Peer Review in Peer Review in Education in AfricaEducation in Africa

ByBy

Pr Ibrahima Bah-Lalya, Coordinator Pr Ibrahima Bah-Lalya, Coordinator WGNFE/ADEAWGNFE/ADEA

And And ADEA Peer Review ProgramADEA Peer Review Program

Greetings fromGreetings from1.1. The Executive Secretary Mrs. Oley Dibba Wadda The Executive Secretary Mrs. Oley Dibba Wadda

and the ADEA Secretariat based in Tunisand the ADEA Secretariat based in Tunis

2.2. The Peer review Teams (from Mr N’Doye, Dr The Peer review Teams (from Mr N’Doye, Dr Cherif Diarra, Ms Ann Houraye, Dr Moussa, Dr Cherif Diarra, Ms Ann Houraye, Dr Moussa, Dr Jalloh, Pr Fonkoua, to name a few in this room)Jalloh, Pr Fonkoua, to name a few in this room)

3.3. WGNFE team based in Ouagadougou (Eléonore, WGNFE team based in Ouagadougou (Eléonore, Mme Koné and others in this room)Mme Koné and others in this room)

BackgroundBackground An Idea from late Pr. Ulla Kann (former member of An Idea from late Pr. Ulla Kann (former member of

the SC-WGESA) to give a concrete form to two the SC-WGESA) to give a concrete form to two policy directives: (1) policy directives: (1) Africanizing ADEA programs Africanizing ADEA programs and (2) Having African MOE on the driving seatand (2) Having African MOE on the driving seat..

The concept was presented in Mauritius , presented The concept was presented in Mauritius , presented to ADEA Caucus of African Ministers, & to ADEA to ADEA Caucus of African Ministers, & to ADEA Secretariat and approved by the ADEA/SCSecretariat and approved by the ADEA/SC

The ADEA Executive Secretariat was mandated to The ADEA Executive Secretariat was mandated to run a pilot phase in 3 countries: run a pilot phase in 3 countries: Mauritius, Gabon, Mauritius, Gabon, and Nigeria selected out 14 countries and Nigeria selected out 14 countries

The pilot phase outcomes were so revealing that 3 The pilot phase outcomes were so revealing that 3 more countries are added: Burkina , Congo, and more countries are added: Burkina , Congo, and AngolaAngola

WHY PEER REVIEWS ?WHY PEER REVIEWS ?

With Peer review With Peer review ADEAADEA expects to expects to 1.1.Promote Inter-country policy dialogue on Promote Inter-country policy dialogue on education deliveryeducation delivery;;2.2.Strengthen African expert networks;Strengthen African expert networks;

3.3.Promote South / South cooperation.Promote South / South cooperation.

Through PR, Through PR, countriescountries expect to expect to

1.1. provide provide workable policy options workable policy options to MOEs to MOEs for the improvement of system and for the improvement of system and subsystem performances;subsystem performances;

2.2. set set foundation for effective implementation foundation for effective implementation of suggested policy options; of suggested policy options;

3.3. develop nuclei of national cadresdevelop nuclei of national cadres around around the policy initiatives; and the policy initiatives; and

4.4. Improve capacitiesImprove capacities of these cadres to of these cadres to perform sector analysis and conduct perform sector analysis and conduct program operations.program operations.

1. With Peer review 1. With Peer review ADEA WGNFE ADEA WGNFE and WGMPS and WGMPS expectexpect

1.1. Provide a support to ADEA Policy Provide a support to ADEA Policy

Dialogue of Dialogue of country ownership, country ownership, leadership, and adequacy leadership, and adequacy with national with national agendas;agendas;

2.2. Meet country’s needs and demands;Meet country’s needs and demands;

3.3. Ground the key part of the review in Ground the key part of the review in local realitieslocal realities;;

4.4. Focus on implementation Focus on implementation with with

recommendations that have a high recommendations that have a high likelihood of effective use by countries;likelihood of effective use by countries;

5.5. Utilize and engaging Utilize and engaging country’s country’s capacitiescapacities; ;

6.6. Try out a Try out a field driven s. a.field driven s. a. that shifts that shifts away from traditional, donor-driven and away from traditional, donor-driven and overly technical reviews.overly technical reviews.

