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PROMOTING GLOBAL CITIZENSHIP EDUCATION IN WEST AFRICA

International Capacity Development Workshop 7-9 July 2015, Dakar, Senegal

Final report

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FOREWORD In the midst of rising disparities, conflicts, instability, environmental degradation, and all forms of inequality and injustice, education has been called up to put more emphasis on the importance of “learning to live together”, beyond teaching cognitive knowledge and skills. The academic community also has been paying increasing attention to the relevance of education in the understanding and resolution of social, political, cultural and global issues, in particular the role of education in promoting peace, human rights, fairness, acceptance of diversity and sustainable development. It is in this context that Education for Global Citizenship has become one of the three priorities of

the United Nations Secretary-General’s Global Education First Initiative (GEFI) launched in 2012.

Global Citizenship Education (GCED) is one of the strategic areas of UNESCO’s Education Sector

programme for the period 2014-2021.

UNESCO’s work in this area is guided by the Education 2030 Framework for Action, notably Target

4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to

“ensure that all learners are provided with the knowledge and skills to promote sustainable

development, including, among others, through education for sustainable development and

sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-

violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to

sustainable development.”

This report was produced as a result of the International Capacity Development Workshop

organized by UNESCO, which aimed at strengthening the capacities of the member countries of

the Economic Community of West African States (ECOWAS) for the promotion of Global

Citizenship Education (GCED) at both national and regional levels. Empowering active global

citizens and building a sense of belonging to a common humanity is not only part of UNESCO’s

mandate but also a priority issue for West Africa. This workshop report provides resources,

strategies and roadmaps for a better and further integration of GCED in education policies and

programmes in West Africa. The roadmaps were proposed by the Member States themselves and

their implementation will depend on resource availability and possible partnerships.

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ACKNOWLEDGEMENTS The workshop was not possible without the technical support of UNESCO Headquarters (HQs) and engagement of the participants and experts, including the representatives of the Member States of West Africa and partners who are active in promoting human rights and peace education in the region. The workshop programme was guided by Ms. Lydia Ruprecht of UNESCO HQs through her guidance and presentation of the relevant frameworks and resources, UNESCO’s approach to GCED, and educational materials as well as the mapping of the country situation provided by the countries themselves. We would like to acknowledge the active role played by all the participants of the workshop, as well as their follow-up for sharing their planned actions to advance GCED. This report is based on the rich discussion and inputs of the participants of the workshop. This report was prepared by UNESCO Dakar staff. Mr. Amadou Ndoye and Mr. Saip Sy summarized and synthesized the discussion of the participants and efficiently ensured post-workshop interaction with participants by collecting the roadmaps of the implementation of GCED in each of the West African countries with a view to prepare the first draft report. The final report was prepared by Ms. Akemi Yonemura and reviewed by Mr. Gwang-Chol Chang. Ms. Sarah Bourvis provided editorial support and also translated this report (original in French).

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TABLE OF CONTENTS FOREWORD ...........................................................................................................................2

ACKNOWLEDGEMENTS ..........................................................................................................3

ACRONYMS ............................................................................................................................5

EXECUTIVE SUMMARY ...........................................................................................................6

I. BACKGROUND.....................................................................................................................8

II. PROCEEDINGS OF THE WORKSHOP .....................................................................................9

Opening of the workshop ........................................................................................................... 9 Summary of Plenary Sessions and Working Groups ................................................................ 10

Session 1: Introducing the Concept of GCED ....................................................................... 10 Session 2: Exchange of good policies and practices of GCED .............................................. 12 Session 3: Exploring regional challenges, issues, needs and gaps ...................................... 14 Session 4: Exploring opportunities for implementation and programmatic options ........ 15 Sessions 5 and 6: Partnership building and the way forward ............................................. 15

III. MAIN FINDINGS AND RECOMMENDATIONS ..................................................................... 16

ANNEXES ............................................................................................................................. 18

Annex 1: Workshop Agenda ..................................................................................................... 18 Annex 2: List of participants ..................................................................................................... 21 Annex 3: Country roadmaps for integration of GCED into education policies July 2015 ....... 23

Benin ..................................................................................................................................... 23 Burkina Faso .......................................................................................................................... 26 Cabo Verde ............................................................................................................................ 28 Côte d’Ivoire .......................................................................................................................... 31 The Gambia ........................................................................................................................... 33 Guinea ................................................................................................................................... 35 Guinea-Bissau ....................................................................................................................... 35 Liberia .................................................................................................................................... 38 Niger ...................................................................................................................................... 41 Nigeria ................................................................................................................................... 44 Senegal .................................................................................................................................. 46 Sierra Leone .......................................................................................................................... 48 Togo ....................................................................................................................................... 49

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ACRONYMS AfDB African Development Bank APCEIU Asia-Pacific Centre of Education for International Understanding CAP Common African Position CONFEMEN Conférence des ministres de l'Éducation des Etats et gouvernements de la

Francophonie COSYDEP Coalition pour une synergie des acteurs pour la défense de l'école publique CSOs Civil society organizations ECOWAS Economic Community of West African States EFA Education for All EDI Education for All Development Index ESD Education for sustainable development GC Global citizenship GCED Global citizenship education GEFI Global Education First Initiative GRA REDEP Groupe Agora de Recherche pour l'éducation aux Droits de l'Enfant et à la

Paix ICT Information and communication technology JICA Japan International Cooperation Agency NGO Non-governmental organization PAQUET Programme for Improving Quality, Fairness and Transparency SSA Sub-Saharan Africa UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations Higher Commissioner for Refugees UNICEF United Nations Children’s Fund

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EXECUTIVE SUMMARY The International Capacity Development Workshop on Global Citizenship Education was held on 7-9 July 2015 in Dakar, Senegal, for government officials, professionals from development partners and civil society organizations (CSOs) within the Economic Community of West African States (ECOWAS).

The meeting was part of a series of the regional and sub-regional workshops that UNESCO’s Education Sector organized to contribute to enhancing the quality, relevance and delivery of education and supporting Member States’ efforts to integrate Global Citizenship Education (GCED) into their education policies and practices. UNESCO’s work in this area was to follow up on UN Secretary-General’s Global Education First Initiative (GEFI) that was launched in 2012, which focuses on “fostering global citizenship” as one of its three priority areas. The purpose of the workshop was to introduce the concept of GCED and how it intersects with other related initiatives, such as peace and human rights education, education for a culture of peace and education for sustainable development (ESD), to explore sub-regional issues, needs, gaps and relevant entry points to mainstream GCED into education systems (curricula, teacher training and teaching materials, school policies, etc.), to exchange good policies and practices in terms of policy frameworks, interventions and practical tools and to explore programmatic options and opportunities for implementation. All 15 ECOWAS Member States and representatives of partner agencies participated in the meeting. The workshop was a combination of plenary sessions and follow-up working group discussions, each focusing to a specific topic. Session 1 was intended to enhance understanding of the concept of GCED in order to increase awareness on GCED and to develop the capacities of education planners and curricula developers to integrate the concept of GCED in the education policies and curricula. Session 2 aimed to share new resource tools recently developed by UNESCO on GCED, to identify and share examples of good policies and practices in terms of policy frameworks, interventions and practical tools to integrate GCED in education systems and monitor learning outcomes and to identify the needs of countries where support would be required. Session 3 was devoted to presenting the findings of three relevant studies conducted by UNESCO as part of its action to promote the culture of peace. The three studies were presented in the form of (1) the conclusions of the 5th consultation on the 1974 Recommendation on education for international understanding, cooperation and international peace, (2) the summary of recommendations of the UN monitoring mechanisms on human rights, (3) the mapping of peace education and conflict prevention in countries of ECOWAS. Session 4 was to analyse the sector policies and plans of the ECOWAS Member States. Session 5 discussed ways and means to strengthen networking and coordination opportunities for GCED

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implementation and was followed by Session 6, which aimed to validate the country roadmaps and establish a monitoring plan for a materialization of the results of the workshop. The workshop resulted in agreeing upon recommendations for the implementation and promotion of education for global citizenship. These recommendations include: Advocacy: Development of advocacy tools through pictures, posters, flyers to attract the attention of families, local authorities and officials from ministries of education; raising awareness among cultural stakeholders and the media to promote GCED, using community radios and voice carriers; Capacity development: Strengthening the capacity of teachers and educators in formal, non-formal, and informal settings, and training of policy makers and managers, principals of school and the editors of textbooks and teaching materials in GCED; developing e-learning platforms for ECOWAS countries to promote better use of ICT as a teaching aid for the promotion of GCED; Educational tools: Promoting the ECOWAS reference manual to ensure integration of GCED in national programmes; development of a guide for teaching citizenship education, peace and human rights (lesson plans, classroom activities, etc.); developing a guide for schools promoting global citizenship through a whole-school approach and assistance to extracurricular activities especially in precarious and difficult situations; developing learning materials for children / learners of all ages; developing tools for the integration of GCED in higher education programs and literacy and non-formal education; translating the various tools in local languages with emphasis on cross-border languages. Methodological support: Conducting studies to develop a methodology on the impact of education for citizenship and human rights; supporting the integration of GCED in curricula by enhancing the Member States’ capacity to integrate GCED during the periodic review of curriculum guides; conducting skills assessments Regional and international cooperation: Strengthening regional and international cooperation through sharing experiences, good practices and innovations; encouraging the participation of communities, and focusing more attention on non-formal education to establish synergy among different educational settings and to complement the formal efforts; promoting the use of new technologies such as social media to reach out to students.

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I. BACKGROUND There has been increasing discourse on the relevance of education and learning in understanding and resolving global issues in social, political, cultural, economic and environmental issues. The eventual aim of education is going beyond solely focusing on the development of knowledge and work-related skills to include the acquisition of transversal skills, values and attitudes by learners. The role of education in promoting intercultural understanding, international cooperation and social transformation towards a more just, peaceful, tolerant, inclusive, secure and sustainable world has been emphasized. In an increasingly interconnected and interdependent world, there is a need for inclusive education policies and transformative pedagogy that enable learners to contribute to resolving persistent challenges that impede equitable, peaceful and sustainable livelihoods. There is a longstanding acceptance of education’s role in the promotion of peace, justice, equality, respect of diversity, responsible citizenship and sustainable development. In recognition of such role, the United Nations (UN) Secretary-General, Ban Ki-moon, emphasized the importance for education to help ‘people to forge more just, peaceful and tolerant societies’ and inscribed it as one of the three priorities of his Global Education First Initiative (GEFI).1 The United Nations Educational, Scientific and Cultural Organization (UNESCO) has education for peace and sustainable development as the overarching goal of its current education programme, with empowered global citizens as one of key objectives. To advance understanding and identify good practice in global citizenship education (GCED), UNESCO organized the International Capacity Development Workshop on Global Citizenship Education on 7-9 July 2015 in Dakar, Senegal. The overall goal of the workshop is to orient government officials, and professionals from development partners and civil society organizations (CSOs) from West African countries on core issues and challenges and identify opportunities for further implementation of GCED at the national level. The specific objectives of the workshop were as follows:

Introduce the concept of GCED and how it intersects with other related fields, such as peace and human rights education, education for a culture of peace, education for sustainable development (ESD), etc.;

Explore sub-regional issues, needs, gaps and relevant entry points to mainstream GCED in education policies and practices (curricula, teacher training and teaching materials, school policies, etc.);

Exchange good policies and practices to identify and share examples of good policies and

1 1 The Global Education First Initiative (GEFI) has three priorities: to put every child in school, to improve

the quality of learning, and to foster global citizenship. See http://www.globaleducationfirst.org/. “We must foster global citizenship. Education is about more than literacy and numeracy. It is also about citizenry. Education must fully assume its essential role in helping people to forge more just, peaceful and tolerant societies.” UN Secretary-General Ban Ki-moon, 26 September 2012 at the launch of the Secretary-General’s Global Education.

