DRAFT REPORT ON THE 4TH MEETING OF THE FORUM OF THE SOUTHERN AFRICAN COMMUNITY OF THE FORUM OF THE AFRICAN PARLIAMANTARIANS FOR EDUCATION (SACFAPED), HELD AT THE SUN’ N SAND RESORT, IN  MANGOCHI,  MALAWI 8-10 NOVEMBER 2006

 

 

  1. Background

 

The Forum of African Parliamentarians for Education – FAPED was conceived in Dakar, Senegal, in January 2002 a meeting of a contact group of nine countries, representing the five regions of the African Union. This is in view of the critical role that education can play in eradicating poverty and bringing about sustainable development in Africa.

 

After the Dakar meeting, another contact group met in Port Louis, Mauritius, in June 2002 to finalise FAPED’S draft documents. From amongst the Southern African Development Countries (SADC) Namibia represented the Sub-Sahara Region in the contact group meeting. Thereafter an information meeting for education Parliamentarians from the SADC region was organised from 11-13 August 2002 in Windhoek, Namibia. The meeting was attended by education Members of Parliament from Angola, Botswana, Mauritius, Namibia, South Africa and Zimbabwe.

The General Constitutive Conference of the Forum of African Parliamentarians for Education (FAPED) was held in Dar-es-Salaam, Tanzania on November 27 – December 03, 2002.

The primary aim of FAPED is to strengthen the capacity and commitment of parliamantarians in Education For All (EFA), including advocacy, resource mobilisation and allocution at both national and international levels.

 

FAPED Members of Parliament are expected to advocate for and deliberate in their National Assemblies on issues related to EFA and on ways and means to take the process forward both at the National and Sub-Saharan Region and Regional levels. It is against the background that a second Annual meeting for SADC Sub region of FAPED was held in Namibia from 13-14 February 2004. The aim of the meeting was to review progress made so far with regard to the implementation of FAPED objectives at National and Sub regional level, and to map out the way forward.

 

The Third FAPED meeting was convened in Livingstone, Zambia (29th – 31st August 2005). The objective of the meeting was to examine and review the role of parliamentarians in advocacy and resources mobilisation for the purpose of achieving EFA. The meeting was to assess the progress made in EFA at National and Sub-Sahara Regional levels and also to examine the challenges faced in meeting the EFA targets.

 

It was also to review the role of civil society in networking with Parliamentarians to address EFA related issues and to further strengthen networks and collaborations among Education Parliamentarians in Southern Africa.

 

The Third Annual Meeting of FAPED decided to hold the next annual meeting in Malawi in 2006.

 

  1. Objectives of the meeting

 

The overall objective of the Fourth FAPED Annual meeting was to assess the progress made with regard to the commitments made at the 2005 FAPED meeting in Livingstone, Zambia.

 

These commitments included the following:

 

  • Advocacy for the enactment of laws and increased budget to meet EFA objectives.
  • Finding solutions to National challenges to meet EFA objectives.
  • Establishing/Sustaining a FAPED chapter in the parliaments in the SADC region.
  • Advocacy for the mitigation of HIV and AIDS, particularly through Education.
  • Advocacy for parity of Education opportunity and promotion of girls’ education.

 

  1. Participants

 

The meeting was attended by Parliamentarians from Namibia, Zambia, Zimbabwe, Swaziland, Angola, Malawi, Mozambique, Lesotho, Mauritius and South Africa.

 

South Africa was represented by Hon. Mthembu and joined by Hon. Boinamo on the last day of the meeting.

 

  1. Opening ceremony

 

The meeting was opened officially by the Second Deputy Speaker of Malawi Parliament.

 

This was followed by Dr. Claudia Harvey, Director of UNESCO Representative to Angola, Lesotho, Swaziland, Namibia and South African, who gave an overview of the progress made by FAPED in Southern Africa. Dr Harvey pointed that the current status of EFA suggests that progress is steady, but too slow in the light of targets set, especially in Sub-Sahara region; inclusion and equity (free primary education policy, community schools, distance education, re-entry policy, etc); increased social supports e.g.: bursaries, school feeding and increased donor coordination.

 

Dr. Harvey highlighted the remaining challenges as provision of quality education, school drop-outs and repetition; teacher shortages and qualifications/training; continuing gender disparities; infrastructure; community participation and HIV and AIDS.

 

Dr. Harvey further highlighted emerging issue from the extra ordinary Meeting of the conference of Ministers of Education of African Union (COMEDAF II +) that was held on 4-7 September 2006 in Maputo, under the theme: Second decade of education for Africa.

 

Emerging issue as areas of focus included: education Management Information Systems, Quality Management, Teacher Development, Curriculum and Teaching material and Revitalisation of Higher Education.

Dr. Harvey also highlighted the involvement of UNESCO. In this regard she emphasised that UNESCO’S mandate as the lead UN agency for action on education is in a unique position to facilitate FAPED’S role in achieving the six Millennium Development Goals (MDGS)

 

Unesco does this through it’s five strategic functions, namely: working as a laboratory of ideas, research pilot study projects; Standard setter to forge Universal agreements for emerging ethical issue; serving as clearing house that disseminates and shares information and knowledge. Supporting member states in human and institutional capacity building in diverse fields and a catalyst for international cooperation which is in keeping with the 5th MDG- focusing on partnership. FAPED is an example of this partnership.

