nationaux réalisables sur la base des priorités éducatives et des stratégies nationales de développement.
Les défis technologiques d'aujourd'hui au niveau de l'éducation ont besoin de dialogues continus pour trouver des solutions durables aux problèmes d'éducation en Afrique. La stratégie continentale de l’éducation pour l'Afrique plaide en faveur d'un accès accru à une éducation et à un apprentissage de qualité et pertinents. L'exigence du programme d'études en ce 21e siècle devrait être l’identification des obstacles dans notre quête pour fournir une éducation holistique et pertinente.
Association Africaine du Curriculum (ACA), le Bureau International d'Education (BIE), le groupe curriculaire du CESA de l’Union Africaine et la Direction de la Recherche, de l'Evaluation et du Développement des Curricula (CREDD) relevant du Ministère de l'Éducation de Base et Secondaire à Banjul, en Gambie, et d'autres partenaires organisent la troisième Conférence continentale sur le curriculum en octobre 2021. Cette conférence devait avoir lieu en novembre 2021 mais en raison de l'éruption de COVID -19, cela n'a pas été possible. Nous sommes optimistes que d'ici octobre 2021, tous les pays auront vacciné leurs citoyens pour permettre la tenue de la conférence.
2. Objectifs de la Conférence
1. Développer une compréhension commune de l'impact de l'inadéquation entre le curriculum et les processus d'apprentissage connexes sur la qualité de l'éducation.
2. Recommander des actions sur le processus d'alignement des curricula scolaires, de la formation des enseignants et de l'évaluation des apprentissages en Afrique.
3. Explorer le potentiel de la technologie et de l'innovation en vue d’améliorer l’élaboration, la mise en oeuvre et l'évaluation du curriculum.
4. Discuter et faire des recommandations sur la façon dont les Africains peuvent progresser vers des modes hybrides d'éducation, d'apprentissage et d'évaluation combinant l'enseignement en présentiel et à distance.
5. Élire les nouveaux membres du bureau du comité exécutif de l'ACA.
3. Portée
La conférence se concentrera sur la présentation d'articles à tous les niveaux de l'éducation de base sur la base des sous-thèmes et sujets suivants soigneusement sélectionnés pour correspondre au thème.
Sous-thèmes 1 : Curriculum transformateur sensibilité
1. Innovations dans l'élaboration, la mise en oeuvre et l'évaluation du curriculum à différents niveaux
2. Intégration de la technologie dans le curriculum
3. Alignement avec la formation des enseignants, le développement professionnel, l'apprentissage et l'évaluation
4. Enrichissement/innovations du curriculum par rapport aux enjeux contemporains, tels que le développement:
● Des compétences de vie et de subsistance, compétences futures/transformatrices
● De la langue et culture, y compris l'histoire de l'Afrique et le patrimoine culturel
● De la citoyenneté mondiale
● De la bonne gouvernance
● Du cyber sécurité et transformation numérique de l'éducation
● De la consolidation de la paix et la résolution des conflits
● Des capacités d'autosuffisance pour faire face à la migration, au chômage et à d'autres problèmes rencontrés par les jeunes
● Du curriculum inclusif, libérateur, créatif et transformateur qui sécurise et garantit la liberté pour les capacités de pensée entrepreneuriale, innovante et critique du développement durable
5. Les critères de développement et d'évaluation des modes hybrides d'éducation à partir d’une perspective comparative internationale.

