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REFLECTION DEVELOP EARLY CHILDHOOD EDUCATION IN AFRICA… YES, BUT HOW? Abdeljalil Akkari, Magdalena Fuentes and Colleen Loomis, Université de Genève FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine N0.024 OF AUGUST 2016 Prof Robert GUILLAUMONT CHEMICALS AND DEVELOPMENT IN AFRICA The COPED and new chemistry directions FOLDER Crisis at the University of Abomey - Calavi in Benin The LMD system «between international requirements and local realities» GREAT REPORT 50th International Literacy Day «Reading the past, writing the future» EDUFORM AFRIQUE MAGAZINE EDITION August 2016 1


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REFLECTIONS THE QUALITY OF THE BASIC EDUCATION IN AFRICA FRANCOPHONE COUNTRIES: CONTEXT, STATEMENT AND EFFICIENCY FACTORS By Bruno Sciences SUCHAUT, Professor of Education at the University of Bourgogne FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION GREAT REPORT FIFTH SYMPOSIUM OF SCIENCE, CULTURE AND TECHNOLOGY UAC The new challenges of African development at the heart of reflections Magazine N0.017 OF NOVEMBRE-DECEMBER 2015 NEWS COVERAGE SUSTAINABLE DEVELOPMENT GOALS BY 2030 The new global program adopted REFLECTIONS REFLECTION ON EDUCATION IN AFRICA Philippe LABURTHE-TOLRA Emeritus Professor at the Sorbonne FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION PARTY AND EVENT The Third International Conference on Financing for Development Having met in Addis Ababa from 13 to 16 July 2015 Magazine NO. 015 OF AUGUST 2015 EXCLUSIVE INTERVIEW WITH LIMBANI NSAPATO Regional Coordinator ANCEFA « Civil society must be recognized as an integral part ... » REFLECTION MOTHER TONGUE IN EDUCATIONA universal phenomenon in all language learning and not just the classic Arabic FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine N0.019 OF FEBRUARY 2016 FOLDER 2nd Educational Forum in Benin A wasted opportunity?EDUFORM AFRIQUE MAGAZINE EDITION November-December2015 1 GREAT REPORT REFTCLEHOCTEINOQNTSEUXATL,ISTYTAOTFEMTHEENTBAASNIDC EDUCATION EFFICIENCY IN AFRICA FACTORS FRANBSCycOiBernuPcnHeosOSaUtNCthHEeAUUCTn,OivPerUorsfeiNtyssTooRfr BoIofEuErSdguo:cgantieon Magazine NO. 016 OF SEPTEMBER 2015 « A citizen of thePr Abdeljalil AKKARIFIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION INTERVIEW WITH (Member of the Switzerland Commission for UNESCO) NEWS COVERAGE SWsyTtmruihtpidneoegsdniuaitngmdiint(atEeqlcculhriienfteesoclthooio’gf6yn) world is a person constantly aware that current challenges…. of the world are global » GOOoMDnTOinEKiNdsOutWecaritaiol nStFaitneamnceinntg GCReElAebTraRtEioPnOoRf Tthe 50th international literacy day Overcome illiteracy in the world, remains a challengeEDUFORM AFRIQUE MAGAZINE SEuKDsIyTtaIoOtNinoaSDebpteleecmlbDaerre2a0vt1ei5loonp1monent «Investing for education» The alert of a NEWS COVERAGE The Norway created the event powerful lobby for educationEDUFORM AFRIQUE MAGAZINE EDITION August 2015 1 KEEPING THE PROMISE ONREFLECTION Claudia Costin (Senior Director, Education, EDUCATION World Bank Group) REFLECTIONERiDskUfiCnAaTncIOinNg IfSorAeTduRcISatKio:n FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION GREAT REPORT MFoinrui mFraonf cCoO-APfrEicDan «The Applied Mathematics for Development service» in trade center NEWS COVERAGE AFRICA SCHOOL FCEEELDEIBNRGATION DAY Niamey hosted the first edition Magazine N0.020 OF APRIL 2016 INTEPRtVhr«I.eETWaAhceWqbrIeuTdiHssehoolfu-alRdpbaaerhtaiacgimpoavetairvEnnDeUaFeOanRMncABdeFRIQsrUaeEcMfbiAoeGAranZmItN-EifiMtEDcoITIOdcNoiaaupAgpirsnitl