Background paper prepared for th

Education for All Global Monitoring Rep

Literacy for Life

EFA progress in French and Sub-Saharan African cou

Aimé Damiba 2005

This paper was commissioned by the Education for All Global Moninformation to assist in drafting the 2006 report. It has not been editeopinions expressed in this paper are those of the author(s) and shouldGlobal Monitoring Report or to UNESCO. The papers can be cited “Paper commissioned for the EFA Global Monitoring Report 2006, Linformation, please contact efareport@unesco.org

2006/ED/EFA/MRT/PI/23 Original : French

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ort 2006

Portuguese ntries

itoring Report as background d by the team. The views and not be attributed to the EFA with the following reference: iteracy for Life”. For further

REVIEW OF NATIONAL EDUCATION FOR ALL ACTION PLANS

French- and Portuguese-speaking countries of Africa and Equatorial Guinea By: Aimé Damiba

Introduction

The Dakar Framework for Action requested countries to develop Education For All action

plans by late 2002. At the eighth African Member States education ministers conference,

MINEDAF VIII, which took place in Dar-es-Salaam in December 2002, it was clear that

many countries in Africa had failed to meet that goal. The ministers agreed on a new deadline

in late 2003.

How many countries currently have Education For All plans (EFA/NAP)? What is the nature

of those plans—are they separate documents or integrated into broader education or economic

and social development policy papers? Do the EFA/NAP cover all six EFA goals? Are the

plans credible in the sense that they include specific, measurable targets that can be achieved

according to a precise timetable with monitoring and assessment indicators?

This review of EFA/NAP in Africa’s French- and Portuguese-speaking countries and

Equatorial Guinea will try to answer those questions by focusing on both the EFA planning

process and the content of the plans themselves. The basic information is drawn from the

collection of EFA/NAP compiled by UNESCO’s Regional Office in Dakar (BREDA).

I The EFA planning process

1.1 The Dakar Forum (2000) took note of the Jomtien experience (1990), where Education

For All plans, sometimes developed by technocrats, were neither implemented nor

sufficiently supported by the various partners. The Dakar Forum decided that national

EFA plans must:

(i) be defined by national officials in direct, systematic consultation with the country’s

civil society, (ii) channel all the development partners’ coordinated support, (iii) define

reforms capable of reaching EFA goals, (iv) establish a long-range financial timetable,

(v) focus on action and fit in with a precise timetable, (vi) include half-way results, (vii)

achieve a synergy of all the human development efforts being integrated into the national

development planning process framework.

The EFA planning process in Africa is based on those premises and includes four main stages.

The first stage involves setting up an EFA/NAP development administrative system, which

must meet two needs: ensuring broad, democratic participation and guaranteeing good

technical results. For the first objective, either a National EFA Forum (four countries) or a

National EFA Commission (seven countries) has been implemented, depending on the

country. For the second, eight countries set up task forces and commissions to conduct studies

that provide the basis for the actual draft.

The second stage involves mobilising domestic and international funding for the preparatory

activities. To that end, the governments have signed agreement protocols will all the technical

and financial partners represented in the country. That information appears in 10 EFA/NAP.

In the third stage, a technical team, usually working within the ministry of education and

benefiting from technical support, focuses on the technical preparation of the plan. In that

context, BREDA’s Dakar Monitoring Unit has performed many support missions in the

countries concerned.

After the plan document is drafted, consultations take place for the three-step validation

process: technical validation, often within the ministry of education; social validation, by

presenting the plan to the various partners within the EFA National Forum, for example; and

political validation, in which the country’s senior officials pledge their commitment to the

plan. Political validation would be the last step in the EFA/NAP planning process, after which

implementation can begin.

1. 2 The existence of EFA/NAP

Draft EFA/NAP

In a July 2004 BREDA survey, all 26 countries involved in this review stated that they have

developed an EFA/NAP, as table 1 in the annex shows. However, in the framework of this

review only 21 /EFA/NAP were available to BREDA for analysis. One of those 21 EFA/NAP

was drafted in 2001, 11 in 2002, four in 2003 and five in 2004.

Finalized EFA/NAP

How many EFA/NAP have been finalized? According to the information in table 1, seven

plans have undergone technical, social and political validation, three have received technical

and social validation and one is currently in the technical validation stage. Information for the

rest was not provided.

It is tempting to underestimate the importance of EFA/NAP political validation when

education and training plans undergoing implementation in the countries concerned exist in

parallel. In most cases, the desire to include EFA goals not covered by National Education

and Training Plans (PNEF), and to launch a review of them, justifies the EFA/NAP

development process leading to a separate, specific EFA document. For example, Mali’s

EFA/NAP states, “in joining the Dakar Framework for Action, the Malian government has

pledged not only to improve and consolidate the strategies in the PRODEC (Programme

décennal de développement de l’éducation 2000-2010, or 2000-2010 Ten-Year Education

Development Plan) but also to develop strategies for the areas not included in the PRODEC.

An adjustment will be made with the development of an EFA action plan that is a major

component of the CSLP (Cadre stratégique de lutte contre la pauvreté, or Strategic

Framework for the Fight Against Poverty), the only medium-term political and strategic

framework and the principle document for negotiating with all the technical and financial

partners.”

EFA/NAP and other education policy documents

The two closely-examined EFA/NAP (Rwanda and Senegal) are specific documents, separate

from other education policy statements such as Ten-Year Education and Training Plans or

even broader economic and social papers, like Poverty Reduction Strategy Papers (PRSP).

The above-mentioned BREDA survey reveals that 23 of the 26 countries covered by the

present study have a National Education and Training Plan (NETP). Three of them provided

no information on the matter. Twenty countries stated that their EFA/NAP were developed in

coordination with the Poverty Reduction Strategy Papers.

There is a direct relationship between the EFA/NAP and NETP. The cases of Senegal,

Rwanda and Burkina Faso illustrate three different situations in that regard.

“Continuing its education reform process, the government of Senegal has drafted a new

general education and training policy statement for the 2000-2017 period. A Ten-Year

Education and Training Programme (TYETP) should implement that policy for the 2000-

2010 period. The development of the TYETP ended at the same time as the Dakar Global

Forum. Senegal positioned itself in the Global Forum’s dynamics at a very early stage by

drafting its EFA/NAP in March 2001. It thus had two documents referring to a single

framework. The government opted to integrate the EFA/NAP into the TYETP as the final

stage in drafting its EFA/NAP.”

The TYETP is in the advanced stages of implementation with support from all the partners.

Monitoring and assessment mechanisms that, among other things, offer the possibility of

effectively taking EFA goals into account, are up and running. In that context, the EFA/NAP

serves as a necessary reference for implementing the TYETP.