Sous-thème 2 : Formation des enseignants et développement professionnel
1. Initiatives en matière d'élaboration, de mise en oeuvre et d'évaluation des programmes de formation des enseignants
2. Technologie et éducation et formation des enseignants
3. L'intelligence artificielle (IA) pour renforcer la mise en oeuvre des curricula
4. Innovations dans la formation des enseignants
5. Formation continue et COVID-19 à l'ère numérique
6. Communauté de pratique d'apprentissage (LCoP) pour la collaboration et la gestion de réseau

Sous-thème 3 : Évaluation des apprentissages
1. Amélioration de la situation de l'évaluation en Afrique
2. Innovations de l'évaluation de et pour l'apprentissage
3. Application de la technologie numérique à l'évaluation/Enjeux et aux « techniques/méthodes » pour l'enseignement et l'évaluation des enseignement/apprentissage à distance
4. Alignement entre l'évaluation et le curriculum scolaire
4.les Participants à la conférence
La conférence réunira des experts du domaine de l'éducation, de la société civile, des partenaires au développement et des instituts de recherche ; représentants du secteur privé et des entreprises d'Afrique et d'ailleurs dans un dialogue pour partager des expériences et des bonnes pratiques sur le thème et pour tracer une voie à suivre pour assurer la mise en oeuvre de l'ODD 4. Un nombre total de 400 personnes est attendu.

5.Format de la conférence
1. Présentations.
2. Séances de pause.
3. Séances plénières.
4. Ateliers.
5. Assemblée à la clôture de la conférence.
6. Visite de sites importants en Gambie.
6. Résultats attendus / Résultat attendu

- Les participants partageront leurs expériences et connaissances sur les différents thèmes présentés.
- Les participants à la conférence auront une meilleure compréhension de la nécessité d'aligner les programmes, la formation des enseignants, l'évaluation de l'apprentissage et d'autres processus connexes à l'ère technologique.
- La conférence devrait également fournir une plate-forme pour la mise en place de stratégies pour soutenir le partenariat entre l'Association africaine des programmes d'études, le Bureau international d'éducation et le cluster CESA.

LIEU : CENTRE DE CONFÉRENCES SIR KAIRABA

http://www.oicgambia.org

Pour plus d'informations sur la conférence, consultez :

www.edugambia.gm and www.acuass.org

Cliquez ici pour télécharger les documents de la conférence

Continental Conference on Curriculum in the Gambia 17th - 22nd May 2022

Africa like any other continent around the globe is experiencing rapidly changing demands to respond to economic, environmental, social and political transformations. These demands are impacted by technological advances, climate change, migration and now COVID – 19 Pandemic. People are living in the time of uncertainty of the future which causes some challenges. . All these challenges require much more innovations and use of higher order competencies (knowledge. Skills, values, attitudes and their application).Within the global context, the school sector is expected not only to meet the demand for new, higher-order competencies but also to prepare students to flourish in a future where the competencies they will need to succeed are constantly changing. (OECD 2019) The period of high technological advancement has forced the world to become a global village. This is the period when children need to think so fast and become so innovative due to using technology. Information moves very fast. Focusing on one aspect of the system such as technology without considering the system as a whole is unlikely to bring about sustained changes (Butler 2018).

There is considerable need for national and international curricula to reflect on the changes that are taking place in the world in and outside education institutions. Many educationalist are now asking themselves what quality curriculum in a technological era should look like, and reflect on the challenges and ways of achieving the necessary changes in education in order for such a curriculum to be realized. This requires rigorous deliberations and discussions in an organized manner to align curriculum and related processes for learning in the technological era. Thus a need to organize an international conference on curriculum in which participants could understand the impact of the mismatch between curriculum and its related learning aspect on the quality of education and be able to explore the potential technology and innovations to enhance curriculum development, implementation, teacher education, assessment and evaluation. The conference will bring together curriculum developers and implementers, education administrators and partners, trainers of teachers and other stakeholders to discuss the challenges and find solutions to mitigate the challenges of the 21^st century. Quality education is at the centre of the 2030 Agenda for Sustainable Development Goals that requires education practitioners to meet, dialogue and come out with strategies to mitigate these challenges in a holistic way. The discussions are hoped to make recommendations on how Africa can make progress towards holistic hybrid modes of education. This will require many countries to re-design their national curricula in order to prepare young people to go through the technological era smoothly.
African Curriculum Association (ACA), the International Bureau of Education (IBE), Curriculum Research, Evaluation and Development Directorate (CREDD) under the Ministry of Basic and Secondary Education, Banjul, The Gambia, UNESCO National Commissions, UNESCO Headquarters and Field Offices, the African Union and CESA curriculum cluster, other line Ministries, the national steering committee on SDGs and the Education 2030 Agenda UN co-conveners which are ILO, UNFPA, UNDP, UNICEF, UN Women, UNHCR and the World Bank; are supporting the process of translating the global targets into achievable national targets based on the educational priorities, and national development strategies.
The technological challenges today in education need continuous dialogues to find lasting solutions to education problems in Africa. The Continental strategy for Africa advocates for increasing access to quality and relevant education and learning. The requirement of curriculum in this 21^st century should be to identify barriers in our quest to provide holistic and relevant education.
African Curriculum Association (ACA), the International Bureau of Education (IBE), CESA Curriculum cluster at African Union and Curriculum Research, Evaluation and Development Directorate (CREDD) under the Ministry of Basic and Secondary Education, Banjul, The Gambia, and other partners is organizing the third Continental Conference on Curriculum in October 2021. This conference was supposed to take place in November 2021 but due to eruption of COVID -19, this was not possible. We are optimistic that by October 2021 all countries will have immunized their citizens to enable the conference to take place.