a2o0sl1si6azise1» FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine N0.021 OF MAY 2016 GCWirRtiEshsAisTeinrREntehPeOscRepdTiuvcoaitnilonsssieobctcoirliiientStieyenesgtalakes NEWS COVERAGE 6ML6aetuherteiInangtteesornfianNtiLoobinneadllau Three selected young African scientists FOCUS EDdeuveclaotpiomneanntdin Africa Education Sciences, an imperative EDUFORM AFRIQUE MAGAZINE EDITION May 2016 1 GREAT REPORT TCShOTNeASNeTeDxRAmpURCeeDTIrrZIOtgEiNDesTnTeREcASiesITNSIoaNBGfcAScWaEuOnDRrSaKAUStfRHerVOiEcPYaOSnF NEWS COVERAGE aCEThdHFeoFApENHtCeGeTadEIdVtDshEEeoAVf2NSE0tLD1aO6teS-P2UMa0Sn2ETd5NACGTINEoOASvEAFBDeLUrAnFEFOmRReMICnAAtFRIQtTSDhUChEEIaVEeEMNnLTAOCIFGPeIMACOFvEZONNIePOCNTRUEErOTSDHFcE-SDoOmIUTmTIOoHNmCreOiOFtPetEbeRrAudTaIrOyN2016 1 REFLEXION ACADEMIC FREEDOMS AND HUMAN Ebrima SALL , Academic freedoms Program RIGHTS Administrator Magazine FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION NEWS COVERAGE PRTOHME OATCITNIGONOSWONFEPRASRHTIPNEORFSTIHNEERDEUSCUALTTISONOF The World Development Association for (AMD) is committed N0.018 OF JANUARY 2016 GREAT REPORT ASlAeiHPnrAEtRRFAFoNOranRFMRnlAAocNNCCwoOEPpOHlFehOENaoDEUrnAnCFeAiRTnIICSOgANS(PASaAYSScETcChEoMRieSEuPIvnNORetSTrUmiB2e0- 1es4)nt REFLECTIONS SEEING THE GLASS HRAeLflFeFcUtLioLnINsTfHroEmDEmMOyCsReAcToICnRdEPvUisBitLtICoOthFeCODNRGCO FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine NO. 014 OF JUNE 2015 GREAT REPORT jMeuHmdaijugpochrinaqetturoieoatsnhnteidoiunnndskAibngfeoirftwioacnrlae a GOOD TO KNOW lqiiEfnuedcalulolucintsaygitveiloeednauar2cnn0adi3tnei0ogq:nufToiaotrnawadballlreds EbX«u.Ci.l.dLIUincMSogIVnstEoirncINuieJeTtEiteuoRsVasiIsnEstiWteiiarnttitvheMast,tch.reeacDtuivrOriteyEnD,NUtiFnOsRvcGMehAnFoBRtoIiQvUlEeÉhMnaAeHGsAsZfsIaNOEialenEDUddITIiOdnNNeiJvtaDsenulamoryÉpi2sm0s16eionn1t of ...». ECNTRoETmIENTEmhXCeLUiStIvFteiseiPo“rDnoebfveeehsloisnpodiErnDtUFghOFRMercAaFRocIQnUurE MeçAnGaAotZINrtEiiisEoeDITnsIOGN”oor(JfuoCnfet2tOsh0h15PeeED) REFLECTION DEVELOP EARLY CHILDHOOD EDUCATION IN AFRICA… YES, BUT HOW? Abdeljalil Akkari, Magdalena Fuentes and Colleen Loomis, (Université de Genève ) FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION INTERVIEW of the Professor Emeritus DOMINIQUE SOHOUNHLOUE President of the SOACHIM Magazine N0.022 OF JUNE 2016 REFLECTION WHY EDUCATION MATTERS FOR ECONOMIC DEVELOPMENT Par Harry A. Patrinos, Manager - Education FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine N0.023 OF JULY 2016 «The SOACHIM is a valuable institution whose work positively impact the quality of life of African citizens….» GREAT REPORT 2nd African Ministerial Forum on ICT integration in education and training Accelerate the integration of ICT in education FOCUS Health Research in Africa TinhteersvigennitfiiocnasntCOPEDEDUFORM AFRIQUE MAGAZINE EDITION June 2016 1 17TH ANNUAL SCIENTIFIC CONGRESS OF THE SOACHIM Contribute to the reflection face the challenges of energy self-sufficiency NEWS COVERAGE Regional Consultation for North Africa The preparatory activities for the ADEA 2017 Triennale running FOCUS Demographic challenges and development in sub-Saharan Africa The COPED, a committed partnerEDUFORM AFRIQUE MAGAZINE EDITION July 2016 1 Distributed by mailing in PDF format, or digital version From Accessible on social networks The paper version is printed on demand EDUFORM AFRIQUE Magazine, the reference Pan education information 2 EDUFORM AFRIQUE MAGAZINE EDITION August 2016