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practices in terms of policy frameworks, interventions and practical tools to integrate GCED into education systems and monitor learning outcomes, in particular through sharing new resource tools on GCED recently developed by UNESCO; and

Explore programmatic options and opportunities for implementation (especially linking with regional initiatives, national activities, scaling up of existing practices).

The workshop was meant to produce a report, including: a summary of most significant issues to consider and needs to address in the ECOWAS region, relevant entry points to GCED, good policies, practices and emerging priorities, as well as opportunities for collaboration and joint action at the national level with key partners and programmes; options for possible action within the region, where there may be opportunities for partnership to further support countries’ efforts to mainstream GCED. The eventual outcomes of the workshop included: Increased understanding and awareness of GCED among national education stakeholders; Increased capacity of development agencies, including UNESCO field offices for the integration of GCED into education policies and practices (as appropriate and relevant) and address country requests for assistance; Increased ability of education stakeholders to access relevant information and technical support on GCED through appropriate channels, including (where appropriate) drawing from new GCED implementation support tools and references.

II. PROCEEDINGS OF THE WORKSHOP The UNESCO Regional Office in Dakar (UNECO Dakar), in collaboration with UNESCO Regional Office in Abuja (UNESCO Abuja) and UNESCO Headquarters in Paris (UNESCO HQs), organized a training workshop on “Global Citizenship Education for West African countries” on 7-9 July 2015 in Dakar, Senegal. Representatives from all 15 countries within the Economic Community of West African States (ECOWAS) and key technical partners participated in the meeting, including: Benin, Burkina Faso, Cabo Verde, Côte d’Ivoire, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Niger, Nigeria, Senegal, Sierra Leone, Togo, and the Gambia, as well as Aide et Action, ChildFund, la Coalition pour une synergie des acteurs pour la défense de l'école publique (COSYDEP), la Conférence des ministres de l'Éducation des Etats et gouvernements de la Francophonie (CONFEMEN), Groupe Agora de Recherche pour l'education aux Droits de l'Enfant et à la Paix (GRA REDEP), Japan International Cooperation Agency (JICA), Plan International, the United Nations High Commissioner for Refugees (UNHCR), and the United Nations Children’s Fund (UNICEF). The Senegalese national press ensured media coverage of this workshop.

Opening of the workshop

The International Capacity Development Workshop on Global Citizenship Education for the ECOWAS countries began with a welcome message from Ms. Guiomar Alonso Cano, representing the Director of UNESCO Dakar, who thanked all the participants from ministries, civil society organizations (CSOs), non-governmental organizations (NGOs), UN agencies and development partners. She emphasized that at a time of globalisation characterized by interdependence,

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increasing manifestations of both intolerance and solidarity, it has become crucial that education systems equip learners with knowledge, skills and values based on respect for human rights, social justice, diversity, gender equality and environmental sustainability, and empower learners to be responsible global citizens. She reiterated that GCED would provide learners with the skills and opportunity to realize their rights and obligations to promote a better world and future for all. On behalf of the Minister of National Education of Senegal, Mr. Baba Ousseynou Ly, Secretary General of the Ministry of Education, welcomed all participants in the international workshop on GCED. Mr. Ly was particularly pleased with the organisation of the workshop, saying that it was timely for Senegal, which was in the process of implementing its national education programme called PAQUET (Programme for Improving Quality, Fairness and Transparency), where emerging issues, such as citizenship, are considered important factors. He joined other speakers in emphasizing the fact that today the context of globalization characterized by intolerance requires schools to provide learners with skills based on respect for human rights, including gender equality, social justice and diversity, if we are to ensure a better future. He also noted the importance of quality education that promotes noble values for youth development. Finally, he recalled the role of UNESCO in accordance with its mandate to support Member States in their policies and programmes, to work towards Education for Global Citizenship, allowing the participants to familiarize themselves with key issues and challenges, and to identify opportunities to implement and further stimulate this theme at the national level in the context of our commitment to the post-2015 education agenda.

Summary of Plenary Sessions and Working Groups

Following the opening of the workshop, and after the presentation of the participants and their expectations, the workshop continued for three days on the basis of introductory plenary sessions and working groups that allowed for focused discussion.

Session 1: Introducing the Concept of GCED

Session 1 was intended to enhance understanding of the concept of GCED. Specific objectives of the session were to:

Increase understanding and awareness of GCED among stakeholders; and

Improve the capacity of education planners and curricula developers to better understand GCED

Ms. Ruprecht from UNESCO HQs explained the genesis of this concept in the United Nations (UN) context and the developments that sparked the creation of this thematic agenda among the causes, such as the following:

The vision is supported by a new generation of learners who want to be treated as actors in their personal development and to learn through different channels (schools, Internet, social relations, etc.);

Education discourses and practices evolve: education in the 21st Century values three learning domains: cognitive, socio-emotional and behavioural; and

The call of the heads of state, UN governing bodies and the UN Secretary General for global citizenship in order to unite the peoples of the world around a common and united humanist project.

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After this introduction, the working groups that followed focused on two questions, namely:

How will you explain the concept of Global Citizen (GC) and GCED to your daughter?; and

Is there a word or phrase in your native language that describes this notion of Global Citizen? Give us some examples.

The working groups were set up to this end. The debates and discussions that followed allowed us to see that the responses to the various themes were complementary and that the concept of "global citizenship" already existed at the regional level and it was expressed by phrases such as ‘Tartite’ (in Tamasheq) or "being together" (see Box 1). Following the discussion, Ms. Ruprecht defined the concepts of GC and GCED according to UNESCO and identified the conceptual dimensions of GCED that address cognitive, social-emotional and behavioural aspects. The second presentation was made by Ms. Akemi Yonemura from UNESCO Dakar on "Education for Global Citizenship in sub-Saharan Africa (SSA): Issues to be considered for the post-2015 agenda in Africa." She highlighted the link between the concept of global citizenship and other macro-level phenomena such as demographic changes, economic growth and environmental issues, as well as the need for educational development. The global survey on “My World 2015” showed that “a good education” was ranked the number one priority for the future development agenda, and yet ECOWAS countries dominate the lower ranks of the EFA Development Index (EDI) according to the 2015 EFA Global Monitoring Report. She then turned to the Common African Position (CAP) on the post-2015 Development Agenda acknowledging the importance of structural transformation and the outcome document of the UN Conference on Sustainable Development, stressing the need for reducing inequality in access to basic social services, enhancing the ownership of development and responding to emerging issues and implementation gaps. Priority actions on GCED in ECOWAS region should also be linked to the CAP, which promotes people-centred development, environmental sustainability, natural resource management, disaster risk management, and peace and security. The SSA Regional Ministerial Conference on Post-2015 Education recommended that ESD and GCED should be promoted through formal, non-formal and informal education based on a critical pedagogical approach, curriculum development and teacher professional development.

Box 1: Examples of local languages expressing “global citizenship” in sub-Saharan Africa Tartite – (Tamasheq): be together Mbok – (Wolof): the family (extended sense) Fokk – (Sérère): the family (extended sense) Teranga – (Wolof): the foreigner is king Madoli – (South Liberia): coming together as one Dunkoleoua – (Hausa): coming together as one Ubuntu – (South Africa). "human kindness." Often used in a

more philosophical sense to mean "the belief in a universal bond of sharing that connects all humanity".

“uMunthu” has been passed on through proverbs such as “Mwana wa mnzako ngwako yemwe, ukachenjera manja udya naye” (your neighbor's child is your own, his/her success is your success too.

“Ren”, (Confucius), is a “love of people” stating “if you want to make a stand, help others make a stand.”

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Session 2: Exchange of good policies and practices of GCED

The session helped exchange information on some policies, practices and tools pertaining to GCED. The specific objectives of the session were to:

Share new resource tools on GCED recently developed by UNESCO;

Identify and share examples of good policies and practices in terms of policy frameworks, interventions and practical tools to integrate GCED in education systems and monitor learning outcomes; and

Identify pilot countries. First, Ms. Ruprecht presented UNESCO’s approach, tools and resources, such as: age-specific GCED topics and learning objectives, the Teaching Respect for All framework, and the UNESCO Clearinghouse. UNESCO facilitates policy dialogue on global citizenship education (GCED), such as organization of biennial forums on Education for Global Citizenship (first in Bangkok, December 2013 and then in Paris, January 2015 with over 250 participants from 61 countries). The next forum is scheduled in Canada in 2017. It also actively contributed GCED discourse to the international discussion on the development of the post-2015 agenda on education (Goal 4). UNESCO provides technical assistance to Member States for integration of GCED in education systems (professional development to help teachers to monitor the GCED, revision of textbooks and curriculum), as well as GCED guidance for planning and implementation. Three UNESCO tools were presented to participants in more detail:

(1) “Global Citizenship Education: Preparing learners for the challenges of the 21st century”: This publication aims to improve understanding of GCED as an educational approach and its implications for education content and teaching methods, to identify innovative approaches and good practice in GCED; and to share lessons learned and ways to further promote GCED. It has been prepared for education policy makers, practitioners, civil society organizations and youth learners, based on the conclusions of two international conferences dedicated to GCED.

(2) “Global Citizenship Education: Topics and learning objectives": Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes to enable learners to contribute to a more inclusive, just and peaceful world. This publication is the first pedagogical guidance from UNESCO on GCED. It presents suggestions for translating GCED concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings.

