Abidjan, Côte d’Ivoire, 22 septembre 2017 – La Banque islamique de développement (BID) et l’Association pour le développement de l’éducation en Afrique (ADEA) ont signé le 14 septembre 2017 à Djeddah (Arabie Saoudite) un Protocole d’accord (PdA) sur la coopération dans le secteur de l’éducation en Afrique, visant à apporter à leurs pays membres communs un soutien pour atteindre les Objectifs de développement durable (ODD) et ceux de l’Agenda 2063 pour l’Afrique.
Abidjan, Côte d’Ivoire, 22nd September 2017 - The Islamic Development Bank (IsDB) and the Association for the Development of Education in Africa (ADEA) signed on 14th September in Jeddah (Saudi Arabia) a Memorandum of Understanding (MoU) on cooperation in the education sector in Africa, aimed at supporting common Member Countries achieve the Sustainable Development Goals (SDGs) and Africa’s Agenda 2063.
As part of the installation of the Association for the Development of Education in Africa (ADEA) in Abidjan due to the return of its host institution, the African Development Bank Group (AfDB) to Côte d'Ivoire, and after spending eleven years in Tunis, ADEA is carrying on with its courtesy visit program for the Abidjan-based partners.
Kenya’s Ministry of Education, Science and Technology (MOEST) has just finalized and endorsed the very first education sector policy on peace education formulated by an African country. The policy, which is presently in English, will be translated into French and Portuguese and shared with other African countries.
This Outlook on Education report for the EAC region was produced on behalf of the African Union (AU) - Department of Human Resources, Science and Technology (HRST) - for the 2014 Conference of Ministers of Education of the African Union (COMEDAF) meeting by a team from the ADEA Working Group on Education Management and Policy Support (WGEMPS) together with the EAC Secretariat.
International Women’s Day, celebrated on March 8, offers an opportunity for a reminder that many girls in Africa cannot go to school or must leave school early, for social, cultural, economic or political reasons.
UNESCO’s EFA Global Monitoring Report shows that the gender gap persists in Africa as regards access, staying in school and succeeding in school, despite improvement in enrollment rates. In 2011:
The First Inter-Ministerial Forum held from 9 – 11 December in Tunis ended with a call for African countries to prepare and adopt a national policy framework to integrate ICT in their education and training systems. The Conference also called for more and better education for Africa’s continued economic growth and for the job opportunities that such growth brings for the continent’s population. To that end, “Africa’s educators must invest much more time, money and effort in information and communication technology (ICT)” the conference concluded.
1.1. Overview and Background
This report on Zimbabwe’s response to education in reconstruction is one of four other national studies involving Liberia, Kenya, and DRC examining the capacity of role players to be responsive to diverse education needs in managing education recovery in emergency situations.
In times of conflict and crisis, resources are diverted from core activities such as education to tackle emergency situations. As a consequence, these core public services deteriorate or collapse depending on the severity of the crisis. Education provision has recently been recognized as a key humanitarian response in a situation of crisis or emergency and vital in normalizing a conflict situation for affected communities.
The Peer Review in Nigeria has been undertaken as a result of: (i) a decision of the Nigerian Government to initiate a peer review of its non-formal education sub-sector, and (ii) a request that the Association for the Development of Education in Africa (ADEA) supports it.
Education is the greatest tool that can used to enhance all development activities on the global scene. It is for this reason that Africa sees the need to set in motion the process of accelerating its development effort through education and communication.
Paradigm shift. Given the many changes in the socio-economic environment of African countries and the challenges these pose for educational development, a paradigm shift in both the substance of post-primary education and the structure of its provision is necessary. This paradigm shift will be the basis for further expansion across post-primary education (PPE), and the improvement of its quality and relevance.
International Day of Peace, September 20, 2009. ADEA has the pleasure of sharing the results of its latest efforts to promote education for peace throughout the African continent.
In Mombasa last week, Ministers of Education from Angola, Côte d'Ivoire, Kenya, the Democratic Republic of Congo, South Africa, Sudan and Uganda discussed what is needed for education to further promote a culture of peace in their countries.
We, Ministers of Education of Africa and delegations of the represented countries in the Regional Workshop organized by the Association for the Development of Education in Africa (ADEA) under the auspices of the Inter-Country Quality Node (ICQN) on Peace Education, held from 14th - 16th September 2009 in Mombasa, on the theme: Education for Fostering Peace: Integration and Partnerships;
Recognizing 21st September as World Peace day which all countries should observe;
Recalling the Mombasa Declaration of 2004, where countries present committed themselves to utilize their …
Tunis, le 8 septembre 2009 : L'Association pour le développement de l'éducation en Afrique (ADEA) co-organise, en partenariat avec le ministère de l'Education du Kenya, du 14 au 16 septembre prochain, une réunion sur le thème « Education pour la paix : intégration et partenariats ». La rencontre, qui aura lieu à Mombasa, au Kenya, a pour objectif de faciliter le partage d'expériences sur l'éducation pour la paix.