2.0 Objectives of the Conference
1. To develop a common understanding of how the mismatch between school curriculum, teacher education and learning assessment impact on the quality of education.
2. To recommend actions on the application of technology in facilitating the process of aligning school curriculum, teacher education and learning assessment in Africa.
3. To explore the potential of technology and innovation in enhancing curriculum development, implementation, and evaluation.
4. Discuss and make recommendations on how Africa can make progress toward hybrid modes of educating, learning and assessment combining in-person and distance education.
5. To elect new office bearers of ACA executive committee.

3.0 Scope
The conference will focus on presenting papers at all levels of basic education based on the following subthemes and topics carefully selected to fit the theme.

Sub-Themes 1: Curriculum transformative and Responsiveness

1.1 Innovations in curriculum development, implementation and evaluation at different levels.
1.2 Integration of Technology in the curriculum at all levels.
1.3 Alignment with teacher education, professional development, learning and assessment
1.4 Curriculum enrichment/innovations in relation to contemporary issues, such as development of:

· Life and livelihood skills, future/transformative competencies.
· Language and culture, including history of Africa and Cultural Heritage.
· Global citizenship.
· Good governance.
· Cyber security and digital transformation of education.
· Peace building & conflict resolution.
· Skilling for self –reliance to address migration, unemployable and other issues faced by the youth.
· Inclusive, liberating, creative and transformative curriculum that rescues and secures freedom for entrepreneurial, innovative and critical thinking competencies.
· Sustainable development.
· Incorporate 21^st Century competencies.
· Criteria for developing and assessing hybrid modes of education from an international comparative perspective.

Sub- Theme 2: Teacher Education and professional development

2.1 Initiatives in Teacher education curriculum development, implementation and evaluation.
2.2 Technology and teacher education and training.
2.3 Artificial Intelligence (AI) to empower curriculum implementation.
2.3 Innovations in teacher education.
2.4        continual learning and COVID-19 in the digital era.
2.5        Learning community of practice (LCoP) for collaboration and networking.

Sub-Theme 3: Learning Assessment

3.1 Improving the situation of assessment in Africa.
3.2 Innovations in assessment of, and for learning.
3.3 Application of digital technology in assessment /Challenges and “techniques/methods”. for distance teaching and learning assessment.
3.4 Alignment between Assessment and school curriculum.
3.5        Assessing learner competencies in Competency- Based Curriculum.

4.0 Conference Participants
The conference will bring together experts in the education field, civil society, development partners, and research institutions; representatives of the private and corporate sector from Africa and beyond into a dialogue to share experiences and good practices on the theme and to forge a way forward in ensuring the implementation of SDG 4. A total number of 400 people is expected to attend.

