Partnerships for Capacity Building and Quality ... - ADEA

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This document is a compilation of papers presented during the 1997 ADEABiennial Meeting. The views and opinions expressed in this volume are those ofthe authors and should not be attributed to ADEA, to its members or affiliatedorganizations or to any individual acting on behalf of ADEA.Financial support for this document was provided out of ADEA Core Funds, towhich the following organisations are contributing members: AfricanDevelopment Bank (ADB); Canadian International Development Agency(CIDA); Danish International Development Agency (DANIDA); InternationalDevelopment Research Centre (IDRC); International Institute for EducationalPlanning (IIEP); Norwegian Agency for Development Cooperation (NORAD);Rockefeller Foundation; Swedish International Development CooperationAuthority (Sida); United Nations Educational, Scientific and CulturalOrganisation (UNESCO); United Nations International Children’s Fund(UNICEF); United States Agency for International Development (USAID); theWorld Bank; Department of Development Cooperation (Austria); Departmentfor International Development, U.K.(DfID); Ministry for Foreign Affairs ofFinland, Department for International Development Cooperation; Ministry ofForeign Affairs, Department of International Cooperation and Development(France); Department of Foreign Affairs, Ireland; Ministry of Foreign Affairs,Netherlands; and, Swiss Agency for Development and Cooperation (SDC).Cover: “Sunugal” or “Our canoe”, 1996. Painting by Pape Couly (Senegal),Cover design: Marie MoncetPublished by the Association for the Development of Education in Africa (ADEA)ISBN:92-9178-015-4A French edition of this publication exists entitled Partenariat pour le renforcement descapacités et l’amélioration de la qualité de l’éducation – Papiers présentés à la biennalede l’ADEA (Dakar, Sénégal, 1997) : ISBN : 92-9178-014-6©Association for the Development of Education in Africa (ADEA) 1999Association for the Development of Education in Africa (ADEA)International Institute for Educational Planning7-9, rue Eugène Delacroix, 75116 Paris, FranceI V
Page 6 and 7: List of AcronymsAASABCIABELACAFEACB
Page 8 and 9: WGESAWGFEWGFPWGHEWGNFEWGTPWorking G
Page 10 and 11: ContentsList of Acronyms ..........
Page 17 and 18: that education is also internationa
Page 19 and 20: tance Committee (DAC) of the Organi
Page 21 and 22: has yet to be filled. It is now gen
Page 23 and 24: that are legally binding and specif
Page 25 and 26: political/social recognition for ot
Page 27 and 28: parative advantages of the other. T
Page 29 and 30: standing.Effective partnerships wit
Page 31 and 32: tionship. Recognizing that educatio
Page 33 and 34: Fukuyama, F. Trust: The Social Virt
Page 36 and 37: Speech delivered byPresident Abdou
Page 38 and 39: eyond differences in their cultures
Page 40 and 41: ing it, the explosion of communicat
Page 42 and 43: partnerships.Firstly, the belief th
Page 44: tionate to Africa’s enormous need
Page 47 and 48: tion, civil awareness and the devel
Page 49 and 50: dated and prioritized. In the Sahel
Page 51 and 52: This conclusion should not be inter
Page 53 and 54:
even a tenth grade student who coul
Page 55 and 56:
" A management schedule regulated t
Page 57 and 58:
velop a medium-term plan for addres
Page 59 and 60:
! Germany granted DM41 million for
Page 61 and 62:
gradual one. In Ghana, funding agen
Page 63 and 64:
UNESCO, Towards Learning for All -
Page 65 and 66:
JET was formed in 1992, prior to So
Page 67 and 68:
ing the new South Africa in meeting
Page 69 and 70:
ConclusionCollaborations of this ki
Page 71 and 72:
Project management and grant admini
Page 73 and 74:
potential partners is to get a bett
Page 75 and 76:
cies, as in Senegal. The bureaucrat
Page 77 and 78:
community governance, each decided
Page 79 and 80:
developed a network of twenty credi
Page 81 and 82:
ties, in which selected local commu
Page 83 and 84:
social context, a needs-based and f
Page 85 and 86:
Education for the Twenty-First Cent
Page 87 and 88:
humanistic and spiritual values; kn
Page 89 and 90:
work. That is why the Commission tr
Page 91 and 92:
appropriate partnerships with unive