Rwanda has also integrated its EFA/NAP into a Strategic Education Sector Programme

(SESP). But unlike the case of Senegal, the EFA/NAP preceded the SESP.

The EFA planning process that began in September 2002 led to a seven-part EFA/NAP

document covering the six EFA goals and the fight against HIV/AIDS in the schools.

The SESP development process began in 2003. In March of that year, the EFA/NAP was

integrated into the SESP in the form of a “Basic Education Framework” for an initial five-

year stage according to a standardization process to pursue.

In that case, the political validation of the EFA/NAP is of course important, but its adequate

integration into the SESP, which will be the policy actually funded and implemented, matters

even more.

The case of Burkina Faso illustrates the challenges of conducting several simultaneous or

successive planning processes requiring support from the same stakeholders, to lead to several

separate documents. The following documents exist:

• Strategic Education Sector Development Plan (adopted in 1997);

• Ten-Year Basic Education Development Plan (TYBEDP, adopted in 1999)

covering the 2001-2010 period and focusing on primary education and literacy.

• Burkina Faso’s request for FTI eligibility.

• EFA National Action Plan (drafted in October 2002) summing up all the aspects of

EFA not covered by the TYBEDP: early childhood, secondary cycle, gender,

training of young adults, and the fight against HIV/AIDS.

• Strategic Fight Against Poverty Framework.

The most popular and actually implemented education policy document is the TYBEDP,

which is strongly backed by the donor community. To mark their commitment, the

representatives of 13 technical and financial partners have formally affixed their signatures

and seals to a TYBEDP introductory text entitled “Partnership Framework”. Of course, the

AII supports the TYBEDP.

The TYBEDP process, partly because of its seniority but primarily on account of its status as

an urgent priority in the necessary progress of primary education and literacy, has left little

room for taking all the EFA goals into account.

The TYBEDP is bound to evolve to cover all EFA goals, which is why the EFA/NAP is less

effective than it might be.

The lessons learned from the experiences of Senegal, Rwanda and Burkina Faso could be

summarized as follows:

• The EFA planning process is legitimate and necessary as a measure of vigilance

when it comes to taking the six EFA goals into account.

• The EFA planning process has a better chance of succeeding when there is a

relationship with a broader education sector or economic and social development

planning process. The government is responsible for achieving that goal.

• The EFA planning process is ongoing.

1. 3 Overcoming challenges and meeting additional support needs

The EFA planning process has encountered four different kinds of challenges depending on

the country. The combined efforts of governments and partners have been able to mitigate

some of the problems, but there is still a long way to go towards meeting support needs.

Structural problems

Breaking the basic education sub-sector up among several ministries has led to weakness in

the leadership required to guide the EFA process. Another difficulty is the challenge of

coordinating several education and economic and social development operations.

Institutional weaknesses

One problem involves the low skills level of units responsible for managing EFA when it

comes to planning methodologies and tools, monitoring indicators and education assessment

policies.

Another has to do with the non-availability of basic data, reliable information systems and

appropriate simulation models.

A shortage of available resources

National and international financial resources were unavailable at first, which in several cases

delayed the start of work. But there is also a lack of material resources, such as means of

communication (phone, fax and internet) and EFA documentation.

Temporary difficulties

The conflict situations and socio-political instability besetting some countries leads to a

change in priorities and timetables, sometimes at education’s expense. The Central African

Republic, for example, validated its EFA/NAP in 2000, but waited until September 2003 to

inform its partners for the purpose of soliciting amendments; the plan was not submitted to

the National Assembly until February 2004 and political validation did not occur until April

2004.

The support provided

In the face of all these challenges, the countries have received substantial support enabling

them to achieve the results mentioned above. BREDA is conducting a two-pronged action in

cooperation with UNESCO’s other offices in Africa: the mobilisation of extra-budgetary

resources and technical support to the countries. (4 )

Extra-budgetary resources have been mobilised for the different countries:

• EFA funds made available by UNESCO headquarters for the five Portuguese-speaking

countries and Equatorial Guinea.

• Cooperazione Italiana and Coopération Française have allocated resources to support

various countries, including Benin, Burkina Faso, Chad, Côte d’Ivoire, Guinea, Mali,

Niger, Rwanda, Senegal and Togo.

• L’Agence Intergouvernementale de la Francophonie has allocated funds accessible to all

the francophone countries in Africa.

BREDA and Coopération Française have set up a Dakar-based, multidisciplinary team of

technical experts and consultants to facilitate the technical supervision and management of the

development and implementation of EFA national action plans. The team has:

• organised training activities, in particular in the use of the sector approach to strengthen

education strategies,

• developed technical and methodological tools intended for officials responsible for

developing national EFA plans,

• analyzed and assessed EFA/NAP documents from several countries (Angola, Cape Verde,

Guinea Bissau, Equatorial Guinea, Sao Tomé and Principe, Benin, Burkina Faso, Guinea,

Mali, Niger, Rwanda, Senegal and Togo),

• carried out technical support missions in the above-mentioned countries in order to

strengthen the execution of various stages of the EFA/NAP development process, in

particular by:

- setting up national technical teams and defining roles and expectations,

- developing improved versions of EFA/NAP,

- organising national technical, social and political validation workshops.

Additional support needs

The countries have expressed additional needs in various areas to continue boosting the

credibility of national education and training or EFA plans and to make progress in their

implementation:

• capacity-building (sector analysis, planning and management, development of simulation,

models, data collection and analysis),

• publishing and nationwide distribution of developed EFA plans,

• equipment, means of communication and documentation.

II EFA/NAP content

The six Dakar goals are interdependent and part of the systematic relationship that

characterizes education. Hence the desire to know if all six goals are operationally reflected in

the EFA/NAP.

2 1 The structure of EFA/NAP

The EFA/NAP examined can be divided into three categories. Two documents, those of

Guinea and Senegal, are sector programmes in the sense that every sector from preschool to

post-secondary education and non-formal education is involved. Senegal’s document is a

revised Ten-Year Education and Training Programme.

A second category of EFA/NAP takes the entire education sector into account, including the

education system’s presentation and diagnosis, but the action proposals are limited to EFA

goals. That is the case for Benin, Burundi, Cameroon, Chad, Côte d’Ivoire, Mali, Sao Tomé

and Principé and Togo.