5.0 Conference format
1. Presentations.
2. Break away sessions.
3. Plenary sessions.
4. Workshops.
5. Assembly at the closure of the conference.
6. Tour to important sites in Gambia.

6.0 Expected outcomes / Expected outcome
- Participants will share experience and knowledge on the different themes presented on.
- Participants to the conference will have an improved understanding of the need to align curriculum, teacher education, learning assessment and other related processes in the technological era.
- The conference is also expected to provide a platform for the laying of strategies for sustaining the partnership between African Curriculum Association, International Bureau of Education and CESA curriculum cluster.

VENUE: SIR KAIRABA CONFERENCE CENTRE
http://www.oicgambia.org

Data sources

Many data needed for a comprehensive assessment of access, quality, relevance and affordability are already available on the website or can be collected from the Planning Directorate. The sources of data included:

A. Annual school reports or questionnaires filed with the central Ministry of Education or with other education authorities;

B. School surveys undertaken on specific issues from time to time;

C. School cluster monitors reports;

D. Statistical yearbooks published by the Ministry or the Gambia Bureau of Statistics;

E. Household surveys;

F. Population censuses; and

G. Studies and project reports prepared for the Ministry and Development Partners.

The fact that coordinating committee meetings emanated from an evidence base which studied process as well as plans and outcomes, rather than being written in the abstract and then field tested the agenda makes it unique. The strength of the minimum standard therefore is the fact that it is grounded in the reality of the situations it describes, and the processes it is trying to assist. No context, education system or SWAp is the same and, whilst basic education rights are universal, ways of achieving them are highly contextualized, the minimum standard helps strengthened the standards in the schools. This is therefore not intended as a step-by-step ‘how to’ manual, but rather to support creative thinking, inspiration and reflection. It is hoped that the readers will take the opportunities provided by CCM’s modality to strengthen the development of inclusive and equitable education systems, capable of providing quality education to all children and unleashing the powerful potential of education to realize wider rights and national development. Because the focus of this CCM is on systems and SWAps, the education related rights that are explored most fully are those relating to planned programmes of learning for children, which can be identified as being a part of an ‘education system’. This includes both formal and non-formal school-level (primary and secondary) education and madrassas education. There is also some reference to programmes to support the development of younger children, since these are often (but not always) included within the remit of education sector institutions. CCM members are from now on required to use their official email address, e.g.: This e-mail address is being protected from spambots. You need JavaScript enabled to view it . Minutes of the CCM is attached in the relevant link.

Education response strategy to COVID-19: Key Messages

During this critical and unprecedented situation that warranted the closure of all schools including Madrassahs, Daras, Majalis and Non-Formal Education in the Gambia, it is important to situate and clarify the roles and responsibilities of key education stakeholders. This is also a critical moment to have a unified and uniform messaging to dispel rumours and misinterpretations particularly issues related to education. The closure also affects nonconventional learning settings that brings more than 10 people together in order to enforce the health directives for social distancing.

a) Why schools are closed?

This is a public health preventive measure that aims to protect students and teachers from any risk of contracting and transmitting the COVID 19. In the Gambia, on average, a teacher interacts with 45 students daily. As the virus is highly contagious, a teacher or a student could potentially infect 45 households of a minimum of 7 household members (1:45x7:315). Therefore, the closure of schools is an education in emergency situation responding to this crisis.

At the end of the crisis, the Ministry of Education through the Regional Education Directorates and school administrators will initiate measures to make-up for the learning gaps due to the school closure.

In view of this, the Ministry of Basic and Secondary Education is designing measures to mitigate the spread of the virus and keep students, teachers and parents safe. The alternative learning opportunities provided by the Ministry include:

- The development and provision of distance learning materials

- The use of TV and radio as medium to dispense learning

- The use of social media platforms such as WhatsApp, Facebook, … to facilitate interaction between teachers, students, school administrators and parents

- The use of experience teachers for development and delivery of distance learning lessons

b) Role of parents

The Ministry of Basic and Secondary Education is aware that parents are worried about the consequences that relate to the closure of schools. This is indeed a stressful time for families. Parents and caregivers are encouraged not to leave the children on their own and make sure that they are not exposed to large crowd. This pandemic is real! Your own judgment on how to support your child is before you to decide but one needs to rely on the official channels of communication provided by the Ministry of Health and the Ministry of Basic and Secondary Education.