D.D.

Designing the modelDesigning the model

1.1. Initiate the reviews from country requestsInitiate the reviews from country requests in order to:in order to:

legitimate the process, legitimate the process, specify domains of inquiry, specify domains of inquiry, pinpoint basic research questions, pinpoint basic research questions, discuss conditions for operation,discuss conditions for operation, provide a forum for a meaningful policy provide a forum for a meaningful policy

dialogue within the national stakeholders and dialogue within the national stakeholders and the peer experts;the peer experts;

The model (contd): The model (contd): 2. 2. Design it as a review , not an Design it as a review , not an

evaluationevaluation

More formative less summativeMore formative less summative Less emphasis on hard dataLess emphasis on hard data Non-adversarialNon-adversarial

The model (contd):The model (contd):3. 3. Qualitative as much as possible Qualitative as much as possible

Interviews among professionals of similar Interviews among professionals of similar levels and fields levels and fields

Seeking Community of values and Seeking Community of values and convergences convergences

View points are valuedView points are valued

The model (contd):The model (contd): 4. Emphasis on praxis4. Emphasis on praxis

. i.e., • national experts to learn by doing,• international experts to read from the

field, • the whole exercise to gear toward

developing workable recommendations;

The model (contd):The model (contd):

5. Draw from African 5. Draw from African country expertisecountry expertise

• with the support of international expertise and

• Collegiality from start to finish between national, African and international team experts.

The model (contd):The model (contd):6. 6. A Participative Process A Participative Process An African led Team of Experts with sound experience An African led Team of Experts with sound experience

in policy formulation and implementationin policy formulation and implementation; ; Collegiality and national full participation at all stages;Collegiality and national full participation at all stages; Public debates for both the process of the review and Public debates for both the process of the review and

its findings;its findings; Sampling wide and beyond the policy makers.Sampling wide and beyond the policy makers.

The model (contd):The model (contd):7. 7. Focusing on process Focusing on process

rather than productrather than productWith five gradual steps:With five gradual steps:

1.1. Preparation phase launched by country; Preparation phase launched by country; 2.2. National self evaluation leading to a report that is National self evaluation leading to a report that is

integral part of the overall report; integral part of the overall report; 3.3. International review to complete step 2; International review to complete step 2; 4.4. Validation/dissemination; and Validation/dissemination; and 5.5. Impact review.Impact review.

The model (contd):The model (contd):8. 8. A thorough dissemination A thorough dissemination

planplanInitiate a public debate on findingsInitiate a public debate on findings

Disseminate recommendations through public mediaDisseminate recommendations through public media

Impact review to be conducted beyond and above the Impact review to be conducted beyond and above the reportreport

The model (contd):The model (contd):9. 9. Sound Country Sound Country

Identification / Selection Identification / Selection ProcessProcess

Countries were proposed to apply to ADEA and Countries were proposed to apply to ADEA and 15 showed interest;15 showed interest;

A subcommittee designed to select pilot A subcommittee designed to select pilot countries;countries;

3 selected using following main criteria: regional 3 selected using following main criteria: regional location, complexity of school environment, location, complexity of school environment, language used for teaching learning, size)language used for teaching learning, size)

Mauritius, Gabon and NigeriaMauritius, Gabon and Nigeria

E. Implementation and E. Implementation and

major outcomesmajor outcomes

GabonGabonA central Africa wealthy small size A central Africa wealthy small size

country, not too populated with a Gross country, not too populated with a Gross Enrolment Rate above 130% a Net Enrolment Rate above 130% a Net Enrolment Rate of about 93%, and a Enrolment Rate of about 93%, and a gender parity difference of less than 1,5%.gender parity difference of less than 1,5%.