One possible explanation for that choice might lie in the desire to show that EFA is deeply

rooted in the education sector as a whole. It is very likely that education policy and other pre-

existing documents have provided a basis for developing EFA/NAP. In Côte d’Ivoire, for

example, the EFA/NAP document refers to the:

• human resources development programme (1991) affecting the entire human

resources sector (health, education and employment);

• national Education for All action plan adapted in 1992 after the Jomtien

conference;

• education reform law of September 7, 1995;

• 1997-2010 national education/training sector development plan.

The third category of EFA/NAP includes documents that are limited, in all their parts, to EFA

goals alone. That is the case for Angola, Burkina Faso, Cape Verde, Central African

Republic, Congo, Democratic Congo, Gabon, Guinea Bissau, Equatorial Guinea, Niger and

Rwanda.

With few exceptions (table 2 in the annex), all the EFA/NAP have the same structure, which

includes: (i) the context and a presentation of the country and its education policy; (ii) a

diagnosis of the education sector as a whole or limited to the EFA goals; (iii) principles, goals

and strategies; (iv) the logical framework to achieve the goals, which often includes the

financial assessment and performance indicators; (v) implementation and

monitoring/assessment mechanisms.

Observations on some of the main aspects of the EFA/NAP are given below to show the

operational character of the EFA/NAP and the extent to which the various areas of EFA have

been taken into account.

2.2 The diagnosis

The primary purpose of diagnosis is to highlight problems that must be resolved in the

perspective of recent education progress. There are several non-fundamental differences in the

way the diagnosis is carried out from one country to the next.

Some countries have taken an education system inventory by sub-sector: early childhood,

primary education, post-primary education (general secondary education, technical secondary

education and professional training) and non-formal education (literacy, education of young

people and adults and life skills). Problems are identified by examining each sub-sector from

the viewpoint of the following themes: access, quality, effectiveness, management and

funding. Mali, Niger, Togo, Congo, Guinea Bissau, Sao Tomé and Principe and Equatorial

Guinea systematically take that approach.

Other countries take a more flexible approach, describing the education system by reviewing

the sub-sectors in terms of offer, workforce changes, internal efficiency, funding and a

recapitulation of problems and pressures. Angola, Benin, Chad, Côte d’Ivoire, the Central

African Republic, Democratic Congo, and Guinea Bissau are examples.

Another approach is diagnosis by EFA area, with the six EFA goals serving as entry points in

the diagnosis of the education system. Cameroon, Burkina Faso, Burundi and Cape Verde

proceeded in that way.

In all the EFA/NAP analyzed, the six EFA goals have been the object of a more or less in-

depth diagnosis depending on the amount of available data. It is not possible to report

everything that came out of the diagnosis for all the countries. The excerpts below from

EFA/NAP illustrate the variety of analyses.

Early childhood care and education

In this area, diagnosis is often limited to quantitative and qualitative preschool education

offer. The diagnosis is succinct on account of the weak development of this sub-sector, which

is usually a low priority compared to primary education, for example.

However, early childhood development takes the issues of health, in particular of mothers and

children, the fight against major endemics, nutrition, etc. into account. A few rare EFA/NAP

mention some of those issues (Cape Verde, Cameroon), but the example of Côte d’Ivoire

illustrates the most common type of diagnosis.

Illustration in Côte d’Ivoire

In Côte d’Ivoire, children under six years old account for 18.5% of the population (RGPH,

1998). Public and private formal nurseries and day-care facilities look after approximately

6.2% and families or informal and non-formal structures take care of the rest (93.8%).

By and large, preschool access remains limited to children in urban areas, where the

enrolment rate is 12.60%, compared to 1.40% in the countryside.

Five ministries are responsible for managing early childhood care: National Education;

Solidarity, Social Security and Disabled Persons; Family, Women and Children; Sports and

Leisure; and Health and Population.

Early childhood care offer lags behind demand. Early childhood care programmes, both

public and private, often lack the required quality because of:

• staff shortages;

• inappropriate staff qualifications;

• lack of funding;

• the absence of a coherent coordinated policy between the various ministries

concerned;

• the low level of partnerships with development agencies;

• the low level of grass-roots community participation because of poverty.

The result is a precarious early childhood care environment: absence of educational games,

inappropriate furniture, lack of toilets, shortage of technical and teaching materials and

absence of food programmes.

Primary education

Primary education is at the core of all the EFA/NAP under review here. Even the 10 or so

countries that already have a gross enrolment ratio (GER) of 100% and more have a long way

to go to improve quality. The diagnosis is the deepest and covers, in many cases, as was

mentioned above, the following areas: access, quality, effectiveness, management and

funding.

Illustration of the diagnosis analysis in Cameroon

Cameroon’s EFA/NAP is a model of brevity and precision. However, the funding-related

aspects are to be found in a separate chapter grouping together all the sub-sectors. The

diagnosis takes the form of a table with a column for challenges that are summarized in the

presentation of the present situation’s indicators and the future indicators forecast for the end

of the plan. A second column summarizes the obstacles that must be overcome in order to

achieve the goals.

1. Challenges (goals)

- Massive participation and equitable access to primary education for all children

aged 6 to 14 years old.

- Maintenance of all students in school until completing their compulsory

education.

Indicators (present and future)

*Average distance to the nearest public primary school (2001)

- Urban: 0.96 km

- Rural: 1.99 km

- General:1.62 km

*GER: 79% (2000); 90% (2005); 93% (2010); 95% (2015)

*Access rate in first year of primary school: 45% in 1997/98

*Gender parity index: 0.84 (2000); 0.88 (2005); 0.90 (2010); 0.95 (2015)

- Public and private education quality in relation to financial human resources.

Indicators (present and future)

* Present pupil/teacher and pupil/class ratios:

a) Pupil/teacher: 52 (2000)

b) Pupil/class: 60 (2000)

* Forecast ratios

a) Pupil/teacher: 52 (2000); 50 (2005); 49 (2010); 45 (2015)

b) Pupil/class: 60 (2000); 55 (2005); 50 (2010); 45 (2015)

* Distribution of teachers by grade:

- IAEG: 14%

- IEG: 39%

- Other: 47%

* Distribution of teachers by status

- Temporary teachers: 16%

- Civil servants: 84%

* Percentage of female teachers: 37%

- Support of all minority and/or marginalized populations for their children’s

enrolment policy

- Enrolment of all children in difficulty (motor and sensory handicapped) and in

conflict with the law.

- Greater efficiency of the primary education system.

Indicators (present and future)

*Survival rate at grade 5: 43% (2000)

*Fifth year of primary school/class 6 access rate: 39% (2000)

*Repetition rate too high: 25% (2000)

*Primary cycle completion rate: 39% (2000)

* Fifth year of primary school/6th transition rate: 50% (2000)

* SIL/Fifth year of primary school retention rate: 43% (2000)

*Forecast repetition rates: 25% (2000); 10% (2005); 7% (2010); 5% (2015).