Parents should ensure and encourage children to actively participate in at least one of the learning platforms provided for by the Ministry of Basic and Secondary education.

a) Education and Radio TV Programmes: parents should ensure that children have access and are around the TV or Radio during the educational programmes. Parents should take this opportunity to support and monitor their children during this programmes.

b) Distance Learning Materials: Parents are encouraged to get in touch with the Regional Education Directorates and Head of Schools to have access to reading and learning resources.

c) Social Media: Parents are advised to ensure their children use the social media that is authorized by the Ministry and their Head Teachers. It is important that parents facilitate easy access and monitor these platforms

d) Feedback: Parents are encouraged to provide feedbacks to the Ministry for possible improvement of the learning content, platform usage and other related opportunities and challenges.

For Examination classes, parents do not need to worry. Everything is being done to ensure that G9 and G12 students are not disadvantaged!

c) Role of Teachers

The success of this initiative of providing alternative learning opportunities heavily relies on the total commitment and involvement of teachers. Also, it is important for teachers to note that they are not on holidays. However, teachers are encouraged to strictly follow all the safety measures prescribed by the relevant and authorized health institutions and personnel.

Teaching and learning can still continue; therefore, teachers are expected to:

a) Participate and support student learning via the different platforms provided for by the Ministry of Basic and Secondary Education. Teachers are encouraged to give work, assignments and respond to students’ questions.

b) Monitor the radio and TV programmes and equally give feedbacks for possible improvement

c) Participate in content development and share good practices through the authorized social media and audio-visual platforms

d) Get in touch with their Schools, the Ministry of Basic and Secondary Education and the Regional Education Directorates to access the distance learning resources compiled for this purpose. In the event that any school come up with a distance learning initiative such as WhatsApp group, Chats etc…, it is mandatory for teachers to be involved in whatever form expected by the school.

e) Fully participate in the awareness raising and information sharing that are accurate and science-based about COVID-19. Information from the Ministry of Health, UNICEF and WHO are the only ones that should be shared with students and parents.

EFA, MDGs and National Indicators

These Technical Guidelines propose a number of characteristics and phenomena, as well as a set of core indicators on the international targets, that are used to describe or measure the main components of basic education, relating to access, quality, relevance and affordability. They are grouped according to the six target dimensions contained in the Framework for Action to Meet Basic Learning Needs, which was agreed at the World Conference on Education for All (Jomtien, Thailand, March 1990), and the Education Sector Strategic Plan and Policy Document.

The CCM Forum aims at obtaining a comprehensive review of progress, achievements and shortfalls in the provision of basic education for all children, youth and adults. The data required for deriving the core indicators and other measures cover all components of basic education, as outlined in the national and international conventions to ‘Meet Basic Learning Needs’. This means all of the main actors and categories of persons involved (pupils, teachers, illiterates, etc.), all types of educational institutions and programmes (public and private, formal and non-formal), and all levels of public expenditure on education (by central, regional, provincial and local government) play critical roles in the success of the programmes and plans.

The information gathered at the end of the session seeks to elucidate two general concerns that are important for education policy: (i) the evolution or trends in the provision of basic education and in its impacts, and (ii) disparities in the provision of basic education.

The disaggregation of data is essential to measure important disparities in the provision of basic education. Special attention is given to identify disparities in education and literacy by gender, between major geographical or administrative units (e.g. rural, urban), between urban and rural areas, and between public and private educational institutions and programmes. To the extent possible, the core national and international indicators are disaggregated according to all these dimensions in order to measure the degree of disparity and to identify the disadvantaged areas and population groups for priority attention.