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COMMUNICATED Recruitment notice of journalists For the development of its activities, EDUFORM AFRIQUE recruiting on behalf of EDUFORM AFRIQUE Magazine, experienced journalists who serve as correspondents of the organ in their respective countries in Africa and beyond. You are interested, send a cover letter to your resume pressed to For more information, write to the same address above. We value the evidence of commitment and efficiency. Applications from women are encouraged. EDUFORM AFRIQUE General coordination EDUFORM AFRIQUE MAGAZINE EDITION August 2016 3


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SOMMAIRE P 6-7 Editorial Folder Great Report P 08-11 P 13-19 News coverageP 20-21 Good to know P 25-26 Focus P 22-24 Scholarship P 28- 32 The «parcœurisme», this poison of the development ! P 6-7 Crisis at the University of Abomey - Calavi in Benin: The LMD system «between international requirements and local realities» P 8-11 50th International Literacy Day «Reading the past, writing the future» P 13-19 Reform in the education sector in France : The controversial overhaul of the college P 20-21 FOCUS / Chemicals and Development in Africa The COPED and new chemistry directions P 22-24 44 EDUFORM AFRIQUE MAGAZINE EDITION August 2016


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Announcement P 28-37 Africa news P 55-60 Reflection P 38-43 GOOD TO KNOW P 25-26 EDUCATION DATA EDUFORM AFRIQUE N°2008/0163/DEP–ATL-LITT/SG/SAG/ASSOC IFU : 6201001183605 Siège Afrique : N° 913, Route Nationale Inter – Etat N°2, Rue 12.191 Cotonou BENIN Email : Editeur Magazine Magazine digital panafricain d’information, spécialisé en éducation accessible sur Siège Afrique : N° 913, Route Nationale Inter – Etat N°2, Rue 12.191 Cotonou BENIN AFRICA NEWS ALGERIA A ministerial order provides for heavy penalties : War of plagiarism in university IVORY COAST P 44 Education : Ivory Coast «cannot go to the compulsory school leaving Koranic school apart» (Inspector) P 46 ETHIOPIA Compte BOA Bénin N° : 002968390004 Tél. : (00229) 21 13 85 57 / 95 45 98 95 / 96 37 71 16 Email : Bureau Hors Afrique : 3 rue de la tour du Pin 33 000 Bordeaux - France Email : COORDONNATEUR GENERAL DIRECTEUR DE PUBLICATION Bernardin AGBOKPE COORDONNATEUR REGIONAL AFRIQUE MAGHREB Djamal Alpha T KANE COORDONNATRICE REGIONAL AFRIQUE DE L’OUEST Ablavi Akoua DJEME COORDONNATEUR REGIONAL AFRIQUE DE L’EST Alioum Mann KONATE COORDONNATEUR REGIONAL SUD AFRIQUE Peterson willis TETEVI COORDONNATEUR REGIONAL AFRIQUE CENTRALE Jean Pierre T. EDJANG COORDONNATEUR ZONE HORS AFRIQUE Clovis D. LAPORTE DIRECTEUR DE LA REDACTION Ousmanne K. TOURE DIRECTRICE DES SERVICES GENERAUX Charlotte A.B. BRUN Ethiopian Airlines signs Memorandum of Understanding with the Addis Ababa University P 47 WORLD BANK World Bank Group Youth Summit 2016: Rethinking education for the new millennium DIRECTEUR ADMINISTRATIF ET FINANCIER ***** CONSEILLERS À LA REDACTION Jules AGANI Honoré MEGBEMADO Samöel KPENGLA CHEF SERVICE SECRETARIAT DE REDACTION Georges BADA CHEF SERVICE GRAPHISME Léonard TINDEDJROHOUN CHEF SERVICE WEB Francky ADEOSSI P 56 REALISATION Eduform Afrique EDUFORMCAoFpRyrIQigUhtEOMctAoGbAreZ2IN01E2 EDITION August 2016 5 5