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(3) "Teaching Respect for All Implementation Guide": Deeply concerned by the rise of racism, xenophobia, intolerance and violence, UNESCO considers education as key to strengthening the foundations of tolerance, promoting learning to live together, and cultivating respect for all people regardless of colour, gender or decent, as well as national, ethnic or religious identity. This guide comprises a set of policy guidelines, questions for self-reflection, ideas and examples of learning activities to integrate Teaching Respect for All into all aspects of upper primary and lower secondary education in an effort to counteract discrimination in and through education. It mainly targets policy makers, administrators/head teachers and formal and non-formal educators. The Implementation Guide also includes support materials for engaging with children and youth. The material aims to provide all concerned stakeholders with the skills, background and knowledge to build respect, tolerance and critical thinking among learners. This presentation raised questions about the link between respect for the individual and global citizenship.

UNESCO promotes exchange of knowledge and experiences about the GCED. The first example presented was the UNESCO Clearinghouse on GCED, hosted by the Asia-Pacific Centre of Education for International Understanding (APCEIU). APCEIU, which is Category II institute under the auspices of UNESCO, developed, hosted and managed the Clearinghouse in early 2015 under the leadership of UNESCO. It aims to promote the sharing and transfer of knowledge on GCED and addresses a wide audience: policy makers, program planners, those responsible for curriculum development, researchers, and the general public. The centre includes resources from all parts of the world that are available in their original language. A second example was "Sharing experiences at the regional level: the UNESCO-ECOWAS Reference Manual." Mr Saip Sy and Mr Amadou Ndoye from UNESCO Dakar presented this tool and the various achievements of UNESCO Dakar in the area of education of a culture of peace, in partnership with ECOWAS and the African Development Bank (AfDB) in the sub-region. Then they introduced the seven modules in this manual, including: 1) culture of peace, prevention and management of conflicts; 2) human rights; 3) civic and citizenship; 4) democracy and good governance; 5) gender perspective of peace and development, 6) health, environment and sustainable development; and 7) regional integration. The main objectives of the manual are to strengthen the capacity of Member States of ECOWAS on Culture of Peace, to develop teaching materials at teacher training institutes and schools, to train the trainers of institutes or schools and to raise public awareness. Achievements in the use of this ECOWAS reference manual crafted to promote education for peace, human rights, democracy, citizenship and regional integration were presented. Participants from Benin, Burkina Faso, Cabo Verde, Cote d’Ivoire, the Gambia and Ghana took the floor to share their own experiences at the national level. These interventions triggered interesting discussions and exchanges of information regarding the various promotional initiatives and modalities of education for global citizenship.

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Session 3: Exploring regional challenges, issues, needs and gaps

To help participants identify their needs, UNESCO HQs presented the findings of three studies conducted by UNESCO as part of its action to promote the culture of peace in Africa. These studies also follow the implementation of the UNESCO Strategy 2014-2021 and the establishment of the Commission of the African Union on regional integration, security, democracy and other initiatives. The three studies were presented in the form of:

1. The conclusions of the 5th consultation on the 1974 Recommendation on education for international understanding, cooperation and international peace;

2. The summary of recommendations of the UN monitoring mechanisms on human rights; and

3. The mapping of peace education and conflict prevention in countries of ECOWAS.

Some findings of the reports included low participation of ECOWAS countries at the 5th consultation (9% of the total number of participating countries). The next consultation (the 6th) would begin in 2016 with the expectation that the percentage of countries in the region should be at least 15%. The conclusions of the 5th consultation emphasized the importance of the establishment of a systematic mechanism for monitoring and evaluating the implementation of the recommendations as well as the development of tools and a framework to assess the impact on learners in terms of attitudes, knowledge, skills and behaviours. The mapping of peace education and conflict prevention shows that African countries can be classified into four categories:

1. The principles of the culture of peace are mentioned in education policy, and peace education is included as an autonomous subject in the national curriculum taught in schools (at least once in a class);

2. The principles of the culture of peace are mentioned in education policy, and peace education is taught through another subject in the national curriculum taught in schools (e.g., civic education, Citizenship or skills in everyday life);

3. The principles of the culture of peace are mentioned in education policy, but neither peace education, civic education, education for global citizenship, nor everyday life skills are included in the national curriculum taught in schools; and

4. The principles of the culture of peace are not mentioned in education policy, and neither peace education, civic education, education for global citizenship, nor everyday life skills are included in the national curriculum taught in schools.

The key findings of the mapping are the following:

Many of African countries, for which data are available, are part of Category 2 or 3;

Principles and values of peace education are included in education policies and programmes of most countries;

Materials, such as civic education, citizenship education, education for human rights and the life skills, are included in the national curriculum of the majority of states (60%);

There is a possibility to easily include a section on peace building or conflict prevention as part of the teaching of these subjects; and

Existence of several peace education programmes developed by the non-formal sector and involving local communities has been confirmed.

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Following the presentation, participants were asked to discuss in working groups the major challenges of global citizenship at the national level and the role of education to respond to these challenges. The working group discussions identified the following challenges:

An escalation of regional and global conflicts and social upheavals;

A marginalization of certain groups and a widening of socioeconomic disparities;

Environmental degradation;

Language barriers and negative traditional sociocultural practices;

Uncontrolled migration;

Fragility of states; and

A lack of effective coordination and monitoring and evaluation mechanisms. The discussions highlighted that GCED is not an ideology, but rather a set of values to be related to the context, taking into account the capacity of teachers, students, policy makers, etc. GCED is a holistic approach to education - the learning process should take into account the cultural and economic dimensions.

Session 4: Exploring opportunities for implementation and programmatic options

The objective of this session was to analyse the sectoral policies and plans of the ECOWAS Member States. At the plenary, the different approaches in the implementation of the GCED to learn about were presented, such as: extra-curricular activities; skills based approaches; holistic approach of education; community approach, as well as other possible approaches. Participants discussed, in group sessions, opportunities and relevant entry points for implementation at country level, and how to integrate CGCED into education policies and programmes in respective countries. The group analysed the key findings of the discussions and proposed some additional considerations, such as:

The approaches must be adapted to the context, according to national dynamics, capabilities of students, faculty and administrators, and based on available resources;

The approaches can combine interventions at different levels in the classroom, school, community, national, international (trade), but also in the teaching practices, educational content, educational policies, and the learning environment;

These approaches need to emphasize the continuity between local and global learning settings; and

GCED is learned at all ages through formal, non-formal and informal settings (involvement of other sectors, such as cultural, media, etc.).

Sessions 5 and 6: Partnership building and the way forward

The objective of the Session 5 was to strengthen networking and coordination opportunities for GCED implementation and was followed by Session 6, which aimed to validate the country roadmaps and establish a monitoring plan to follow up on the outcomes of the workshop. Some examples of cooperation opportunities and working networks were presented by UNESCO. The representatives of various partner organizations presented their initiatives, activities and programmes. The discussions identified and developed ideas for collaboration with UNESCO.

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Representatives of the 15 ECOWAS countries shared several concerns and current policies on GCED in their countries. Participants highlighted their respective priorities at the national level with emphasis on the urgency to encourage support and promotion of GCED, while identifying various roadmaps and avenues for cooperation with other countries in the sub-region. At the closing ceremony, the representative of the 15 countries of ECOWAS thanked UNESCO for organizing this international workshop for capacity building of ECOWAS countries on education for global citizenship. Ms. Yonemura, representing the Director of UNESCO Dakar, thanked the different partners and countries for their participation in this workshop and also for the quality of their contribution. She also thanked UNESCO colleagues who helped organize the workshop and reiterated UNESCO's commitment to continue working with Member States to promote GCED.

III. MAIN FINDINGS AND RECOMMENDATIONS The international capacity development workshop mobilized 15 ECOWAS countries, which participated with great interest and commitment in plenary sessions and workshops. The presentations and various debates, exchanges and contributions have resulted in following findings: There is no contradiction between the concepts of Citizenship and GCED, because in practice, global citizenship is a set of universally shared principles that need to be applied in everyday life. Therefore, it focuses on duty, what an individual should do in terms of responsibility and what is universally accepted. The global dimension of GCED complements and enriches education for citizenship. It appears from the various presentations in all ECOWAS countries, that GCED exists - in its infancy, in many educational programmes on world history and the universal values that unite men and women of the world. Some countries seem more advanced than others, but generally, difficulties are recognized and mainly concern issues related to teacher training, the insufficient time given to the teaching of GCED in the various classes, etc. Overall the roadmaps were validated by the countries even if an update is required for the 15 ECOWAS member countries that took part in the workshop. At the end of the workshop for ECOWAS countries, the main recommendations for the implementation and promotion of GCED focus on advocacy, capacity development, educational tools for teaching and learning, methodological support, and finally regional and international cooperation. Advocacy

1. Develop advocacy tools through pictures, posters, flyers to attract the attention of families, local authorities and officials from the ministries of education;

2. Raise awareness among cultural stakeholders and the media to promote GCED, using community radios and voice carriers;

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Training and Capacity Development 1. Strengthen the capacity of teachers and educators in formal, non-formal, and informal

settings, and train policy makers and managers, principals of school and the editors of textbooks and teaching materials in GCED; and

2. Develop e-learning platforms for ECOWAS countries to promote better use of information and communication technology (ICT) as a teaching aid for the promotion of GCED;

Educational tools for teaching and learning

1. Promote the ECOWAS reference manual to ensure integration of GCED in national programmes;

2. Develop a guide for teaching citizenship education, peace and human rights (lesson plans, classroom activities, etc.);

3. Develop a guide for schools promoting global citizenship through a whole school approach and assistance to peri and extracurricular activities especially in precarious and difficult situations;

4. Develop learning materials for children / learners of all ages; 5. Develop tools for the integration of GCED in higher education, literacy and non-formal

education programmes; and 6. Translate the various tools in local languages with emphasis on cross-border languages.

Methodological support

1. Conduct studies to develop a methodology on the impact of education for citizenship, human rights and education for global citizenship;

2. Support the integration of GCED in curricula by enhancing the Member States’ ability to integrate the GCED during the periodic review of curriculum guides; and

3. Conduct skills assessments, for example, by analysing best practices and tools. Regional and international cooperation

1. Strengthen regional and international cooperation and share experiences and good practices and innovations;

2. Encourage the participation of communities, and focus more attention on non-formal education to establish synergies among different educational settings and to complement the formal efforts; and

3. Promote the use of information technology and social media to improve connectivity and link quality of education among students.