Page 93 and 94:
decentralization or devolution of e
Page 95 and 96:
puter, communication and media tech
Page 97 and 98:
Ecuador, Guatemala, Mexico, where a
Page 99 and 100:
content of the official primary sch
Page 102 and 103:
president, affirms that there is
Page 104 and 105:
strong association in Sub-Saharan A
Page 106 and 107:
the studies had been completed. In
Page 108 and 109:
process will assign high priority t
Page 110:
strategic resource planning process
Page 113 and 114:
Tembon, M., I. Sory Diallo, B. Alph
Page 115 and 116:
The complex problemsTo address thes
Page 117 and 118:
The partnership organizationWGES’
Page 119 and 120:
thing to contribute and something t
Page 121 and 122:
Formation of various types of allia
Page 123 and 124:
ments for joint actions. These are
Page 125 and 126:
using video, computer software, and
Page 127 and 128:
The role of the NESIS program has b
Page 129 and 130:
Sida, “Competence Development in
Page 131 and 132:
them. However, more is not better i
Page 133 and 134:
" strengthen problem-solving skills
Page 135 and 136:
who has no desire or incentive to c
Page 137 and 138:
productivity primarily in terms of
Page 139 and 140:
forts, get the private sector invol
Page 141 and 142:
Potashnik, M. Chile’s Learning Ne
Page 143 and 144:
SACMEQ’s and PASEC’s initial pr
Page 145 and 146:
ties to provide low-cost furniture
Page 147 and 148:
established plans to use new techno
Page 149 and 150:
As we move towards the year 2000 it
Page 151 and 152:
tries are still dependent on extern
Page 153 and 154:
to attention by the 1988 World Bank
Page 155 and 156:
viewThe purpose of this review is t
Page 157 and 158:
DIAGRAM B-1. CAPACITY DEVELOPMENT:B
Page 159 and 160:
Elements of the frameworkIndividual
Page 161 and 162:
Every organization operates within
Page 163 and 164:
worth noting concerning entry level
Page 165 and 166:
nonformal education opportunities,
Page 167 and 168:
ence use this strategy. For such gr
Page 169 and 170:
source limitations, the proposed st
Page 171 and 172:
ing and teachers. The country Worki
Page 173 and 174:
TABLE B-2. EXAMPLES OF ADEA WORKING
Page 175 and 176:
Table B-2. (Continued)Results WG Re
Page 177 and 178:
countries experiencing hardships, s
Page 179 and 180:
and well targeted advocacy with cle
Page 181 and 182:
with a sense of self-efficacy and e
Page 183 and 184:
" Development agencies and African
Page 185 and 186:
human resources in Africa. Dalhousi
Page 187 and 188:
published, education sector studies
Page 189 and 190:
ously affect its quality and releva
Page 191 and 192:
tions, approaches, and methodologie
Page 193 and 194:
smaller scale studies.Yet, apparent
Page 195 and 196:
information, not only the basic dat
Page 197 and 198:
a political imperative to highlight
Page 199 and 200:
funding agencies. That in turn may
Page 201 and 202:
and even basic services in African
Page 203 and 204:
ecommendations that seem reasonable
Page 205 and 206:
Everyone agrees that only where nat
Page 207 and 208:
ministrators and school personnel m
Page 209 and 210:
Effective dialogue begins at the be
Page 211 and 212:
machine than an organic human enter
Page 213 and 214:
technical assistance agencies and t
Page 216 and 217:
German Federal Ministry for Economi
Page 218 and 219:
Part IIIPartnerships forQuality Imp
Page 220 and 221:
partnershipsThe WGFP decided in 199
Page 222 and 223:
Building in flexibilityDuring the f
Page 224 and 225:
facilitators, who should have intim
Page 226 and 227:
could be heaped. Perhaps more impor
Page 228 and 229:
munities that helped generate the d
Page 230:
Lessons learnedFEMSA has endeavored
Page 233 and 234:
FEMSA’s work was a response to ne
Page 235 and 236:
y Martial DembéléIntroductionSupp
Page 237 and 238:
elated extrinsic incentives but wit
Page 239 and 240:
ing the rest of their training acti
Page 241 and 242:
Successful teacher teams receive pr
Page 243 and 244:
whether actual or simulated, form t
Page 245 and 246:
Teacher research as an incentive fo
Page 247 and 248:
With an early sense of these proble
Page 249 and 250:
Note on the AuthorsSam Carlson (USA
Page 251 and 252:
Jean-David Naudet (France) is an ec
Page 253:
Association for the Development of
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