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éditorial The «parcœurisme», this poison of the development ! Let’s face it: poverty is not inevitable and not developing a blip. Africa is the continent leave the bench ever seen that if our leaders realize that the way to salvation is through the renewal of African thought. Because it is now established that to dominate a people, we must hijack his school by teaching him to read, write and speak the language at home. So we bent on destroying critical thinking and initiative to choke him - failing to recover - all revolutionary inclination. Therein lays the «feat» of the colonizer who has put under his boots over a half a century, French-speaking African countries. In his «future vision», colon destroyed endogenous school and set up his «school» to perpetuate the work of subjugation of peoples and grabbing riches of the continent basement. Therefore, it was Africans, foreigners on their own soil. The formidable weapon used here is the «parcœurisme» everything had to remember by heart. The master provides the knowledge, know-coded for wellplanned results. Learners are well conditioned, doped 66 EDUFORM AFRIQUE MAGAZINE EDITION August 2016


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cramming and assessments of restitution and not intelligence, to paraphrase the Algerian Abderrazak Dourari, science teacher of language and translation studies. After this process, we get the «intellectualism» unable to identify, search and find solutions to their misery. They are good parrots, unable to undertake anything on their own and have truth than that of the master. This system which has lasted too long unfortunately had time to form and format of the African for generations. His followers still well placed in government brag incessantly «merits of mastering the language of the colon.» University professors and inspectors without any email address for the most part they are struggling to use a computer. Incorrigible conservative, they are the front line against any change like the pedagogical approach by competence; it awakens the curiosity of the child. Paul Langevin (1872-1946), internationally acclaimed physicist has he not right to say that «those who have had the chance to access knowledge have a duty to serve social justice»? His conviction, we share; even say that underpins our commitment to create an educational revolution in Africa. Let the superficial, frivolous and opportunistic reforms. Africa must now make its education systems, real weapons to fight against poverty. It does not develop at random; there has a price that Africans must accept to pay, breaking with the neo-colonial system that we hang around for ages. Education systems that produce graduate unemployed in underdeveloped countries? What paradoxes ! Bernadin AGBOKPE EDUFORM AFRIQUE MAGAZINE EDITION August 2016 77


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Folder CRISIS AT THE UNIVERSITY OF ABOMEY - CALAVI IN BENIN The LMD system «between international requirements and local realities» The The academic year at the Faculty of Letters, Arts and Humanities of the University of Abomey-Calavi (Flash / UAC) is disabled, accompanied with the exclusion of over twenty leaders of students unions. This reflects real difficulties in the implementation of the LMD system that is stuck between international requirements and local realities of African universities, including those of the French western area. The Council for the Flash and the Rector of the UAC decided to invalidate the academic year 2015 - 2016. The decision was taken reluctantly, according to Flavien Gbéto, Dean of the Flash, who entrusted to our colleagues from Benin daily «Fraternité» «We asked students to raise their motion and resume the path of evaluations. So far, they would not budge. We wrote a moratorium to each organization and told them that if a period is exceeded, we could not save the year ... because if we must, we will go until July 2017. But in front of us, were the new graduates. Then the school board asked for an end to this year to better prepare 20162017 ». How did we get there so? Everything started from the academic year 2014 - 2015 during which, the UAC encountered a crisis that originated from the Faculty of Letters, Arts and Humanities (FLASH). Students demanded a second round exam, called up session evaluation of year-end, as was done before the advent of the license system - Master - Doctorate (LMD A claim which have not attained their teachers given the international requirements of the LMD system now underway and in view of the number of 30 000 students that make up the faculty. Due this refusal, student unions have chosen the hard way to bend teachers; bandaged muscles by violent walkouts movements so disturbs all academic activities on the campus, despite all alternative proposals. It took the personal involvement of the Head of State, President Boni Yayi at the time that, almost begging on their knees teachers at a meeting in August 2015 at the Palace of the Republic was able to obtain an exit crisis on the basis of commitments made with students,  8 EDUFORM AFRIQUE MAGAZINE EDITION August 2016