But a few enduring problems: But a few enduring problems:

Gabon (contd)Gabon (contd)

In Pre-primary educationIn Pre-primary education: : inadequate infrastructures, inadequate infrastructures, insufficiently trained staff and insufficiently trained staff and a policy framework that lacks clarity on the a policy framework that lacks clarity on the

relationship between the various service relationship between the various service providers (mainly ministries).providers (mainly ministries).

Gabon (contd)Gabon (contd)

In Primary educationIn Primary education:: Inadequate distribution of the teaching Inadequate distribution of the teaching

staff, staff, internal inefficiency, and internal inefficiency, and a new curriculum that is not fully tested a new curriculum that is not fully tested

and endorsed by teachers and other and endorsed by teachers and other stakeholders. stakeholders.

Gabon (contd)Gabon (contd)

In Secondary educationIn Secondary education: : the 1966 compulsory education law not the 1966 compulsory education law not

fully implemented fully implemented Students with special needs not fully Students with special needs not fully

mainstreamed,mainstreamed,Difficult transitions from primary to Difficult transitions from primary to

secondary, within secondary, from secondary, within secondary, from secondary to tertiary and from the first secondary to tertiary and from the first year of university to the next level.year of university to the next level.

Gabon (contd)Gabon (contd)

The peers examined these pitfalls, The peers examined these pitfalls, proposed 23 practical recommendations proposed 23 practical recommendations to policy makers focused on new to policy makers focused on new directions regarding to follow in order to directions regarding to follow in order to improve both the management of the improve both the management of the system and the financing.system and the financing.

NigeriaNigeria A Federal State country, the most populated in A Federal State country, the most populated in

Africa, with a complex educational system Africa, with a complex educational system mostly run from Ste and local Governments .mostly run from Ste and local Governments .

But 55.7 million illiterates and a non-formal But 55.7 million illiterates and a non-formal education subsector characterized by the education subsector characterized by the following:following:

Low perception of A/NFE, Low perception of A/NFE, Weak funding of the subsector,Weak funding of the subsector,Limited scope and breadth of the Limited scope and breadth of the

subsector, subsector, Management problems, Management problems, Limited use of the donor’s assistance. Limited use of the donor’s assistance.

Nigeria (contd)Nigeria (contd)26 Recommendations were made to address 26 Recommendations were made to address

the problems, including 8 major: the problems, including 8 major: 1.1. Provide political and technical support to Provide political and technical support to

the system and reorient the people’s the system and reorient the people’s perception regarding the non-formal sub-perception regarding the non-formal sub-sector through advocacy and other means;sector through advocacy and other means;

2.2. Better integrate vocational offerings in the Better integrate vocational offerings in the curriculum of the non-formal sub-sector; curriculum of the non-formal sub-sector;

Findings-Nigeria (cont.)Findings-Nigeria (cont.)

3.3. Recognize and mainstream the various Recognize and mainstream the various alternative/indigenous education strategies alternative/indigenous education strategies utilized by Nigerians to educate their people;utilized by Nigerians to educate their people;

4.4. Improve the delivery of nomadic education Improve the delivery of nomadic education through a comprehensive and integrated through a comprehensive and integrated approach to service delivery;approach to service delivery;

5.5. Improve the working conditions of teachers in Improve the working conditions of teachers in A&NFE; A&NFE;

6.6. Better manage current fund allocation Better manage current fund allocation disbursement and use; disbursement and use;

7.7. At the same time, At the same time, increase funds allocated to non-increase funds allocated to non-formal education;formal education;

8.8. Find strategies to attract and better coordinate Find strategies to attract and better coordinate donor assistance. donor assistance.

Mauritius Mauritius

A A small island country, but densely populated small island country, but densely populated with some of the highest GER and NER in with some of the highest GER and NER in Africa. The review paid particular attention to Africa. The review paid particular attention to the ongoing reform 2000-2005. the ongoing reform 2000-2005.