* Fifth year of primary school/6th transition rates: 60% (2005); 65% (2010); 70%

(2015)

2. Obstacles

- Insufficient education offer translated by:

• Shortage of qualified teaching staff, especially women;

• Overcrowded classrooms;

• The increase in the number of temporary teachers and/or multigrade classrooms;

• The recourse to dogmatic methods;

• Shortage of appropriate teaching materials;

• Inappropriate programmes;

• Lack of time devoted to the teaching of instrumental disciplines;

• The high cost of school supplies;

• Insufficient family supervision;

• Poor management of available resources;

• The teaching staff’s poor living and working conditions.

- Too few schools with running water and latrines.

- Absence of an information, orientation and education research and innovation

documentation centre in each province.

- Lack of facilities for training teachers in school administration and planning.

- Obsolescence of CNE (Centre National d’Education) and IPAR (Institut

Pédagogique à Vocation Rurale) missions;

- Inexistence of scholarships for primary school pupils;

- Mobility of most of the target populations;

- Psychological and/or socio-cultural barriers;

- Negative perception of the modern school;

- Trouble identifying and caring for different groups of children;

- Resistance to school constraints;

- Absence of special facilities for disabled children;

- Poor distribution of existing resources;

- Absence of a study on school drop-outs;

- Lack of programme, school textbook and teaching material assessment specialists.

Life skills training and professional training for adults and young people This

issue can be addressed in three aspects, as Cameroon’s EFA/NAP already does:

formal education (access of young people aged 12 to 18 to general secondary

education, technical secondary education and professional training); non-formal

education (access of illiterate adults and young people not in school or who dropped

out of school at an early age to basic non-formal education programmes); and informal

education (skills acquisition through various means). As a result of this diversity the

plans’ various components treat the issue in a fragmented way in the (Côte d’Ivoire,

Niger and Togo). The example of Niger illustrates the weak development of and lack

of information on non-formal education.

Illustration in Niger

Access

For a long time, Niger’s education system remained general and closed to basic

professional training, which was available only through certain training structures.

In the 1970s, young farmers’ training centres (CFJA), technical improvement centres

(CPT) and rural promotion centres (CPR) offered professional training. All of those

facilities have disappeared, much to the dismay of rural populations.

Later, in the 1990s, Niger set up the National Participation Service to promote the

economic insertion of young people not in school or who dropped out by providing

them with professional training.

The creation of Community Development Training Centres (CFDC) in 1998 is part of

the same effort. In 2002, 11 CFDC were operating in four regions where the net

enrolment ratio is lower than the national average: Tillabéry, Tahoua, Maradi and

Zinder.

Women and girls accounted for 57% of CFDC enrolees in 1997-98, 42.5% in 1998-99

and 59.1% in 1999-2000. Right now, those training facilities employ 32 teachers, all

subjects combined, distributed between the pilot centres and the central level.

Professional training facilities include women’s centres where girls can learn sewing,

hairdressing, knitting and home economics.

Quality

All the training facilities’ programmes have shortcomings.

It would be difficult to assess training results and the internal and external

effectiveness of the CFDCs, which are in their fifth year of experimentation, because

no evaluation has been performed so far.

Literacy

Generally speaking, the diagnosis of this non-formal education sub-sector is succinct

because little data is available. The problems are put in the forefront. The example of

the Democratic Republic of Congo may be an extreme illustration.

Illustration in Democratic Republic of Congo

Literacy training in Democratic Republic of Congo is not yet sufficiently organised,

despite several attempts that have not had satisfactory results.

The literacy rate is very high; approximately 32%, with the figure standing at 44% for

women and 19% for men.

Several negative factors account for this situation, in particular:

- the absence of a literacy policy;

- the lack of consequential financial and human support;

- the shortage of literacy centre coordination and monitoring

structures, etc.

Gender parity in education: Illustration in Burundi

The example of Burundi illustrates the general approach to a gender disparity diagnosis in

education. The EFA/NAP seeks to identify factors causing girls’ under-enrolment in order to

propose special steps, in particular affirmative action.

Girls’ education in Burundi is beset by problems of access and maintenance in school as well

as strong gender disparities. In the 2000-2001 school year, for example, the gap between net

access rates stood at 6.5 points: it was 34.1% for girls compared to 40.6% for boys.

Girls’ education is also characterized by major regional variations. Some provinces have very

high gross enrolment rates while others have very low ones compared to the national average

of 69.2% (2000-2001 school year). The provinces that should be the focus of particular

attention are Bubanza (38%), Kirundo (39%), Muyinga (41%), Makamba (46%), Karusi and

Ngosi.

Internal factors related to the education system and its environment and external factors

linked to the environment’s economic, social and cultural situations are the causes behind the

gaps observed.

Internal factors include:

- facilities that are often poorly adapted to the natural context and sometimes fail to

address the specific needs of girls,

- safety issues relating to the long distances travelled between school and home,

- repressive regulations that often result in the expulsion of pregnant girls from

school with no possibility of return.

External factors include:

- high enrolment costs that force families to make choices, often at the expense of

girls,

- higher opportunity costs for girls than for boys because of their preponderant role

in the family’s economic and domestic activities,

- parents’ scepticism about the benefits of enrolling children in general and girls in

particular.

Primary education quality

In most cases, this dimension of EFA is treated transversally within each education sub-

sector. Diagnosis focuses on the inputs that promote quality education and on an analysis

of internal efficiency. Chad is a case in point.

Illustration in Chad

Mediocre teaching conditions.

In 1999/2000, it was estimated that over 56% of teachers had no qualifications (teacher

training), including 91% in the community sector, 44% in the public sector and 57.8% in

the private sector. In addition, their working conditions are highly precarious. School

textbooks are scarce and often inappropriate.

In 1999/2000, 89.4% of students had just one textbook and each classroom an average of

one blackboard. There is also a severe shortage of seats. In 1998/1999, there were five

times more students than available seats.

Inappropriate content

The teaching programmes, contents and methods developed since 1984 are poorly adapted

to new student profiles.

Poor performances.

An internal efficiency analysis reveals high repetition rates from one level to the next. In

other words, the system is beset by high loss rates. In 1999/2000, the overall repetition

rate was 27%, with the figure standing at 26% for boys and 28% for girls.

The drop-out rate is massive—10.8% on the national level—especially at the end of the

cycle (24%, of which 24.8% for boys and 21.4% for girls). Only 46% of students enrolled

in the first year of primary school reach the fifth year. The CEPE success rate is 68% and

the sixth-year drop-out rate stands at 47.2%.