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FOLDER teachers and government. The agreement clearly states that the said negotiated remedial session and easily obtained, would be the last. It can therefore easily be understood why the recurrence is immediately perceived by teachers, decanal and rectories authorities as a bum deal. Students wear this time of unsavory acts despite the mediation undertaken by officials of the National Union of Higher Education Teachers (SNES) and the risk of an invalid year which was notified to them. The Rubicon has been crossed anyway, trouble! Thus, by Order No. 4842016 rectorial / UAC / SG / CR / SP dated 28 July 2016 the academic year 2015-2016 at the Faculty of Letters, Arts and Humanities (Flash) is invalidated. In addition, 21 student leaders from the same faculty were excluded for five years. Decision variously appreciated Antoine Vianou, Former Vice Chancellor of the UAC (2006-2011), was  EDUFORM AFRIQUE MAGAZINE EDITION August 2016 9


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FOLDER addressing the concerns of colleagues from Benin daily «Fraternité», “If we did LMD, there would never be invalidating years. What happens is predictable. Since 2010, I indicated that because of the headcount, we must find another way to assess in this case the Flash. It must cover the modern means at examinations in the form of multiple choice questions. The problem raised from our lack of knowledge in the LMD system. This system presupposes the semesters. We may not have to go all the credits linked to courses for a semester and pass the year. Any academic year may not be so invalidated. Had we done LMD, there would never be invalidated years. There may have training offers that will not be performed and for which we could make catch-up. The problem is not for teachers. This is because of the headcount that despite their good intentions, they cannot correct the leaves. The problem is nor for students. Until we find another valuation technique, we cannot end this. This is not to say that the year is not invalidated. Rector made the decision based on the evidence before it. We cannot escape it. But for the future, people should be prepared to initiate this form of assessment, so that it is not human being who correct but machines. By the side, the Head of State can provide the necessary resources. Maybe he can still work wonders. We would be happy for it’’. Afouda Fulgence, General Secretary of Independent Union of Research and Higher Education (SYNARES), said in a statement all the disapproval on the decision and the outrage of his organization for the secrecy that the decanal and rectories authorities attempt to give to problems. He calls for the replay of the Flash educational Regulation in order to adapt to the new system while taking into account the specificities of the property in large numbers. The Confederation of Trade Unions of Benin (CSTB) after its forum on the state of the education sector in Benin, the application simply stop the LMD system, until the conditions of his implementation are met. The West African implementation of the LMD It is therefore clear that the crisis in UAC arose from the implementation of the LMD system in Benin as in several other West African countries such as Burkina Faso, Ivory Coast, Niger ... So why and how this reform is she driving in the sub-region? A double questioning which Dr. P. Eliethe Éyébiyi from the University of Abomey - Calavi (Benin), Sociology, Anthropology, Researcher at CRESA Benin has published an enlightening article entitled, « L’alignement de l’enseignement supérieur ouest-africain» (The alignment of higher education west African). For him, «The Bologna Process, adopted in 1998, aims to build a common European higher education space till the 2010 deadline, and to encourage the mobility of teachers and students. However, each university system had the ability to set its own terms of integration. The premise was to bring together all the systems in the context of a unified  10 EDUFORM AFRIQUE MAGAZINE EDITION August 2016