18

ANNEXES

Annex 1: Workshop Agenda

DAY 1

TIME SESSION MODALITIES

09:00 – 09:30 Opening ceremony

Welcome Speech by the Director UNESCO Dakar

Opening speech by the Secretary General of the Ministry of Education

10:00 – 10:30 Introduction to the Workshop

Participant presentation

Logistical information

Presentation of the agenda, objectives and expected results of the workshop

Plenary Presentation by main workshop Facilitators: UNESCO HQ & Dakar

Session 1: Introducing the Concept of GCED Objective:

Increase understanding and awareness of GCED

Develop the capacities of Education planners and curricula developers to better understand GCED

Moderator: Amadou Ndoye, UNESCO DAKAR Rapporteur: Burkina Faso / Mali / Togo

10:30 – 11:30 Understanding GCED: definitions, terminologies and linkages with other related concepts and fields

Plenary Presentation: UNESCO HQ (20min) Followed by short group discussion (20 min + 10)

11:30 - 12:00 GCED in sub-Saharan Africa : issues to be considered in the context of the Post-2015 Education process in Africa

Plenary Presentation: UNESCO DAKAR

Session 2: Exchanging of good policies and practices of GCED Objective:

Share new resource tools recently developed by UNESCO on GCED

Identify and share examples of good policies and practices in terms of policy frameworks, interventions and practical tools to integrate GCED in education systems and monitor learning outcomes

Identify pilot countries

Moderator: Pape Banga Guisse Rapporteur: Burkina Faso / Mali / Togo

12:00 – 13:00 Presentation of UNESCO’s approach, tools and resources: GCED topics and learning

Plenary Presentation: UNESCO HQ

19

objectives specific by age, the Teaching Respect for All framework and the UNESCO Clearinghouse

followed by discussion

14:00 – 14:30 Sharing of experience at Regional Level: The reference ECOWAS-UNESCO Manual

Plenary Presentation: UNESCO DAKAR followed by discussion

14:30 – 16:00 Sharing of experience at country level: Experiences from countries presentation

Plenary Presentations by participants followed by discussion

DAY 2

09:00 – 09:10 Brief review of Day 1 Plenary Presentation: Rapporteur

09:10– 10:15 Sharing of experience at country level: Experiences from countries presentation

Plenary Presentations by participants followed by discussion

Session 3: Exploring regional challenges, issues, needs and gaps Objective:

Mainstream global citizenship education in education systems (curricula, teacher training and teaching materials, school policies, etc.)

Moderator: Saip Sy, UNESCO DAKAR Rapporteur: Gambie / Nigeria / Sierra Leone

10 :30 –11 :00 Presentation of the state of implementation: main findings of the mapping of peace education in Africa and synthesis of reports to, and recommendations of, UN bodies related to GCED

Plenary presentation: UNESCO HQ followed by discussion

11:00 – 11:30 Analysis of the needs and challenges in policy and educational programs

Working groups facilitated by UNESCO HQ and UNESCO Dakar

11:30 –12:00 Restitution of the Working groups analysis of findings

Plenary session hosted by UNESCO Headquarters and UNESCO Dakar

12:00 –13:00 Analysis and validation of the mapping Individual work in plenary

Session 4: Exploring opportunities for implementation and programmatic options

Objective:

Analyze the sectorial policies and plans of the ECOWAS member countries

Moderator: Akemi Yonemura, UNESCO DAKAR Rapporteur: Gambie / Nigeria / Sierra Leone

14:00– 14:30 Presentation of different implementation approaches to GCED

Plenary presentation: UNESCO HQ

14:30 – 16:00 Opportunities and relevant entry points Working groups facilitated by

20

for implementation at country level

How to integrate CGED into ED policies and programmes?

UNESCO HQ and UNESCO Dakar

16:00– 17:00 Restitution of the WG and analysis of findings Facilitated by UNESCO HQ and Dakar

DAY 3

09:00 – 09:10 Brief review Day 2 Plenary Presentation: Rapporteur

Session 5: Identification of relevant partners and partnership building: Linkages between education and other sectors

Objective:

Strengthen networking and cooperation opportunities

Moderator: Amadou Ndoye, UNESCO DAKAR Rapporteur: UNESCO Dakar

09:10 – 10:15 Presentation on networking and cooperation opportunities

Plenary Presentation: UNESCO HQ and DAKAR + ECOWAS, CONFEMEN, Followed by discussion

Session 6: The way forward

Objective:

Validate the country roadmaps

Establish a monitoring plan for a materialization of the results of the workshop Moderator: Saip Sy, UNESCO DAKAR Rapporteur: UNESCO Dakar

10: 30 – 11:15 Elaboration of ECOWAS country plans based on findings of previous Working groups

Working groups

11:15– 12:15 Restitution of the WG Plenary

12:15 – 12:45 Lessons learned

Identification of regional priorities

Follow-up actions

Plenary Presentation: UNESCO HQ and DAKAR

12:45 – 13:00 Closing of the workshop and evaluation

Plenary

21

Annex 2: List of participants

Country/ Organization

Name Function

Member States

Benin Mme KOUAGOU Bètipèri Prisca

Chief Social Protection Service, Health and Citizenship Education in the Ministry of Primary and Nursery Teaching

Burkina Faso Mr. Ibrahima Sanon Director General of Research in Basic Education

Cabo Verde Ms. Rosa Maria Paulete Fortes Silva

National Directorate of Education

Cote d'Ivoire Ms. HAIDARA née COULIBALY Tené Natogoma

General Inspector of National Education, in charge of EDHC discipline (education to human rights and citizenship)

The Gambia Mr. Ousmane Senghor Principal Programme Officer

Ghana Mr. Asare Appollonius Osei Akoto

Coordinator UNESCO ASPnet schools

Guinea Mr. Facely Mara Deputy National Director of Civic Education

Guinea-Bissau M. Allende Samory Fernandes Quadé

Senior technician, INDE

Liberia Ms. Felicia Sackee Sumah

Assistant Minister of Basic & Secondary

Mali Mr Boubacar Dembelé Section chief of human development at the National Directorate of Pedagogy

Niger Mr. Mallam Garba Maman

Director General of the reform of the promotion of national languages and civic education

Nigeria Mr. Garba Dahiru Gandu

Assistant Director Nigerian Educational Research and development Council (NERDC)

Sierra Leone Mr. Horatio Nelson-Williams

National Coordinator for EFA

Senegal Dibor Bakhoum Directorate General Secondary Education

Togo Mr. Djouma Doumongue

Dean of the General Inspection

Development Partners and NGOs

UNICEF Ms. Jennifer Hofmann Education Specialist UNICEF WCARO

UNHCR Kirobo KADJA MBOGO Associated community services

Aide et Action Mr. ARFA Tom-Iteng Responsible for Educational Mission, Aide et Action International Africa

CONFEMEN Ms. Fatoumata Ba Diallo Educational Policy Advisor

CONFEMEN Ms. Carole GARCEAU Educational Policy Advisor

22

Country/ Organization

Name Function

PLAN International

Ms. Charlotte Lebas Plan International WARO

ChildFund Cheikh Amadou Bamba Diaw

Program Support Manager

Ministry of Youth

Mr. Georges Deguenonvo

Inspector , Ministry of Youth

GRA REDEP Mr. Gaspard Onokoko Onosal

President

COSYDEP/SEN Abdoul Khadre NDIAYE COSYDEP/Senegal

Senegal National Commission for UNESCO

Ms. Mada Lucienne Tendeng

Education Division Officer

ECOWAS Mr. Papa Banga GUISSE Programme Officer

JICA Mr. Abdoulaye Sow Programme Officer

UNESCO Staff

Paris Ms. Lidya Ruprecht Programme Specialist

Bamako Mr. Elmehdi Ag Muphtah

Programme Specialist

Dakar Ms. Guiomar Alonso Cano

Programme Specialist

Dakar Ms. Akemi Yonemura Programme Specialist

Dakar Mr. Amadou Ndoye Programme Officer

Dakar Mr. Saip Sy Programme Officer

Dakar Ms. Fatou Ndiaye Administrative Assistant

Dakar Ms. Xinxin Yu Programme Assistant

23

Annex 3: Country roadmaps for integration of GCED into education policies July 2015

Benin

CONTACT: Ms. KOUAGOU Bètipèri Prisca betikouagou@yahoo.fr

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE INDICATORS

PARTNERS

TIMELINE

Mobiliser les décideurs autour de la question de budgétisation des actions en faveur de l'éducation à la citoyenneté mondiale (ECM)

Organisation d'une séance de restitution de la formation sur l'ECM

DPS La restitution est faite et un rapport est disponible

MESFTP; MESRS; MCAAT; MCTIC; MJSL; MISPC; PTF - ONG (non déterminés)

2015

Elaboration d'un document de plaidoyer en vue de la création de lignes budgétaires pour les actions d'ECM

DPS Un document de plaidoyer est élaboré et disponible

MEMP (DEP, INFRE, CFPEEN, DDEMP); MESFTP; MESRS; MCAAT ; MCTIC ; MJSL ; MISPC ; PTF - ONG (non déterminés)

2016

Mettre en place des mesures de promotion de l'ECM en milieu scolaire et dans les communautés

Elaboration de supports (dépliants, affiches) sur les messages liés à la culture de la paix au profit des écoles maternelles et primaires

DPS Nombre de dépliants et d'affiches élaborés

Les structures pédagogiques du MEMP UNICEF Médiateur de la République

2017

Sensibilisation des apprenants sur la culture de la paix et distribution des dépliants et affiches

DPS Nombre d'écoles couvertes par l'activité

Les structures pédagogiques du MEMP

2017

Sensibilisation des membres des Associations Parents d'élèves (APE) et des Associations des Mères d'Enfants (AME) sur l'ECM

DPS Nombre de membres APE et AME sensibilisés

Structures pédagogiques du MEMP FENAPEB

2017

Organisation d'un jeu concours de dessin sur la culture de la paix à l'intention des apprenants des écoles primaires publiques et privées et élaboration de calendriers à

DPS Nombre d'écoles ayant participé Nombre de calendriers à feuillets élaborés

Right to Play Aide et action WANEP CBO-EPT

2017

24

feuillets à partir des 12 meilleurs dessins

Appropriation de la thématique d’éducation à la citoyenneté mondiale et formation des enseignants et corps de contrôle

Appropriation de la thématique d'ECM par les cadres er responsables des structures centrales des Ministères en charge de l'Education et le Conseil National de l'Education

DPS Cabinet du MEMP

Nombre de Directeurs centraux et leurs adjoints, chefs de service, coordonnateurs de projets et responsables sous tutelle des ministères en charge de l'éducation informés et formés à l'ECM

PTF (non déterminé)

2015

Harmonisation des pratiques diverses menées à l’intérieur du pays par divers partenaires et ONG intervenant déjà sur la thématique d’éducation à la paix, à la non violence et aux droits humains

DPS Nombre d'ONG comme Plan-Bénin, WANEP-Bénin, UNICEF et autres sont intégrés dans un dispositif de coordination des actions au profit de l'ECM

Structures pédagogiques des ministères en charge de l'éducation

2016

Rédaction d’un document de référence sur les thématiques relatives à la citoyenneté mondiale contenues dans les programmes d’études de la Maternelle et du Primaire

IGPM Le document de référence existe et récapitule les thèmes des programmes d’études qui traitent de l'ECM. Ce document fixe les axes d’intervention de l’enseignant en salle de classe

CTAP DEP DPS PTF (non déterminés)