2.3 Principles, goals and strategies

The third element of the structure of EFA/NAP includes a wording of general principles,

statement of specific goals and identification of strategies to achieve them.

All the EFA/NAP cover all six EFA goals. The opposite would be paradoxical for planning

documents written specifically for that purpose. The problem lies in the way the EFA areas

are treated and the goals formulated. EFA goals are explicit in the EFA/NAP where the

diagnosis is performed by EFA area. In the other cases, where the diagnosis has emphasized

education sub-sectors by overlapping the themes of quantity, quality, management and

funding, the order of goals changes, in particular because of the transversal treatment of goal

six, quality, and, to a lesser extent, goal five, gender parity in education.

It should be pointed out that some EFA/NAP have added other objectives to the six goals,

such as the fight against HIV/AIDS in eight cases, citizenship and culture of peace education

in three cases, education for a better life in two cases, health and nutrition in two cases and

institutional development in two cases.

Côte d’Ivoire’s EFA/NAP is the one with the most goals. They are: (i) early childhood care

and protection, (ii) universal primary education and the reduction of gender disparities in

primary and secondary education, (iii) literacy and education of adults and senior citizens,

(iv) citizenship and culture of peace education, (v) the fight against HIV/AIDS, (vi) education

of children and young people in extremely difficult situations, (vii) education quality and

relevance, (viii) secondary education, (ix) education and employment, (x) education for a

better life, (xi) education decentralisation and funding, (xii) teacher training and status.

The difference in treatment between objectives depends on their nature. Goals 1, 2, 4, and 5

are easier to measure in figures. The problem of EFA lies in the equation quantity, quality,

equity and at what cost? The setting of goals must provide a solution to that equation. In most

cases, the goals are stated operationally in at least two aspects, quantitative and qualitative. A

quantitative goal in terms of access, coverage and number of people is set for each form of

education. For the qualitative aspect, a figure is put on the inputs capable of promoting quality

education: the number of qualified teachers needing to be trained, the pupil/teacher ratio, the

number of books per student, etc. Achieving goals is generally planned in three stages in the

2000–2015 period: the short, medium and long term.

The examples below illustrate how the goals are set for each EFA area.

Goal 1: Early childhood

A major concern of EFA/NAP is the development of a veritable national early childhood

development policy reaching far beyond the limited aspect of promoting preschool education.

Growing awareness of the importance of early childhood care and education has led to help

from various sources, in particular UNESCO, UNICEF and ADEA through its early

childhood development working group and African early childhood development networks.

More recently, UNICEF has urged the countries of West and Central Africa to develop

integrated national early childhood development policies taking a holistic approach. The child

is viewed as a whole, with his or her development depending on the coordinated supply of

services in various areas, including health, nutrition, supervision/education and access to

water, hygiene, proper sewage and legal protection. Countries such as Burkina Faso,

Cameroon, Chad, Mauritania, Niger and Senegal have developed national policies in that

area. Specific documents have been drafted with the goal of influencing and amending

education policy or development documents currently being implemented.

The extract below from a Senegalese Ten-Year Education and Training Programme/EFA

document illustrates how current plans take early childhood into account.

The document explicitly states that early childhood education was not a priority of the

government, which cared more about boosting the primary school net enrolment rate.

Early childhood sub-sector in Senegal

Development strategy

• Promotion of a research-action programme involving the development of alternative early

childhood care facilities with the aim of raising the preschool enrolment rate.

• Improvement of quality through the development of a curriculum geared towards socio-

cultural realities, steady training of the sub-sector’s personnel and the acquisition of

appropriate teaching materials and equipment.

• Strengthening of social mobilisation (IEC) to foster participation and an effective

partnership based on early childhood education, care and development.

• Implementation of an effective coordination, monitoring and supervision system

guaranteeing the set quality standards.

Goals

Access

• Boost the preschool enrolment rate from 2.7% in 1998 to 30% in 2008 with the

accommodation of approximately 278,000 children.

• Develop replicable community education models at reduced cost.

Quality

• Development of an education packet focusing on education, health and nutrition,

• Training of a sufficient number of preschool education monitors and organising mothers

(supervision),

• Research and development of appropriate materials and equipment.

Implementation

• National coordination involving the main players

• Three stages: experimentation of models, consolidation of one model, replication.

• Funding by the government and to a large extent by local governments, NGOs, private

individuals, communities and families.

Goal 2: Primary education

For most EFA/NAP, the setting of goals to achieve universal enrolment includes three

interrelated aspects—access, quality and equity—drawn up in the form of components, such

as in the example below.

In Guinea Bissau the basic education goals are the following:

Access component:

Action 1: ensure equal access to free and compulsory primary education for all children.

Action 2: conduct awareness-raising activities.

Action 3: adapt the school calendar to the socio-cultural context.

Action 4: diversify the school offer.

Quality component:

Action 5: integrate the basic unified teaching curriculum.

Action 6: train teachers and provide pedagogical support.

Action 7: strengthen pedagogical support for teachers, trainers and inspectors.

Action 8: adapt the annual number of school hours to the basic integrated teaching

curriculum’s requirements.

Action 9: integrate deficient children into school.

Management/funding component:

Action 10: build institutional capacity at the system’s various management levels

Action 11: promote the enrolment of girls.

Action12: raise society’s awareness about the enrolment of girls.

Action 13: increase the number of female teachers.

The measurable results expected from these actions include:

- 1,193 built and equipped classrooms,

- 750 rehabilitated classrooms,

- 98% of children enrolled in school,

- 100% of schools in rural areas offering complete basic education cycles

- a 0.90 gender parity index,

- a sufficient number of teachers

- a rise in the girls’ net enrolment rate from 54.6% in 1999 to 69.7% in 2005, 84.9%

in 2010 and 100% in 2015.

Goal 3 Life skills, goal 4 literacy.

In the example of Niger, goals 3 and 4 are considered part of a non-formal education sub-

sector including adult literacy and education, professional training of adults and young people

and Koranic schools. The following are the set goals:

Literacy

Access: boost the literacy rate of people aged over 15 years old from 20% in 2000 to

40% in 2015 with the following actions:

- identification of target populations and areas where literacy centres should be

located;

- construction, equipping and functional support of 1,800 literacy centres;

- recruitment of 1,800 literacy centre monitors.

Quality: improvement of literacy and post-literacy quality with the following actions:

- development of literacy and adult training curricula;

- training of 40 inspectors and 14 evaluation, andragogy and socio-economic

specialists;

- monitoring and assessment of literacy and post-literacy activities.

