Supporting teachers in difficult

conditions to achieve SDG4 in

Africa

• UNESCO-International Institute for Capacity Building in Africa (IICBA) was established by the General Conference of UNESCO in 1999.

• As the only Category One UNESCO institute in Africa, it is mandated to strengthen the capacities of the 54 African Member States in teacher development.

• Currently focusing on gender and STEM, use of ICT in teacher development, teacher support in difficult situations, such as refugee camps and emergencies, etc.

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1. Teacher policy development and capacity

development

2. Quality and relevance of learning for girls and women

3. Early Childhood Care and Education

4. Teacher development in Emergencies

5. Qualification standards-setting and curriculum

harmonization in RECs

6. ICT integration in teaching, learning and assessment

7. Regional partnership in teachers

8. Research, publication and advocacy on teachers’

issues in Africa

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Drought in eastern and southern Africa

Horn of Africa with armed conflicts refugee crises in Somalia, South Sudan, Kenya, Ethiopia and Eritrea

Nigeria and surrounding countries – attacks by Boko Haram

Mali and surrounding countries – extremist attacks

Central African Republic and surrounding countries – ongoing political and armed conflicts

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Violence and destruction targeting schools

Abduction of school girls and boys

Refugee situations and internal displacement

Use of the school premises for military and other purposes

Traumatised children and teachers

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Destruction of school building

Damage of teaching and learning materials

Lack of food, economic hardship and worsening of security situations

Withdrawal of children from schools

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Increased emergency preparedness through regular drills

Prevention of school attacks through effective community involvement and support

Peace-building and conflict resolution integrated in school curriculum

Psychosocial support of children and teachers themselves

Social safety net and the roles teachers can play

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Professional continuous development of teachers

Active engagement of teachers in designing the support activities

Innovative approaches to improve the capacity of teachers

Use of ICT and distance learning

Importance of policy framework and education sector plans

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Protection and learning

enhanced by competent and

motivated teachers even in

emergency

Teachers with ability to continue

learning

Teachers with high

negotiation skills

Continuous professional development for teachers

Knowledge and skills in protecting school and

children

Teachers with sound

decision making capacity

Competent head

teachers and school

leadership

Teachers who are

trusted by the

communities

Relevant

research for

teaching and

learning in

emergency

and conflict

Sound teacher policy development reflecting the needs from

teachers themselves in emergencies

Capacity development of teachers, teacher trainers and policy

makers; Use of ICT in teacher development and support in

emergencis

Conflict

analysis

including

the impact

on schools

Use of ICT in teacher education and development ◦ Use of ODL and Integration of pedagogy, technology and content

◦ Use of mobile phones for distance coaching and mentoring

Teacher development and support in northern Kenya ◦ Massive departure of teachers due to security situations

◦ Recruitment of high school leavers to teach in local schools while being trained during school breaks

◦ Teachers ‘becoming’ professional while working

Teacher development for small secondary schools for Sahel countries ◦ post-primary education for rural girls

◦ Practical and relevant teaching content

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I want my students learn French language so that they will be all right when they go back to Congo, their home.

French teacher in a refugee camp in Lasu, South Sudan

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Many of my friends were

married off, but I would like to continue learning so that I can build my future.

Sudanese refugee

secondary school

student in a refugee

camp in Maban, South

Sudan

I want to complete secondary school and follow a nursing course. My mother is a nurse she helps many people who say to her ‘thank you madame, may God bless you.’ I want to be like her.

A South Sudan refugee child in Kakuma camp in Kenya

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Transformative power of education in emergency and conflict can be unleashed by teachers.

Thanks you for your attention.

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