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FOLDER market of higher education. Largely inspired by the Anglo-Saxon model of postgraduate and undergraduate, this reform is based on two cycles: a first cycle of six semesters sanctioned by a license (L) and a second cycle leading to a master’s degree or master (M) in four semesters. It also emphasizes the development of a harmonized system of sanctioning timetable for each executed program. Time credits are usually capitalized and transferred to the universities of the European University Area. Finally, the LMD assumes the completion of training. The objective is to enable the integration of students on the labor market, making diplomas and improving the competitiveness of higher education ». Also he advises that «the announced changes are likely to upset not only the usual methods of curriculum development and courses, but also the construction of knowledge provided to learners. This is the face of the university that will change if it can actually make this reform, which is experiencing strong receptivity to the higher education systems in the «South», particularly in Francophone Africa, as evidenced by the political discourse and academic. The Africanization of the LMD through its transposition into higher education policy from a desire to European «stick to the wagon», especially as the social recognition of African students and managers still often goes by European standardization. The effects induced by the Bologna Process affect African countries and their university populations, forced to restructure their higher education system. This dynamic is therefore part of a rational calculation of States to ensure the recognition of diplomas and programs in West Africa. « Membership of the African and Malagasy Council of Higher Education (CAMES), the African pending approval and accreditation of diplomas and the Commission of the Economic and Monetary Union of West Africa (UEMOA) to generalization LMD in all west African universities made this reform a now obligatory passage. Towards Africanized LMD system That puts francophone universities of the subregion in trouble, as the thorny problem of overcrowding on campus sits uncomfortably with the constraints of effective implementation of the reform. Constraints related to infrastructure, human and financial resources and above the consensus of all parties involved. Speaking of consensus, discussions are under way or in prospect in most countries to harmonize views. But it is more appropriate, to avoid disappointment, as the consensus of the various countries incorporate a regional approach for solution to local situations; intelligent and rational implementation of the reform in the policies of higher education, for the advent of a LMD system in Europe as the African who was inspired by the AngloSaxon model but taking into account European specificities. Steeve SPAKE EDUFORM AFRIQUE MAGAZINE EDITION August 2016 11


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EDUFORM AFRIQUE Magazine 9 The Pan-African magazine : Get all information in education across Africa 9 Thetrademagazine: Nothing but education information (the gains, challenges and prospects of the education sector, Literacy and Research in Africa) 9 The digital magazine: Uses for a very wide distribution of a recent broadcast technology of the print media, offering all the necessary amenities (downloading, printing, etc) REFLECTION DEVELOPAbEdAelRjaLlilYAkCkHarIiL, MDaHgOdaOleDnaEFDueUnCteAs TanIOd NCoIlNleeAnFLoRoImCiAs,…(UnYivEerSsit,éBdUeTGeHnOèvWe ?) FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION SDIOOoNfHMthTOe PIUErNoNfeRIsHsQoVrLEUmOIeEUrEituEsW President of the SOACHIM Magazine N0.022 OF JUNE 2016 9 d(ATthehdelrdivoreuemrsgeashdgeasdzfoirncoeimalddniiarseettrcwbibtaoluysrtkeesd) ) ot(vnoriaehwinuisndnlteidreterrtencedetrltssy: p«TohseitivSeOlAyCimHIpMacitsthae qvuaaluliatbyloef liinfestoitfuAtfiroincawnhcoitsizeenwso…r.»kGREoAATfcREPIcOCReTTleiin2nrnteadgerAtaftderiiocnauntinchMeidaenuiscttaeiitriniooanltnFaeonrdugmtraroinnainIgCtTion FOCUS Health Research in Africa iTnhteersvigenntifiiocnasntCOPEDEDUFORM AFRIQUE MAGAZINE EDITION June 2016 1 of thousands of readers, who freely access this anywhere in the world. REFLECTION EDUCATION IS AT RISK: Risk financing for education FIRST PAN-AFRICAN MAGAZINE DIGITAL EDUCATION INFORMATION Magazine N0.021 OF MAY 2016 With GREAT REPORT Crisis in the education sector in Senegal When civil society takes its responsibilities NEWS COVERAGE FOCUS 66th International Meeting of Nobel Laureates in Lindau Education and Development in Africa Three selected Education young African scientists Sciences, an 12 EDUFOimRpMeraAtivFeRIQEDUUFOERM MAGAZINEAFRIQUE MAGAZINE EDITION May 2E016DIT1 ION Radiate the African and international More on or write to Tél. : +229 96 37 71 16 Cotonou - Rép. of Benin August 201E6DUFORM AFRIQUE MAGAZINE EDITION Août 2013