Professional training of adults and young people

Access: setting up a sustainable professional education system and developing it

nationwide:

- conducting studies of training needs in the country’s eight regions with the aim of

developing a training plan and a plan for locating the centres;

- assessment of existing experimental community development training centres

(CFDC);

- development of the organic statutes of the CFDC as basic components of technical

education and professional training;

- creation and equipping of 100 community development training centres.

Quality: guaranteeing the quality of training and of socio-economic interaction with

communities through the following actions:

- development of a training curriculum strategy relevant to local, sub-regional and

regional economic activities;

- guaranteeing the continuous training of 400 trainers;

- development of a support system for the insertion of graduates into working life.

Koranic schools

Access: making the Koranic school an institution that promotes development

- reorganisation of the Koranic school into a dynamic basic education structure

- raising people’s awareness of the restructuring of Koranic schools and the

experimentation of new programmes;

- construction and equipping of eight training centres for Koranic school instructors.

Quality: improvement of the quality of Koranic instruction

- design and development of curricula;

- training of 4,800 Koranic school teachers.

Goal 5: Gender disparity in education

A summary of Niger’s EFA/NAP illustrates types of girls’ education strategies.

The girls’ enrolment component in basic cycles I and II of Niger’s National Action Plan is

based on eight types of action:

• Between 2003 and 2015, a series of three local campaigns will make parents and school

partners aware of the benefits of enrolling girls in school, with a special emphasis on

issues relating to the registration, maintenance, success and sharing of education costs.

• Development and implementation of local action plans to promote the enrolment of girls

in rural areas with low girls’ enrolment rates, starting with a test phase of 480 schools that

will be gradually extended, replicated and consolidated in 1,280 villages.

• The setting up of tutoring activities to reduce the school drop-out rate, in particular of

girls, in approximately 1,350 regional schools with the lowest girls’ retention indicators.

• Gender-based teacher training: the use of tutoring and remedial education should involve

5,410 teachers and 60 academic supervisors.

• Revision of texts on the protection of girl students.

• Awarding of prizes and scholarships to girls (400 at the end of each school year) who

have achieved the best grades in science subjects for obtaining the BEPC (certificate of

completion of primary school).

• The creation of accommodation and/or support facilities for families agreeing to host girls

from disadvantaged environments.

• Institution-building and capacity-building of the staff of the Direction de la promotion de

la scolarisation des filles (Department for the Promotion of Girls’ Enrolment).

Goal 6: Education quality

Education quality is often treated transversally within the various education sub-sectors. But

some EFA/NAP make education quality a separate component in the form of a summary of

the various quality sub-goals. A case in point is the Central African Republic.

The Central African Republic’s EFA/NAP sets the following education quality goals, which

are also called “challenges”:

• improve the quality of reading, writing and arithmetic education;

• teach the knowledge, skills and attitudes required to solve everyday problems;

• improve education quality in the first level of secondary education and secondary general,

technical and professional education (F 2 ESGTP);

• guarantee all young people without access to the first level of secondary education (F2

ESGTP) a basic quality education;

• improve the quality of literacy;

• guarantee girls aged 8 to 18 a quality education.

The following measurable goals have been set:

• Reduce the pupil/teacher and pupil/class ratio from 76 to 50 by 2025;

• Raise the efficiency coefficient in the last level of primary education to 100% and in the

first level of secondary education to 80%;

• Boost the percentage of pupils with a command of all basic skills (reading, writing,

arithmetic) defined on the national level to 100%;

• Increase the access rate of young people to quality post-primary education to 100%;

• Raise the level of knowledge, skills and attitudes of neo-literates to 80%;

• Boost the level of knowledge, skills and attitudes of girls to 100%.

Goal: school health

Equatorial Guinea’s EFA/NAP, like that of Niger, includes a school health goal, whose main

aspects are the following:

General goal: to provide boys and girls with a primary and secondary education in the

knowledge, values and skills required to lead a safe, healthy life and increase their efficiency

at school.

Particular goals:

- implement special programmes to improve pupils’ health;

- help increase pupils’ efficiency rate at all education levels;

- produce learning programmes, guidebooks and teaching materials intended to

build pupil’s learning capacities and facilitate teachers’ tasks;

- establish cooperation and coordination relationships with ministries and social

organisations involved in school health.

The school health programme’s planned activities are expected to reach 204,089 boys and

girls.

Goal: HIV/AIDS education

The following countries’ EFA/NAP contain an additional goal relating to the fight against

HIV/AIDS: Burkina Faso, Côte d’Ivoire, Niger, Togo, Democratic Congo, Gabon, Central

African Republic and Rwanda.

As an example, the main goals of Rwanda’s HIV/AIDS programme are the following:

- raise HIV/AIDS awareness,

- increase and improve HIV/AIDS educational materials,

- build the capacities of the HIV/AIDS unit at the Ministry of Education and in the

provinces,

- reactivate the anti-AIDS clubs and identify networks,

- take care of infected teachers and pupils,

- promote changes in young people’s social behaviour.

The main actions focus on training and curricula development.

Goal: citizenship education

The EFA/NAP of Côte d’Ivoire and Cameroon include a citizenship education goal. The

education for peace goal in Equatorial Guinea’s EFA/NAP and the education for a better life

goal in the EFA/NAP of Côte d’Ivoire and Togo are similar.

Cameroon’s EFA/NAP states a goal calling for the development of a culture of responsible

and active citizenship based on shared values with the aim of promoting the inclination to live

together in peace that is broken down into the following specific goals or challenges:

- education community support for a culture of citizenship in the school

environment and in the non-formal sector,

- continuous application of civic and moral values with the aim of eradicating

withdrawal into community identities in the school environment and the non-

formal sector,

- creation of language laboratories in non-formal basic education centres.

Actions that need to be taken include the following:

- raising the education community’s awareness of the culture of citizenship in the

school environment,

- developing and revising programmes,

- training teaching staff,

- locally developing and producing civics and morality school textbooks,

- developing local language learning programmes.

2. 4 Making EFA/NAP operational

Four complementary operations aim to fulfil the EFA/NAP credibility requirement: the

development of a logical framework, the financial evaluation of the plan, the selection of

performance indicators and the choice of implementation and monitoring-assessment

mechanisms.

Logical frameworks and implementation tables

After the EFA/NAP goals are set, a logical framework spells out the details. The EFA/NAP of

16 countries make use of this practice. The general goals are broken down into particular

ones, the strategies or actions necessary to achieve them are spelled out and details of the

activities are given, with the timetable, the responsible institutional authority, cost estimates

and an indication of funding sources.