2016

Rédaction de modules de formation des enseignants sur le mécanisme d'ECM

IGPM Les modules sont rédigés dans la logique des thèmes relevés et servent à outiller les enseignants pour mieux aborder l'ECM

CTAP DEP DPS PTF (non déterminés)

2016

Production de matériel didactique pour renforcer les activités pédagogiques en salle de classe

IGPM Nombre de supports pédagogiques réalisés tels que: planches, contes, chansons pour servir à la

Structures pédagogiques du MEMP uniquement pour le moment

2016

25

concrétisation des leçons

Formation des enseignants dans les Ecoles Normales d’Instituteurs à la prise en compte des thématiques relatives à l'ECM

IGPM - DPS

Nombre d'élèves maîtres et maîtresses des ENI publiques et privées du Bénin formés au mécanisme d'ECM - ils se sont familiarisés aux supports didactiques

CTAP DEP INFRE PTF (non déterminés)

2016

Formation des conseillers pédagogiques et inspecteurs à l’encadrement des enseignants sur l'ECM

IGPM - DEP

Nombre de conseillers Pédagogiques et inspecteurs en activité formés à l’appropriation de la thématique et à l’enseignement à la citoyenneté mondiale

CTAP ; DEP ; INFRE ; PTF (non déterminés)

2016

Suivi et évaluation des activités mises en œuvre

DPS - DEP - IGPM - CTAP

Nombre d'activités de suivi effectuées Rapports

PTF - ONG intéressées

2016 2017

Sigles AME : Association des Mères d'Elèves APE : Association des Parents d'Elèves CBO-EPT : Coalition Béninoise des ONG pour l'Education Pour Tous CFPEEN : Centre de Formation du Personnel d'Encadrement de l'Education Nationale CTAP : Conseiller Technique aux Activités Pédagogiques DDEMP : Direction Départementale des Enseignements Maternel et Primaire DEP : Direction de l'Enseignement Primaire DPS : Direction de la Promotion de la Scolarisation ENI : Ecole Normale des Instituteurs FENAPEB : Fédération Nationale des Associations des Parents d'Elèves et Etudiants du Bénin IGPM : Inspection Générale Pédagogique du Ministère/MEMP INFRE : Institut National pour la Formation et la Recherche en Education MEMP : Ministère des Enseignements Maternel et Primaire MESFTP-RIJ : Ministère de l'Enseignement Secondaire, de la Formation Technique et Professionnelle, de la

Reconversion et de l'Insertion des Jeunes MESRS : Ministère de l'Enseignement Supérieur et de la Recherche Scientifique MJSL : Ministère de la Jeunesse, des Sports et Loisirs MISPC : Ministère de l'intérieur, de la Sécurité Publique et des Cultes MCAAT : Ministère de la Culture de l'Alphabétisation, de l'Artisanat et du Tourisme MCTIC : Ministère de la communication et des Technologies de l'Information et de la Communication WANEP : West African Network for Peace Building

26

Burkina Faso

CONTACT: Mr. Ibrahima Sanon ibsouro@yahoo.fr

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE INDICATORS

PARTNERS

TIMELINE

Elaborer d’une politique nationale d’éducation à la Citoyenneté Disposer d’un décret portant adoption de la politique Nationale d’éducation à la Citoyenneté

Création et mise en place d’un Comité technique Elaboration de la note de cadrage -Recrutement de consultants -Présentation du rapport provisoire -Atelier de validation du document de politique Elaboration d’un projet de décret Préparation d’un rapport de présentation en conseil des ministres Adoption du décret en Conseil des Ministres Organisation des sessions d’information et d’appropriation

MENA Comité technique Comité technique Consultants/Comité Technique DGREB MENA/DGREB MENA/DGREB Conseil des Ministres MENA (DGREB/DCPM)

Arrêté de création du Comité Note de cadrage disponible Trois consultants recrutés Le rapport amendé Rapport final validé Un projet de décret disponible Un rapport à envoyer en Conseil des Ministre Décret adopté et signé Treize sessions d’information dans les 13 régions

- UNESCO/CED

EAO

- UNESCO/CEDEAO

- MJDHPC-MESS-MASSN-MJFPE

- MJDHPC-MESS-MASSN-MJFPE

- UNESCO/CEDEAO

- Idem

- UNESCO/CED

EAO - CN d’Ethique - Ambassade

Canada

Août 2015 Août 2015 Sept 15 Sept-Oct 15 Déc 15 Jan 16 Janvier 16 Févr 2016 Mars 16 Avril- Mai 16

Réviser les guides d’éducation civique et

-Elaboration des TDR prenant en compte les thématiques de Citoyenneté Mondiale

MENA/DGREB MENA/DGREB

TDR relatives aux nouveaux guides d’ECM Documents de rapport d’Atelier des nouveaux guides d’ECM

UNESCO/CEDEAO - UNICEF - PTF nationaux MJDHPC-MESS-MASSN-MJFPE

Mai 2016 Mai 2016

27

morale existants

- atelier d’élaboration de nouveaux guide ECM -restitution et validation des guides d’ECM

MENA/DGREB

Document d’orientation de la mise en œuvre du guide d’ECM

MJDHPC-MESS-MASSN-MJFPE

Juin 2016

Maîtriser le concept d’ECM

Formation des enseignants et formateurs

Circonscription d’Education de Base

Appropriation du concept par les enseignants et formateurs

- MESS - MASSN - MJFE - UNESCO/CEDE

AO

juillet 2016

Appliquer les démarches pédagogiques selon l’API

Mise à disposition de guides ECM élaborés selon l’API

DGREB/DRDP Nombre d’enseignants appliquant les démarches pédagogiques selon l’API.

- UNICEF - MESS - MASSN - MJFPE

Août 2016

Rendre l’enseignement l’ECM obligatoire

Intégration dans le programme officiel Evaluation de la discipline

DGREB Enseignants

Nombre d’heures prescrit Conduite des élèves et apprenants

- MJDHPC - MESS - MASSN-MJFPE - UNESCO/CEDE

AO

Sept 2015 Année scol 17-18

Assurer le suivi de l’application du programme ECM

Formation sur les outils de suivi. Utilisation des outils de suivi.

CEB Directeurs d’Ecoles

Nombre de suivis effectués.

- UNESCO - COGES - syndicats

Année scol 17- 18

28

Cabo Verde

CONTACT: Ms. Rosa Maria Paulete Fortes Silva Rosa.Silva@palgov.gov.cv

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE INDICATORS

PARTNERS

TIMELINE

Renforcer la sensibilisation et les capacités des décideurs et autres acteurs de l’éducation dans des contextes formels, non formels et informels à l’intégration de l’ECM dans les politiques éducatives.

Ateliers de renforcement des capacités des décideurs politiques

Ministère de l’Éducation et Sport – Direction National de l’Éducation

Décideurs des politiques éducatives Informés / Formés /Sensibilisés

UNESCO CEDEAO

Septembre / Décembre 2015

Relecture des programmes de l’enseignement de base (Primaire et Secondaire) – Intégration des Thèmes pour l’ECM

Ateliers avec les concepteurs de programmes éducatifs et enseignants dans le pays sélectionnés de chaque région.

Ministère de l’Éducation et Sport – Direction National de l’Éducation

Programmes de la discipline de l’Éducation à la Citoyenneté avec les thèmes de l’ECM intégrés.

UNESCO CEDEAO

Septembre / Décembre 2015

Révision des programmes de l’enseignement de base (Primaire et Secondaire) – Intégration des Thèmes pour l’ECM

Ateliers avec les concepteurs de programmes éducatifs et enseignants dans le pays sélectionnés de chaque région

Ministère de l’Éducation et Sport – Direction National de l’Éducation

Programmes de la discipline de l’Éducation à la Citoyenneté avec les thèmes de l’ECM intégrés.

UNESCO CEDEAO

Septembre / 2015 Septembre / 2017

29

Élaboration de Guides d’exécutions et de Manuels scolaires pour la disciplina de l’Éducation à la Citoyenneté de l’enseignement de base.

Travail avec les concepteurs de programmes éducatifs

Ministère de l’Éducation et Sport – Direction National de l’Éducation

Guides d’Exécutions et Manuels scolaires élaborés pour l’enseignement de base.

UNESCO CEDEAO

Septembre / 2015 Septembre / 2017

Formation des formateurs sur l’ECM

Ateliers de renforcement des capacités (présentiel et à distance)

Ministère de l’Éducation et Sport – Direction National de l’Éducation Ministère de L’enseignement Supérieur – IUE, UNICV

Formateurs formés

UNESCO CEDEAO

Septembre / 2015 Septembre / 2017

Formation des enseignants sur l’ECM

Ateliers de renforcement des capacités (présentiel et à distance)

Ministère de l’Éducation et Sport – Direction National de l’Éducation Ministère de L’enseignement Supérieur – IUE, UNICV

Enseignants, Inspecteurs, personnels du bureau de la DNE formés

UNESCO CEDEAO

Septembre / 2015 Septembre / 2017

Assurer un mécanisme systémique pour le suivi et l'évaluation de la mise en œuvre de la politique

Élaboration des outils et un cadre pour évaluer l'impact sur les apprenants, en termes d'attitudes, de connaissances, de compétences et de comportements

Ministère de l’Éducation et Sport – Direction National de l’Éducation

Outils élaborés UNESCO

CEDEAO

Janvier / Mars 2016

30

Évaluer l’impact de l’ECM dans la politique éducative

Ateliers d’évaluation

Ministère de l’Éducation et Sport – Direction National de l’Éducation Ministère de L’enseignement Supérieur – IUE, UNICV

ECM intégrée dans les matières existantes Enseignants formés Matériaux d'enseignement de qualité Changement des apprenants en termes d'attitudes, de connaissances, de compétences et de comportements

UNESCO CEDEAO

Septembre / 2017

31

Côte d’Ivoire

CONTACT: Ms. Haidara Tené Natogoma tnhaidara@yahoo.fr

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE

INDICATORS

PARTNERS

TIMELINE

Communiquer sur le concept de citoyenneté mondiale

-plaidoyer -restitution -information sensibilisation

MENET -4 réunions -les directions et les ministères informés (DAAF, IGENET, DPFC, DVS…)

-Ministères de l’enseignement supérieur, de la jeunesse, de la justice -Unesco, Unicef, Confemen, ONGs

Août à décembre 2015

Former les différents acteurs

-formations des gestionnaires de l’école -formation des encadreurs pédagogiques de toutes les disciplines -formations des enseignants -déterminations des stratégies de prises en compte de l’ECM

MENET -5 réunions réalisées -20 gestionnaires touchés -100 enseignants, et conseillers de la vie scolaires touchés -existence de stratégies de mise en oeuvre

-Ministères de l’enseignement supérieur, de la jeunesse, de la justice -Unesco, Unicef, Confemen, ONGs