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GREAT REPORT 50TH INTERNATIONAL LITERACY DAY «Reading the past, writing the future» On recommendation of the 1965 World Congress of Ministers of Education on the Eradication of Illiteracy, held in Teheran, Islamic Republic of Iran, the International Literacy Day was proclaimed by UNESCO’s General Conference in 1966. Already half a century of struggle against illiteracy, which requires a stop to revisit the progress and consider carefully the future. It was an opportunity for the Director General of Unesco, Irina Bokova, to give the International Literacy Prizes 2016 five projects for literacy.  EDEDUUFOFORRMMAAFRFRIQIQUUEEMMAAGGAAZZININEE EDEDITIITOIONN AAuugugustst22001166 1133


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GREAT REPORT This year marks the 50th anniversary of the International Literacy Day, and Unesco celebrates this event this event under the theme «Reading the past, writing the future.» The International Literacy Day 2016 pays tribute to fifty years of commitment, effort and progress made at national and international level to improve literacy rates worldwide. It also addresses the current challenges and search for innovative solutions to further enhance literacy in the coming years. It was fifty years ago, Unesco officially proclaimed 8 September «International Literacy Day» to actively mobilize the international community and 14 EEDDUUFFOORRMM AAFFRRIIQQUUEE MMAAGGAAZZIINNEE EEDDIITTIIOONN AAuugguusstt 22001166 to promote literacy as an instrument of empowerment of individuals, communities and societies. Today, the International Literacy Day is celebrated around the world and brings governments, multilateral and bilateral agencies, NGOs, private sector, communities, teachers, students and experts in the field. In this first year of implementation of the Sustainable Development Program in 2030, the vision of literacy aligns learning opportunities throughout life, focusing in particular on young and adults. Literacy is part of the Sustainable Development Goal 4, which aims to «ensure universal access to quality education on an equal 


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GREAT REPORT basis, and promote learning opportunities throughout life «. The goal is that by 2030, all young people and a considerable proportion of adult men and women, can read, write and count. In his address of the official launch events at Unesco headquarters in Paris, September 8, 2016, the Director-General of Unesco, recalled the power of literacy to achieve the objectives of the new global development agenda. For her, “Literacy is essential for the success of the new global agenda. It provides men and women with skills to shape the world according to their dreams and aspirations. In a world under pressure, literacy is a source of dignity and rights. In a world changing quickly, literacy is the foundation for inclusive and resilient societies. Literacy is a transformational force, to combat poverty, to advance gender equality, to improve family health, to protect the environment, to promote democratic participation.” She said that considerable efforts by countries with partners had raised the global adult literacy rate from 61 per cent in 1960 to 85 per cent in 2015 and that global youth literacy had reached an encouraging 90 per cent in 2014 but much work remained to be done. Indeed, according to the Unesco Institute for Statistics, worldwide there are 758 million adults who cannot read or write a simple sentence, two thirds of them women and with the greatest bottlenecks to progress in Africa. It is therefore correct that during the celebrations, will review the achievements and lessons learned during the last fifty years and will be identified challenges and innovative solutions. In his intervention, the special guest HRH Princess Laurentien of the Netherlands, Unesco Special Envoy on Literacy for Development, spoke passionately of the human and financial cost of illiteracy and the huge challenges for the future. “What is the question that keeps me awake at night? I share a sense of joy at learners’ local successes yet a sense of frustration that, despite all these efforts, we haven’t been able to ensure literacy rates do not drop but rather rise. Why is this not possible? The only answer I have is that it is not high enough up on the political agenda. Politicians do not see the enormous economic cost of illiteracy. We need to break through conventional thinking and be disruptive and self-reflective about what we are doing right and what we are doing  EEDDUUFFOORRMMAAFFRRIQIQUUEEMMAAGGAAZZININEE EEDDITITIOIONN AAuugguusstt22001166 15



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