A case in point is Cameroon’s EFA/NAP, in which the seven goals (the six Dakar goals plus

citizenship education) are broken down into 31 challenges that can be considered separate

targets. For all 31 of them, 183 actions are to be taken. The total estimated cost of the planned

activities is put at 1,250 billion francs CFA broken down into three periods:

- 306 for the 2003–2005 period;

- 464 for the 2006–2010 period;

- 480 for the 2010–2015 period.

In another example, Côte d’Ivoire, the logical framework is expressed in terms of a matrix

where, for each area, a total of 144 sub-goals are listed for the entire EFA/NAP after the

general and particular goals. A strategy, activity, expected result, responsible official, partners

and performance indicator corresponds to each sub-goal. The activities are broken down into

periods: 79 for the short term (2004 – 2006); 42 for the medium term (2006 – 2010); and 23

for the long term (2010 – 2015).

The wording of the various items is often tautological. For example, “goal: to recruit and train

2,000 teachers per year; activity: recruitment of 2,000 teachers per year, or 26,000; expected

result: recruited and trained teachers; performance indicator: number of teachers trained.”

Financial evaluation

Making full use of a logical framework leads to the cost estimate of the various activities

called for in the EFA/NAP. That is the case in the above example of Cameroon, but not for

Côte d’Ivoire, where the financial evaluation is not provided activity-by-activity but in a

summary table for an amount of slighter over 611 billion francs CFA

Only two of the 21 EFA/NAP examined had no complete financial evaluation.

Implementation, monitoring-assessment and performance indicator mechanisms

This topic covers two interrelated issues: the implementation process and the institutional

framework.

The process is regulated in that the systematically developed EFA/NAP include an

implementation timetable as well as monitoring and assessment indicators. Only 11 of the 16

countries using the logical framework have performance indicators.

The logical framework usually calls for integrating each EFA/NAP component into the

institutional framework. But a coordination problem arises at various levels. Some countries

settle the issue by using existing structures, while others have EFA/NAP that plan to set up

new ones. Only 10 countries have specific proposals to that effect.

One example of an implementation and monitoring-assessment mechanism is in the Central

African Republic’s EFA/NAP, which calls for:

• A meeting of domestic and international partners with the mandate of assessing periodic

reports on the plan’s implementation.

• A National Coordinating Committee made up of officials from the various components.

This is the plan’s permanent monitoring-assessment structure.

• A Technical Committee, made up of education specialists, in charge of running the

programme.

• A Regional Coordinating and Monitoring Committee chaired by local school inspectors

and made up of administrative and education officials and education system partners.

• A Town Committee, chaired by the mayor, responsible for local coordination and

monitoring.

Conclusion

At the end of this review of education plans for all of Africa’s French- and Portuguese-

speaking countries and Equatorial Guinea, several conclusions concerning the continuous

character of EFA planning and the nature of the education policy reforms under way can be

drawn.

EFA planning, a continuous process

The countries have made a major push to initiate processes of broad participation, in the

Forum or national EFA committees, in the development of credible EFA/NAP encompassing

all the EFA goals.

Seven of the 21 available EFA/NAP documents analysed can be considered final versions

because political officials have formally validated them. The lack of formal political

validation does not prevent currently implemented education policies from taking all or some

of the dimensions of EFA into account.

The EFA/NAP examined cover all EFA dimensions, the six goals making up the six

EFA/NAP components, or those that are included in less numerous components. Some plans

have additional goals involving HIV/AIDS, health and education, education for a better life,

education for peace and citizenship education.

The EFA/NAP examined are specific documents separate from other education policy papers

such as ten-year education and training plans and even broader economic and social plans like

Poverty Reduction Strategy Papers. But those documents, insofar as they often pre-date

EFA/NAP and served as their basis, in particular to highlight insufficiently addressed EFA

aspects. The EFA/NAP serve as a benchmark for taking all the EFA goals into account during

periodic reviews of education policies in their implementation processes.

There is an obvious desire to make EFA/NAP operationally credible. That is especially the

case for those that make use of logical frameworks to help set quantifiable goals, determine

activities in a timetable usually made up of three stages, estimate costs and select monitoring

performance indicators.

Many EFA/NAP, even the plans made available in 2004 and bearing the words “temporary

version”, have not yet been finalised. That observation points up the continuous character of

the EFA planning process, not really for finalising a document, but to have the actually

implemented education take EFA’s various dimensions into account. The result is the

importance attached to setting up operational EFA/NAP implementation mechanisms.

Adopting reform measures

The mystique of reform that in the 1960s and 1970s triggered a groundswell of support in

Africa for structural transformations in education, sweeping changes in content and the

adoption of new methods, including the use of advanced technology, is barely visible in

contemporary education plans. Education officials proceed by making occasional

improvements to the dominant systems and supporting innovations that complement them.

The main reform measures observed consist of taking multiple initiatives whose combined

effect aims to increase access to education, stimulate demand and cut costs. Four high-impact

kinds of measures will be mentioned below.

Change the way teachers and pupils are grouped together

In several cases, variants of dual-purpose classrooms, with double and sometimes triple flows,

and multigrade classrooms, round out the traditional way that teachers and pupils are grouped

together (one teacher and one group of pupils per education level). That has helped boost the

GER by 16 percentage points in Senegal and 38 in Mauritania. It should be pointed out that

those steps did not meet with unanimous approval from education beneficiaries because they

were not always accompanied by the necessary adjustments to programme contents,

preparation for new methods, teacher motivation, etc.

Reducing repetition rates

To avoid widespread repetition, some francophone countries (Burkina Faso, Mali, Niger, etc.)

have established a six-year primary cycle made up of three two-year cycles. Repetition is

prohibited within each cycle and very limited between cycles. Those steps aim at bringing the

repetition rate down to below 10%.

Recruiting more teachers at lower cost

The availability of a sufficient number of teachers at a cost that national budgets can bear is

the most serious problem for achieving primary universal education. One solution consists of

recruiting a new type of teacher who are not civil servants, whether they receive their salaries

from the State or communities. That step seems unavoidable. It has helped boost GER in

several countries, including Niger, Mali, Senegal, Chad and Cameroon.

Affirmative action to boost girls’ enrolment

In addition to awareness-raising campaigns to overcome the socio-cultural obstacles that keep

girls’ enrolment down, the plans propose many affirmative action measures, ranging from free

school supplies and textbooks to scholarships, reinforced educational supervision and the

distribution of food rations.