Déc 2015 à août 2017

Production --élaboration de textes institutionnels : arrêtés, décisions pour intégrer l’éducation à la citoyenneté mondiale -élaboration d’un guide, d’un dépliant, d’affiches pour les systèmes formel, non formel et informel -démultiplication des supports -diffusion des supports

MENET - un arrêté interministériel disponible -existence d’une notification budgétaire sur les activités de l’ECM -existence de contrat avec des structures nationales et organisations nationales -un guide disponible -un dépliant disponible -des affiches disponibles -1000 affiches éditées et diffusés

-Ministères de l’enseignement supérieur, de la jeunesse, de la justice -Unesco, Unicef, COFEMEN, ONGs, COMNAT

Juin 2016

32

-1000 dépliants édités et diffusés -100 édités et diffusés

Suivi évaluation

-mission de suivi -enquête sur la perception de la citoyenneté mondiale

MENET -3 missions de suivi de la mise en œuvre des activités -les résultats de l’enquête disponibles

-Unesco, Unicef, CONFEMEN, ONGs

Début du projet à octobre 2017

33

The Gambia

CONTACT: Mr. Ousmane Senghor senghoreousman@yahoo.fr

OBJECTIVE ACTIVITIES RESPONSIBLE PERFORMANCE

INDICATORS PARTNERS TIMELINE

To create awareness of the concept of Global Citizenship Education for stakeholders in The Gambia

Domesticate the Concepts of Global Citizenship Education

Information Sharing

Stakeholder sensitisation

NATCOM-Gambia

- Information available on NATCOM and website and local media

- Ministry of Education - NGOs

Sept. 2015

To ensure that the concept of Global Citizenship is clearly spelt out in the New Education Policy 2016-2030

Advocate for the inclusion of Global Citizenship Education in Basic and Secondary Education

NATCOM-Gambia A policy statement on global Citizenship education is stated in the new Education Policy

- Ministry of Education - NGOs - UNESCO - Gambia College

Dec. 2015

To strengthen the teaching and learning of Global Citizenship Education in basic and secondary schools

1. Curriculum research on GCE 2. Curriculum Audit 3. National forum on the findings of research and audit 4. Development/infusion of GCE concepts/topic 5. Training/disseminating 6. Assessment & evaluation of teaching and learning process 7. Finalisation & production of the learning materials 8. Development of Learning Achievement Targets

NATCOM-Gambia in collaboration with Gambia College and the Ministry of Basic and Secondary Education

1. Themes on GCE developed 2. The coverage of GCE in school curriculum established 3. Consensus built on the modalities of integrating GCE in teaching & learning 4. Instructional materials on GCE 5. Trained personnel 6. Feedback from the assessment & evaluation 7. Pupils & teachers book in cooperating GCE 8. The actual target for each theme developed A comprehensive and up-to-date curriculum on GCE is developed and validated

- Ministry of Education - NGOs - UNESCO - Gambia College - other local stakeholders

April 2016

34

To enhance the current teacher training program through systematic integration of GCE

1. Conduct needs assessment/ Audit of teacher training course content at The Gambia college 2. Course content development for pre-service training

NATCOM-Gambia in collaboration with Gambia College and the Ministry of Basic and Secondary Education

- The identified needs - An integrated training course on GCE is available and being used in initial teacher training programmes - A training module is available for Non-formal education

- Ministry of Education - NGOs - UNESCO - Gambia College - University of the Gambia - Ministry of Higher Education - Non – Formal Unit - Other local stakeholders

May 2016

Institute & maintain continuous professional development programme for school personnel on Global Citizenship Education

Adapt the modules developed for pre-service training to address the training needs of (a) Head teachers (b) teachers (c) Parent Teachers

NATCOM-Gambia in collaboration with Gambia College and the Ministry of Basic and Secondary Education and Higher Education

In-service Training module is available

- Ministry of Education - NGOs - UNESCO - Gambia College - University of the Gambia

June 2016

35

Guinea

CONTACT: Mr. Facely Mara facelymama@gmail.com

OBJECTIVES ACTIVITIES RESPONSIBLE PERFORMANCE

INDICATORS PARTNERS TIMELINE

Créer l’intérêt à l’adhésion de mes autorités dans le projet l’ECM

Faire un plaidoyer au conseil de cabinet du ministre

La direction Nationale de l’Education Civique

Une adhésion psychologique des membres du conseil est obtenue

SG/IGE/INRAP Juillet /août

Obtenir une forte implication des cadres de la DNEC pour defender le projet L’ECM

Organiser une restitution efficace au sein du service

Le participant au séminaire de Dakar

L’implication de tous les techniciens de la DNEC est obtenue

Le cabinet du Ministre Juillet / août

Rechercher un financement pour la mise en œuvre de l’ECM

Défendre le projet pour obtenir un financement de la mise en œuvre dans le cadre de la qualité au PSE de la Guinée

SG/IGE/INRAP/DNEC

-Un financement est obtenu pour la mise en place des premiers jalons du projet de l’ECM

UNESCO/UNICEF et tous les autres partenaires bi et multilatéraux intervenant dans le financement des projets éducatifs, volet/éducation citoyenne en Gunée

Octobre /novembre

Organisation d’un atelier national de vulgarisation et d’appropriation par les services publics et ONG intervenant dans l’EMC

Le cabinet ministériel avec l’appui des partenaires au développement

-Une vaste sensibilisation nationale est menée pour l’ECM

MEPU-A/UNESCO/UNICEF et tous les autres partenaires bi et multilatéraux intervenant dans le financement des projets éducatifs, volet/éducation citoyenne en Guinée

janv-16 Vulgarisation à l’échelle nationale

-Un grand engouement est suscité au niveau des partenaires pour leur appui au projet

Elaboration des guides dans le cadre de la diversification des filières en cours dans notre système

Organisation d’un atelier de conception

Le cabinet ministériel avec l’appui des partenaires au développement

Les structures d’élèves qui sont opérationnelles sont dotés du dotées avant même la validation et l’introduction de l’ECM dans les programmes avec ECJS système

MEPU-A/UNESCO/UNICEF et tout les autres partenaires bi et multilatéraux intervenant dans le financement des projet éducatifs, volet/éducation citoyenne en Guinée

Selon le chronogramme de la rentrée en de la diversification des filières

36

Guinea-Bissau

CONTACT: Mr. Allende Samory Fernandes Quadé alsafequa@hotmail.com

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE

INDICATORS

PARTNERS

TIMELINE

Renforcer de l`engagement politique de l`État et des intervenants par rapport à ECM

Atelier de sensibilisation sur l`intégration de ECM dans la Politique et/ou curriculum d`Enseignement

MEN/INDE – CNUNESCO

2 ateliers 50 participants

UNESCO, UNICEF, ONGs,

Septembre et Octobre

2015

Consolider les contenus de l`ECM dans l`EB

Intégration des thématiques de l`éducation à la ECM dans le curriculum de Enseignement de Base

INDE

Draft des programmes et guide disponibles, Manuel de Reference de CEDEAO

UNESCO, UNICEF/PME, FEC, WANEP,

LGDH

IV trimestre

2015

Renforcer les capacités académiques et pédagogiques des formateurs en matière de l´ECM

Formation des formateurs et des Professeurs des écoles de formation

INDE, ESE

30 formateurs et Professeurs

UNESCO, UNICEF/PME

I trimestre 2016

Préparer des inspecteurs, directeurs et enseignants pour assurer la dissémination des contenus de l`ECM dans les régions

Formation des inspecteurs /formateurs, directeurs et enseignants des écoles primaires sélectionnées

INDE/ DGEnseig./ IGE

50 inspecteurs/formateurs 30 directeurs et 300 enseignants

UNESCO, UNICEF/PME

I et II trimestre

2016

Contribuer à la promotion de l`ECM dans l`enseignement secondaire

Conception du programme et intégration des contenus de l`ECM dans le curriculum du Secondaire (10ère a 12ème)

INDE

Programme et guide d`orientation disponibles

UNESCO, UNICEF/PME FEC, WANEP,

LGDH

III trimestre

2016

Préparer des directeurs et coordinateurs pour assurer la formation dans leurs agroupements disciplinaires

Formation des directeurs et enseignants coordinateurs des disciplines du secondaire

INDE/ DGEnseignement,

IGE

15 directeurs et 230 enseignants coordinateurs

UNESCO, UNICEF/PME

IV trimestre

2016

37

Promouvoir une citoyenneté active et responsable de l´ enfant et jeuneuse, ainsi que les communautés

Sensibilisation dans l`éducation non formel

Direction de l`Educ. Non

Formel et Société Civile/ INDE

Campagne dans les écoles, médias et communautés

UNESCO, UNICEF/PME OSC, Médias,

Jeuneuse, Leaders

Communautaires

2015-2017

Accompagner le processus d`implémentation de l`ECM dans les écoles et communautés

Suivi des activités de promotion de l`ECM

INDE/ DGEnseignement,

IGE

Rapport des missions de suivi Direction de

l`Educ. Non Formel et

Société Civile

2016-2017

38

Liberia

CONTACT: Ms. Felicia Sackey Doe-Sumah fdoesumah@moe.gov.lr

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE

INDICATORS

PARTNERS

TIMELINE

Global Citizen Education framework formulated into a national policy

Set/establish framework for GCE at the Joint Sector Review

Assistant Minister/Basic & Secondary Education

Global Citizen Education activities mainstreamed into the Technical Working Group Reports of Early Childhood Education, Basic & Secondary Education, Vocational & Technical Education, Teacher Education and Governance & Higher Education at the Joint Education Sector Review

GOL-MOE & Sector Ministries, UNICEF, UNESCO, Plan International, SCI

July 2015

Funding and other resources mobilized

Presentation on Global Citizenship Education made at the Education Sector Development Committee meeting Submission of work plan to partners with specific request Activity Plan shared

Assistant Minister/Basic & Secondary Education

Commitment from individual partners

GOL-MOE & Sector Ministries, UNICEF, UNESCO, Plan International

August 2015

Goals and competencies on the delivery of GCE mainstreamed into the Academic Calendar

Include the goals and competencies of GCE into the Academic Calendar

Director- Secondary Education

Academic Calendars with GCE issues in every school

MOE, Education Secretariats

July 2015

Global Citizen Education draft Policy formulated

Use framework to formulate the details of draft GCE policy

Miller, Division of Planning

Copies of draft GCE Policy

GOL, UNICEF, SCI, Plan International

September 2015

39

Global Citizenship Education draft policy validated

Draft GCE policy validated by relevant stakeholders

Miller, Division of Planning

GCE Policy with inputs

GOL, UNICEF , USAID, Plan International

October 2015

Awareness raised on Global Citizenship Education

Fact Sheets developed and shared Flyers distributed Radio Talk shows held Jingles played on community radios

Assistant Minister/Basic & Secondary Education Director of Communication

GOL, ALL UNICEF, UNESCO, etc

November 2015

Policy finalized and distributed

Final copies of Global Citizenship Education policy printed and distributed

Peace-Building Coordinator---Miller

Copies of policy available in the hands of stakeholder

December 2015

Curriculum Revise and include best practices of GCE Validate curriculum Print curriculum

Peace-Building Coordinator -Miller, Curriculum

Visibility of GCE in the Copies of the revised curriculum

MOE, UNESCO, UNICEF, SCI, etc.