In pre-primary educationIn pre-primary education, to examine , to examine the provision of facilities, teachers and the provision of facilities, teachers and

teaching programs, with particular attention to teaching programs, with particular attention to children with specific needschildren with specific needs;;

Mauritius (contd)Mauritius (contd)

In Primary EducationIn Primary Education to review policies and to review policies and practices regarding: practices regarding:

automatic promotion, automatic promotion, language of instruction, language of instruction, the role of private tutoring, the role of private tutoring, transition to secondary education and transition to secondary education and pre-vocational education;pre-vocational education;

Mauritius (contd)Mauritius (contd)

3. 3. In secondary education In secondary education to examine the to examine the issue of the national master plan with special issue of the national master plan with special attention to shared responsibility between attention to shared responsibility between private and public providers of education; private and public providers of education;

4. 4. In Tertiary education In Tertiary education to review the role of to review the role of

the subsector in the national reform processthe subsector in the national reform process

Mauritius (contd)Mauritius (contd) The peers examined these matters, The peers examined these matters,

proposed recommendations to policy proposed recommendations to policy makers and suggested directions makers and suggested directions regarding both policy formulation, the regarding both policy formulation, the management of the system and the role of management of the system and the role of its various components.its various components.

In Burkina Faso (BF)In Burkina Faso (BF) the country had launched a major

educational reform known as the Continuum reform to

1. create a holistic basic education system,

2. articulate the various sub-sectors, levels and types of education (i.e. Non-Formal Education).

Burkina (suite)Burkina (suite)However country faced with challenges,

including three 1. Building a comprehensive curriculum that

encompasses all learning and teaching processes,

2. Introducing pre-professional training at school,

3. Linking (mainstreaming) non-formal education into the overall educational system.

Burkina (suite)Burkina (suite)

The Peer review assessed options there and come up with workable options for the improvement of its system’s performances in the three areas, including six that are critical.

The The Congo RepublicCongo Republic Training of teachers has been identified as the main

factor that impeded the full realization of EFA goals. Therefore MOE-Congo called on ADEA to

1. review the system’s performance,

2. set the foundation for effective implementation of suggested policy options,

3. develop nuclei of national cadres around the policy initiatives, and

4. improve capacities of these cadres to perform sector analysis and conduct program operations.

E. E. Peer review Key Peer review Key

challenges encountered challenges encountered

during implementationduring implementation

Peer review exercise: Key Peer review exercise: Key challengeschallenges

1.1. Balance between international and local Balance between international and local expertise expertise

2.2. Individual experts that reflect diversity and Individual experts that reflect diversity and suitability of experiences at country levels. suitability of experiences at country levels.

3.3. Sensitivity to national agendas and contexts Sensitivity to national agendas and contexts

4.4. Peer review processes and products to Peer review processes and products to legitimize the reformslegitimize the reforms

5.5. Peer reviews processes and product to Peer reviews processes and product to challenge current orthodoxies. challenge current orthodoxies.

Peer review exercise: Key Peer review exercise: Key challengeschallenges

6.6. Snapshot international PR - full fledged Snapshot international PR - full fledged national self evaluations. national self evaluations.

7.7. National agendas and the ADEA time frameNational agendas and the ADEA time frame8.8. Regular changes of leadership at national level Regular changes of leadership at national level

and need for programme continuityand need for programme continuity9.9. Stand alone character of the peer review and Stand alone character of the peer review and

national government frameworksnational government frameworks

1.1. Disseminate the initial Peer Review reports;Disseminate the initial Peer Review reports;2.2. Completion of the on-going reviews (step five); Completion of the on-going reviews (step five); 3.3. AngolaAngola4.4. ADEA to develop policy options for reviewed ADEA to develop policy options for reviewed

country and countries in similar conditions;country and countries in similar conditions;5.5. Support Peer Review in countries on requestSupport Peer Review in countries on request6.6. Other suggestions to make during this Other suggestions to make during this

conference.conference.

The way forwardThe way forward

For more informationFor more information

See:See: www.ADEA.net.org www.gtenf.org

Thank youThank you