Taking alternative educational methods into account

For various reasons, several countries have pockets of enrolment resistance. Some regions are

developing their own education models because formal education, on account of its limited

geographical scope, marginalises them or because its content fails to meet their needs,

especially religious needs in devoutly Islamic countries. Promoting alternative education

models to fully meet the populations’ needs is a necessary reform. The integration of Koranic

schools, medersas and French-Arab schools into the dominant system, which requires

religious teaching in public schools to be effective, illustrates the complexity and scope of the

steps that need to be taken. Senegal has been taking that approach since 2000 and Niger for

even longer.

Bibliography

• Rapport d’activité en faveur de l’Education pour tous en Afrique sub-saharienne.

2003-2004. UNESCO/BREDA July 2004.

• Synthèse des progrès accomplis en Africque dans la planification et la réalisation de

EPT. ED/02/MINEDAF/REF/3 UNESCO/BREDA December 2002.

• Dakar Framework for Action, Education For All: Meeting Our Collective

Commitments. UNESCO 2000

Annex 1

Table 1: Progress of EFA planning (July 2004)

Country Existence of NETP

Existence of

EFA/NAP

Connection to

PRSP

Connection to

OMD

Elu FTI1

Technical validation

Social validation

Political validation

Group I Benin 2003 x x x x x x x Burkina Faso 2002 x x x x x Côte d’Ivoire 2003 x x x x x x x x Guinea 2001 x x x x x x x x Mali 2004 x x x x x Mauritania x x x x Niger 2004 x x x x Senegal 2002 x x x x Togo 2004 n.a. x x x Group II Cameroon 2002 x x x x Congo 2002 x x n.a. n.a. x x Democratic Congo 2004

x x x x x x x

Gabon 2002 n.a. x x x Central African Rep. 2004

x x x x x x

Chad 2002 x x x x Group III Burundi 2003 x x x x x x Comoros x x x x Djibouti x x x x Madagascar n.a. x n.a. n.a. Rwanda 2003 x x x x x Group IV Angola 2002 x x x Cap Vert 2002 x x n.a. n.a. x x x Guinea Bissau 2002 x x x x Mozambique 2002 x x n.a. n.a. x Sao Tomé 2002 x x n.a. n.a. x x x Equatorial Guinea 2002

x x n.a. n.a. x x

Source: Rapport d’activités en faveur de l’éducation pour tous en Afrique sub-saharienne 2003-2004 UNESCO/BREDA page 22

1 OMD ?

Annex 2

Table 2: Structures of EFA/NAP analyzed

Country Country context and ed. system

Diagnosis Goals, stratégies

Logical framework

Financial evaluation

Performance indicators

Monitoring mechanism

GROUP I Benin x x x x n.a. n.a. n.a. Burkina Faso n.a. x x x x x n.a. Côte d’Ivoire x x x n.a. x x Guinea n.a. x x x x x n.a. Mali x x x x x x n.a. Mauritania Niger x x x x x x Senegal x x x n.a. n.a. n.a. x Togo x x x x x x x GROUP II Cameroon x x x x x x x Congo x x x x x n.a. x Democratic Congo

x x x x x x x

Gabon x x x x x x n.a. Central African Republic

x x x x x x x

Chad x x x x n.a. n.a. GROUP III Burundi x x x x n.a. Comoros Djibouti Madagascar Rwanda x x GROUP IV Angola x n.a. x n.a. x n.a. n.a. Cap Vert x x x x x n.a. n.a. Guinea Bissau x x x x x n.a. x Mozambique Sao Tomé x x x x x n.a. x Equatorial Guinea

x x x x x x x

Annexe 3

List of EFA/NAP analyzed

Group I BENIN Republic of Benin. Cotonou, December 2003. Plan d’actions national du Bénin pour la mise œuvre du programme Education pour tous. 139 pages. BURKINA FASO Burkina Faso. Ouagadougou, October 2002. Projet de Plan d’action national: Education pour tous d’ici 2015 Document complémentaire au PDDEB (Première version). 53 pages. COTE D’IVOIRE Republic of Côte d’Ivoire, Abidjan,03 June 2003 Plan d’action national de l’éducation pour tous (EFA/NAP2003- 2015) 173 pages. GUINEE Republic of Guinea. Conakry. Description du Programme Education Pour Tous (2001- 2012). 72 pages. NIGER Republic of Niger. Niamey, June 2004. Plan d’action national EPT 2000-2015. 127 pages. MALI Republic of Mali. Bamako, Juin 2004. Plan d’action national EPT (draft). 151 pages. SENEGAL Republic of Senegal. Dakar, Août 2002. Programme de développement de l’éducation et de la formation / Education Pour Tous (PDEF/EPT). Document de travail. 150 pages. TOGO Togolese Republic. Lomé, December 2004. Plan d’action national de l’Education pour tous 2004- 2015. 210 pages. Group II CAMEROON Republic of Cameroon. Yaoundé, October 2002. Plan d’action national de l’éducation pour tous. 119 pages. CONGO Republic of Congo. Brazzaville, November 2002. Plan national de l’éducation pour tous. 82 pages. DEMOCRATIC CONGO Democratic Republic of Congo. Kinshasa/Gombé, April 2004. Plan national de l’éducation pour tous (avant projet). 117 pages. GABON Gabonese Republic. Libreville, November 2002. Plan d’action national Education pour tous. Suivi de Dakar. 70 pages. REPUBLIQUE CENTRAFRICAINE Central African Republic. Bangui, April 2004. Plan d’action national de l’éducation pour tous 2004 – 2015. 96 pages. TCHAD Republic of Chad. N’Djaména, September 2002. Plan d’action national de l’Education pour tous (PAN/EPT) à l’an 2015. Part I: diagnostic et strategy. 48 pages.

Group III BURUNDI Republic of Burundi. Bujumbura, August 2003. Plan d’action national d’éducation pour tous (version provisoire). 60 pages. RWANDA Rwandan Republic. Kigali, April 2003. Education pour tous: Résumé du Plan et Programme stratégique du secteur de l’éducation (PSSE). Cadre de l’éducation de base. 42 pages. Group IV ANGOLA Republic of Angola. Luanda, June 2003. Plan d’action nationale d’éducation pour tous 2001 – 2015. 63 pages. CAPE VERDE Republic of Cape Verde. Praia 25 October 2002. Plan national d’éducation pour tous. 72 pages. GUINEA BISSAU Republic of Guinea Bissau. Bissau, July 2002. Plan d’action national Education pour tous. 90 pages. SAO TOME AND PRINCIPE Republic of Sao Tomé and Principe. Sao Tomé, November 2002. Education pour tous, Plan national d’action 2002 – 2015. 119 pages. EQUATORIAL GUINEA Republic of Equatorial Guinea. Malabo, September 2002. Plan d’action nationale de développement de l’éducation pour tous (EPT). 133 pages.