February 2015

Relevant Teaching-Learning Materials adopted from sub-region

Network with sub-region for relevant teaching-learning materials

Peace-Building Coordinator -Miller, Curriculum

# of Copies of teaching-learning materials

February 2016

Regional Citizenship Education Camp held

Conduct Citizenship camps for 10th Graders to promote tolerance, respect, etc

Assistant Minister/Basic & Secondary Education

Communities , Partners, Legislature, Civil Society, GOL, Public-private partners, etc.

December 2015

Monitoring & Evaluation

M&E indictors developed and included in the reporting templates of the County & District Education Officers and the Principals

Division of Planning

Visibility of GCE indicators in the reports received from all levels

CEOs, DEOs, January 2016

Alternative Education Policy Harmonization

GCE included onto the harmonized policy of Alternative Education

Miller Division of Planning

Draft Diced GCE AE Policy

GOL, USAID-AYP, all other partners,

July 2015

40

Associated Schools Network

Increased number of schools to reflect regional balance

National Office Miller Student Personnel Service

List of schools in the network

MOE, Principals

October 2015

41

Niger

CONTACT: Mr. MALLAM GARBA Maman mmallam_garba@yahoo.fr

OBJECTIVES ACTIVITIES RESPONSIBLE PERFORMANCE INDICATORS

PARTNERS TIMELINE

1. Intégrer la CM dans les programmes d’études des structures en charge de l’éducation

- Plaidoyer auprès des autorités éducatives sur la CM -élaboration du programme de la CM de maternelle et du primaire ; - élaboration du programme du secondaire ; - élaboration du programme de la Formation Professionnelle et Technique; - élaboration du programme du MJ/S - élaboration du programme du MA/C ; -élaboration du programme du MES/R ; - élaboration du programme des ENI ; -élaboration du programme de l’ENS ;

- DEC/FC

- Arrêté conjoint des MEE est pris sur l’ECM - Insertion de l’EC dans la politique nationale en EC/FC ; -les programmes de tous les niveaux et cycles sont élaborés ;

- DCRE - DGR - DGS - DGA/ENF - M JS - MCAL - MFT/P - ENI - IFAENF - ENS - INJS - Société civile/ ONG - CGPE CN/CGDES Min. de la Justice

September 2015-Février 2016

2. Qualifier les acteurs terrain à la mise en œuvre de l’ECM

- Formation des formateurs et rédacteurs des matériels didactiques ; - Formation des membres (nationaux et régionaux) du dispositif de formation continue ;

- DEC/FC

- Pourcentage de formateurs formés ; - Pourcentage de formateurs du dispositif formés - Nbre de sessions de formation ; d’enseignants tenues ; - Nbre de cadres clés des MEE formés à l’ECM - Nbre d’approches de mise en œuvre de

- DFIC - DREP - ENI - Autres DR

Décembre 2015-mars 2016

42

- Formation des acteurs du terrain en CAPED et autres structures de formation continue - Formation des cadres des ministères en charge de l’éducation sur le concept de CM ; - Identification des approches pour l’enseignement de la CM

l’ECM identifiés par degrés et par cycles

3. Equiper les acteurs terrain en matériels didactiques spécifiques

- Révision des matériels existants sur l’EC et la FC en vue de prise en compte de la dimension CM ; - Elaborer les supports pour l’ECM (modules : fiches/ affiches ? - Traduction des supports en LN -Reproduire les matériels ; - Distribuer les matériels ;

- DEC/FC

- Nbre et types de supports sont révisés et adaptés à l’EMC -nbre de supports élaborés (modules, fiches, affiches…) -Nbre de matériels reproduits - Nbre de structures équipées

-DRF/M - DGR - DCRE

Mars –avril 2016

4. Mise en œuvre de l’ECM dans les structures des Ministères en charge de l’éducation

- Enseignement de l’ECM dans les classes et dans les centres de formation professionnelle ; - Réalisation des activités para et périscolaires - Animations communautaires

- DEC/FC

- Pourcentage d’enseignants appliquant les approches appropriées. - Nbre de séances d’animations par IEB/commune ; - Nbre de structures participantes ;

-Directions régionales -ENI -Inspecteurs des différents cycles Conseillers péd. -Responsables structures communautaires -OSC

Octobre 2016-juin 2017

5. Mettre en œuvre un plan de communication sur la CM

- Elaborer un plan de communication ; - Valider le plan ; - Exécuter le programme de

- DEC/FC/ - DIP/TICA

- Nbre de groupes cibles touchés - Nbre de compagnes exécutées - Pourcentage de structures

-ONG -Associations

Octobre 2015-septembre 2017

43

communication du Plan ;

communautaire actives en CM ;

6. Mettre en place un dispositif de suivi/évaluation de la mise en œuvre de la CM sur le terrain

- mise en place d’une unité - Elaboration des outils - Réalisation des missions périodiques sur le terrain - Productions des rapports périodiques

- DE/SAS/O - DEC/FC

- Nbre de rapports produits ; - Nbre et qualité des recommandations faites ;

- Médias ; - ASC ; - Acteurs terrain ;

Janvier 2016-septembre 2017

7. Organiser un atelier national de capitalisation de l’ECM

Atelier de capitalisation

- DEC/FC

- Nbre et qualité des participants -

- DE/SAS/O/ - MEE - ONG - OSC - PTF - secteur public

Septembre 2017

44

Nigeria

CONTACT: Mr. Garba Dahiru Gandu gdgandu@yahoo.com

OBJECTIVES ACTIVITIES RESPONSIBLE PERFORMANCE INDICATORS

PARTNERS TIMELINE

Develop national multi sectoral Blueprint on the implementation of the GCED

Implement GCED concepts across the different national sectors

Development of National Multi Sectoral Blueprint on the establishment of the GCED

Implementation of the GCED across the different national spheres

Establishment of Educational Coalition on GCED, Peace and Security

Federal Ministries (Education, Information, Youth and Sports, Women Affairs, Culture, Communication, etc.)

State Governments

Federal Agencies (NERDC, NATCOM UNESCO, NCCE, UBEC, Tetfund, NUC, NBTE, OSSA, Defense, Police, Civil Defense Mass Literacy, NOA, , NBC,NCC, Tourism, Media etc.

1. Convocation of National Stakeholders Conference

2. Establishment of Steering / Technical Committee and Sectoral Committees on the Development of Multi Sectoral Blueprint on GCED

3. Establishment of GCED implementation and Monitoring Committee

4. Nationwide Sensitization and Advocacy on GCED carried out

5. Production of GCED support documents

6. Implementation of the National Multi Sectoral Blueprint on GCED in the different sectors

International Development Partners, CBOs, FBOs, CLOs, NGOs, Private Sector, Royal Fathers, etc.

2015-2016

Develop more and up to date learning materials

Development up-to-date learning materials through private efforts and public-private partnership

NERDC, UBEC, NCCE, NUC, NBTE, NMEC, Publishers

Up-to-date learning materials developed

Up-to-date learning materials developed

2015-2016

45

Develop the Capacity of teachers on GCED

Training of Master Trainers on GCED Federation

NERDC, UBEC, TRCN , NTI, SUBEBs

1. An overall conceptual framework and strategies for carrying out teacher sensitization and capacity building developed

2. Teacher Sensitization and capacity building including training on Scaling up of Curricular contents carried out in line with an emerging innovations and best practices on GCED

Domestic Donor bodies, International Development Partners, NGOs, NUT,

2016-2017

Provide pre-service teacher training on Concepts of GCED

Pre-service teacher training and production by relevant institutions

NCCE, NUC, NTI, NATCOM UNESCO, Colleges of Education, Universities

1. Identified areas of course contents review, adjustments and inclusion

2. Trained teachers on GCED concepts produced by institutions

International Development Partners and Donor agencies, CLOs, NGOs

2017

Assess the implementation of the GCED in education

Assessment of the implementation GCED based on the RNV Curriculum (Basic Education), Civic Education Curriculum(Senior Secondary) and National Values Curriculum

NERDC Assessment report on the implementation of the GCED

NGOs, International development partners, CLOs

2017

46

Senegal

CONTACT: Mr. Dibor Bakhoum ngorngom@gmail.com

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE

INDICATORS

PARTNERS

TIMELINE

Elaborer un guide d’éducation de la jeunesse à la citoyenneté, la culture de la paix et aux droits humains

Elaboration /Adaptation d’un guide d’éducation de la jeunesse à la citoyenneté (mondiale), la culture de la paix et aux droits humains

Division des programmes/ Service civique national

-le guide est validé

Ministére de l’Education nationale PTF

2015-2016

Former les directeurs de Cdeps et les volontaires au manuel de référence de la Cedeao

Sessions de formation des directeurs de Cdeps et des volontaires au manuel de référence de la Cedeao et à la citoyenneté mondiale

Division des programmes/ Service civique national

-6 sessions de formation organisées -360 personnes ressources et relais formées -360 Manuels de référence distribués

PTF

2015-2016

Sensibiliser les populations sur les questions citoyennes dans 6 régions

Sessions d’apprentissage de la citoyenneté active dans 6 régions

Division des programmes/ Service civique national

-1800 volontaires mobilisés dans les apprentissages -18 journées de pratiques citoyennes organisées (théorie-pratiques) -10.000 citoyens bénéficiaires sont sensibilisés

PTF

2016

Renforcer le matériel d’intervention du Service civique national

Appui institutionnel : -Matériel de formation (vidéo projecteur-tableau de projection-tableau Padex-ordinateurs portables-imprimantes-photocopieuses) -Matériel d’animation de masse, de protection et de mobilisation de masse (sonorisation-mégaphones-Panneaux et

Division des programmes/ Service civique national

PTF

2015 -2016

47

gilet de signalisation routière -Conception et diffusion de supports de communication (flyers –kakemonos-insertion journal-plaquette) -Matériel de nettoiement pour les actions citoyennes

48

Sierra Leone

CONTACT: Mr. Horatio Nelson-Williams dupe562003@yahoo.com

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCE

INDICATORS

PARTNERS

TIMELINE

Submit a report of the Workshop to the Minister of Education and the CEO.

Preparation of a Report on the Capacity Building Workshop

Executive Secretary, Basic Education Commission

Report of the Dakar Capacity Building Workshop submitted to the Minister of Education and the CEO.

------

14th July 2015

Organize meetings to sensitize stakeholders on GCED

The organization of Meetings for key Education stakeholders on GCED.

MEST/Basic Education Commission

Meetings organized for officials of MEST and Principals and Head Teachers of secondary and primary schools and DDs of the 14 Inspectorial districts

------

October 2015

Hold a seminar with school Heads for them to understand the GCED Concepts

Organization of a seminar on GCED

MEST/Basic Education Commission

Seminar organized for Heads of schools on GCED Concepts

UNESCO, UNICEF, World Vision

November

2016

Hold discussions with school Heads on method of integration of GCED

Invitation to Heads of schools to discuss method of integration of GCED

MEST/Basic Education Commission

Method of Integration of GCED Into the Curriculum accepted by Heads of schools.

UNESCO, UNICEF, Save the Children, World Vision

December 2016

Integrate GCED into Basic Education Curriculum

Review of Basic Education Curriculum

Ministry of Education, Science and Technology

Curriculum Workshop held to review the Curriculum which will include the integration of GCED Concepts

UNESCO, UNICEF, Save the Children, World Vision

February 2017

49

Togo

CONTACT: Mr. Djouma Doumongue doumongue2006@yahoo.fr NB: l’ECM dont il est question dans ce tableau signifie Education Civique et Morale. Bien entendu, c’est cette matière qui intègre l’Education à la Citoyenneté Mondiale (l’ECM nouveau)

OBJECTIVES

ACTIVITIES

RESPONSIBLE

PERFORMANCES

INDICATORS

PARTNERS

TIMELINE

Formaliser la disposition gouvernementale relative au changement de statut de l’ECM, devenue une discipline obligatoire à compter de la rentrée scolaire 2014-2015, selon la déclaration du PM lors du lancement du mois du Civisme.

Elaboration et adoption du projet de la loi relative à l’ECM devenue matière obligatoire au Togo. Etude et vote de la loi par l’Assemblée Nationale suivie de la publication de son décret d’application qui précise le champ d’application de la loi.

Cabinet du Ministère des Enseignements primaire, secondaire et de la formation professionnelle

La décision du gouvernement relative au nouveau statut de l’ECM qui est devenue une discipline obligatoire au Togo est rendue légale ; la loi votée par l’Assemblée nationale est promulguée par le Président de la République.

Année scolaire 2015-2016

Prendre en compte le renforcement de l’ECM dans les nouvelles orientations qui peuvent être apportées au PSE (Plan Sectoriel de l’Education) lors les revues annuelles (dès la prochaine revue), la SCAPE (Stratégie de Croissance Accélérée et de Promotion de l’Emploi) l’ayant déjà prévu (Voir Axe 4 – Sous-point C).

: Amélioration de l’efficacité de l’enseignement de l’ECM à travers les nouvelles orientations qui peuvent être apportées au PSE dans les revues annuelles (dès la prochaine revue).

Inspection Générale de l’Education (IGE)/Secrétariat Technique Permanent du PSE

La revue 2015 du PSE a traité de la question de l’ECM et de son financement. La revue 2015 du PSE a inscrit l’ECM au rang de priorité nationale pour permettre de bénéficier de l’accompagnement des PTF et des ONG.

2015

Revisiter et actualiser toutes les dispositions réglementaires et pratiques antérieures

Révision des programmations de l’ECM (heures/moments) et des volumes hebdomadaires de

IGE L’actualisation/harmonisation des dispositions réglementaires relatives aux volumes horaires

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

-Rentrée scolaire 2015-2016 -au cours de l’année

50

relatives aux volumes horaires en usage dans les établissements scolaires de l’enseignement général et technique et les écoles de formation professionnelle (ENI, ENS, INSE).

son enseignement pour les améliorations à apporter compte tenu du nouveau statut de la discipline.

d’enseignement et d’apprentissage est réalisée et diffusée à temps pour ne pas pénaliser les apprenants.

scolaire 2015-2016

Doter les écoles/établissements d’ouvrages généraux d’instruction/éducation civique et d’ouvrages de didactique de l’ECM pour l’autoformation et l’autoévaluation des enseignants.

Acquisition d’ouvrages généraux d’instruction/éducation civique et d’ouvrages de didactique de l’ECM pour les établissements scolaires pour l’autoformation et l’autoévaluation des enseignants.

IGE Les établissements publics et privés ont bénéficié de dotations en ouvrages généraux d’instruction/éducation civique et d’ouvrages de didactique de l’ECM.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

Rentrée scolaire 2016-2017

Produire et diffuser des documents d’accompagnement pour les apprenants dont le ‘‘cahier d’ECM de l’élève’’ qui doivent permettre de standardiser les contenus des enseignements et faciliter les évaluations.

Mise en place et opérationnalisation d’une cellule interministérielle de production de documents d’ECM à l’usage des enseignants et des élèves.

Tous les ministères chargés de l’Education/Direction de la Formation Civique.

Une cellule interministérielle de production de documents d’ECM à l’usage des enseignants et des élèves est mise en place ; elle est fonctionnelle Des documents d’accompagnement des apprentissages (manuels d’ECM et/ou cahiers de l’élève) sont mis à la disposition des apprenants ; ils permettent de standardiser les contenus des enseignements et faciliter les évaluations.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

2016-2017

Constituer un pool de documentation pour enseignants au niveau de toutes les inspections pour

Constitution d’un pool de documentation au niveau de l’inspection pour la

IGE Un pool de documentation est constitué au niveau de chaque inspection et les documents

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

Rentrée scolaire 2015-2016

51

faciliter la mise en œuvre des programmes d’ECM à tous les niveaux.

recherche de documents à diffuser après validation du contenu.

acquis ou collectés sont validés au sein du pool (dont l’inspecteur est le 1er responsable) puis édités et acheminés aux enseignants.

Contextualiser le contenu du manuel de référence de la CEDEAO pour être intégré au contenu du Module de formation des encadreurs pédagogiques et des enseignants à l’administration des nouveaux programmes… afin de doter les ENI, l’ENS et la filière de formation des professeurs de lycée de l’INSE d’un module standard de didactique de l’ECM, validé et approuvé par les instances des différents ministères.

Elaboration des contenus de formation en didactique de l’ECM pour les ENI, l’ENS et la filière de formation des professeurs de lycée de l’INSE à partir du Module de formation des encadreurs pédagogiques et des enseignants à l’administration des nouveaux programmes… contextualisé avec le contenu du manuel de référence de la CEDEAO.

IGE Le contenu du manuel de la CEDEAO mis à la disposition des écoles et centres de formation des enseignants(e)s, est contextualisé et intégré au module national, validé et mis en œuvre.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

Année scolaire 2015-2016

Organiser des ateliers déconcentrés de formation des formateurs en didactique de l’ECM et de démultiplication des informations d’ordre pédagogique en attendant les formations accélérées à tous les niveaux y compris dans les ENI.

Organisation et animation d’ateliers déconcentrés d’échange et d’appropriation des contenus du module de formation et du manuel de référence de la CEDEAO à l’intention des formateurs de formateurs chargés de la didactique de l’ECM dans les ENI, à l’ENS et à l’INSE.

IGE/Direction des Formations

80% des formateurs de formateurs chargés de la didactique de l’ECM ont pris part aux ateliers déconcentrés d’échange et d’appropriation des contenus du module de formation des encadreurs pédagogiques et des enseignants et du manuel de référence de la CEDEAO mis à disposition.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo.

Année scolaire 2015-2016

52

Mettre en œuvre des stratégies diverses de formation accélérée des enseignants en ECM (ouverture de filière d’ECM en dominante à l’ENS et en spécialité à l’INSE, formation accélérée des enseignants du préscolaire et du primaire dans les ENI, formation de rattrapage de type FIR (Formation Initiale de Rattrapage) pour les enseignants du secondaire.

Elaboration, adoption et mise en œuvre de stratégies d’accélération de la formation des enseignants chargés de l’ECM en didactique de l’ECM

IGE/Direction des Formations

Les enseignants formés en ECM se sont très sensiblement améliorés entre 2015 et 2018 dans les JE, EP, collèges et lycées publics et privés confessionnels et publics. L’ECM est bien enseignée, de façon vivante, dynamique, de plus en plus centrée sur l’acquisition de valeurs humaines plutôt que sur des notions à mémoriser et restituer, vécue en situation réelle dans le microcosme que représente l’établissement scolaire. Le cadre scolaire est utilisé pour faire vivre l’ECM en situation réelle d’apprentissage et d’acquisition de valeurs.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

2015-2016-2017

Spécialiser des enseignants d’ECM pour le secondaire général et technique

Prise en compte de l’ECM dans les quotas de recrutement et de formation à venir pour doter les départements des enseignements général et technique et de la formation professionnelle d’enseignants spécialistes en ECM.

Tous les ministères chargés de l’Education/le ministère de la Fonction Publique/ le ministère de l’Economie et des Finances.

Des options de spécialisation en ECM sont offertes aux professeurs du secondaire général et technique

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

Organiser de journées de réflexion sur l’évaluation des apprenants en classe (interrogations orales et écrites,

Organisation de journées de réflexion sur l’évaluation des apprenants en classe (interrogations orales et écrites, devoirs, examens de passage ou compositions

IGE/Direction des Formations

Les journées de réflexion sur l’évaluation des apprenants en classe (interrogations orales et écrites, devoirs, examens de passage ou

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

2015-2016-2017

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devoirs, examens de passage ou compositions trimestrielles) et aux examens scolaires (CEPD, BEPC, Bac I et Bac II) dont les résultats doivent être pris en compte dans la stratégie de renforcement de l’ECM.

trimestrielles) et aux examens scolaires (CEPD, BEPC, Bac I et Bac II) dont les résultats doivent être pris en compte dans la stratégie de renforcement de l’ECM.

compositions trimestrielles) et aux examens scolaires (CEPD, BEPC, Bac I et Bac II) ont permis d’améliorer les contours et la pratique des évaluations en ECM.

Réviser et renforcer le dispositif de suivi-évaluation des enseignants (visites ordinaires, visites de contrôle, rapportage) et de remédiation (visites de soutien, conseil d’enseignement, encadrement de proximité) pour mieux encadrer les acquisitions en ECM.

Redéfinition des cahiers des charges des directeurs centraux et directeurs régionaux, inspecteurs et conseillers pédagogiques, chefs d’établissement et tuteurs par rapport à l’ECM.

IGE La gestion et le suivi-évaluation de l’ECM sont intégrés dans les cahiers des charges des gestionnaires, des administrateurs, des encadreurs pédagogiques et de proximité pour éviter le risque d’anéantissement (annihilation) des impacts attendus.

UNESCO/PNUD/UNICEF/Aide et Action/Plan-Togo

Année scolaire 2015-2016 et au-delà.