 

  1. DAKAR +6 Report: Sub -Regional Statistics and Analysis

 

The Dakar +6 Report was presented by Mukatimui Sifunno – Chabala from UNESCO Windhoek cluster office. This report constitutes the first intermediate report of the regional office for Education in Africa with a focus on statistics.

 

The report highlighted the following statistical information regarding the SADC

Sub-Sahara Region:

 

Malawi : Has on average attained universal primary access, but faces challenge of survival within a level.  National Enrolment Rate (NER) primary 100% lower secondary 52%; upper secondary 18%; Tertiary 41 students/100 000 inhabitants.

 

Zimbabwe : Relatively advanced in the education system – University Primary Education (UPE) is on average achieved and other levels of education widely developed. NER primary 100%. Lower secondary 57%. Upper secondary 50%. Tertiary 471 Students/100 000 inhabitants.

 

Zambia : There is growth in the system, but need to ensure completion within the different levels. NER primary 100%. Lower secondary 16%; Tertiary 229 students/100 000 inhabitants.

 

Madagascar : Has also on average attained universal primary access, but is challenged with ensuring survival within and between different levels of education. NER Primary 100%. Lower Secondary 3%; Upper Secondary 8%; Tertiary 239 students/100 000 inhabitants.

 

Angola : Has a large population of vulnerable children and therefore has a specific challenge in attaining UPE. Now undertaking post conflict reconstruction of the education system. She required demographic and school data to compile key education indications was not available.

 

Lesotho : Universal access attained on average, but need to focus on survival in primary, internal efficiency in Secondary, and overall on pupils flow between levels. NER Primary 100%, Lower Secondary 51%; Upper Secondary 24%; Tertiary 33% Students/100000 inhabitants.

Swaziland : Similar situation with Lesotho with Universal access, but attention needed from one level to another. NER Primary 100%; Lower Secondary 61%; Upper Secondary 31% Tertiary 637/100 000 inhabitants.

 

Mozambique : Universal primary access attained, but low survival. NER Primary 100%; Lower Secondary 15%; Uppers Secondary 71%; Tertiary 117/100 000 inhabitants.

 

Namibia : Close to Universal access to primary education and has high primary completion rate. More attention needed on quality. NER Primary 100%; Lower Secondary 84%; Upper Secondary 33%; Tertiary 601/100 000 inhabitants.

 

Botswana: Universal Primary access attained as well as near Universal primary need to focus on the completion challenge of implementation of ten years basic education with focus on quality. NER Primary 100%. Low Secondary 91%; Upper Secondary 46; Tertiary 746/100 000 inhabitants.

 

South Africa : Access to Primary education is Universal, accompanied by relatively high completion. As in the case of Botswana, challenge lies in implementing ten years of basic education and focusing on quality. NER Primary 100%; Lower Secondary 92%, Upper Secondary 82%; Tertiary 1530 students/100 000 inhabitants.

 

 

  1. Roles and responsibilities of FAPED Members

 

FAPED Vice- President, Elia George Kaiyamo pointed out that Africa needed to move fast if it is to achieve EFA goals. In this regard he highlighted the following roles and responsibilities of Parliamentarians (FAPED members) in advocating for EFA goals:

 

  • Without peace and stability no sound education can be provided in an unstable environment, hence, it is important for FAPED members to promote a culture of peace through education as a building process of the African Unity.
  • Facilitation of follow-up international education commitments.
  • Creation of new partnerships and networks and provide space for dialogue, consultation and cooperation between African Parliamentarians.
  • Conduct periodic assessments of progress towards meeting objectives of declarations made in Jomtien, Dakar and Conference of Ministers of Education of African Member States.
  • Advocacy for passing of bills and adoption of laws relating to recommendations of major international meetings.
  • Advocacy for the emergence of a new vision of Africa that promotes knowledge, democracy, progress and peace.

 

 

 

  1. Country reports on progress made towards EFA goals

 

7.1     Lesotho

 

Hon. T. Makhakhe a Member of Parliament, Lesotho, presented a progress report for Lesotho. Hon. Makahakhe outlined key policy initiatives that the government of Lesotho has tabled before Parliament which are related to EFA. Among these initiatives are the following:

 

  • Introduction of Free Primary Education in 1999. Free Primary Education has now been implemented for 7 years and from 2006 primary education is offered free (no payments required from parents).
  • The introduction of bursary scheme in which mainly orphaned children are assisted with school fees and other related costs.
  • The introduction of textbook rental school for Secondary education meant reducing the costs to parents for books.

 

With regard to the status of Education For All Lesotho, Hon. Makhekhe outlined the following developments:

 

  • Lesotho was admitted in the EFA Fast Track Initiative Partnership in 2005. To this end Lesotho will receive some financial assistance from the EFA Fast Track Partnership.
  • Free Primary Education now covers all seven grades of the primary level. The Net Enrolment Ratio (NER) was 82.5%. While the Gross Enrolment Rate (GER) was 124% in 2005. Repetition rate has increased from 18.6% in 1999 to 23% in 2004. Dropout rates on the other hand declined from 8.6% in 1999 to 6.6% in 2005.
  • Early childhood Care and Development (ECCD) is provided mainly by community-based organisations and private individuals with government only providing only supervision and in-service-training for teachers. Only about 32% of 3-6 year old has access to free-education.
  • Non-Formal education is provided for out-of-school youths and adults and includes basic literacy courses and courses towards primary, secondary and high school qualifications. It was estimated that about 82% of adult population was illiterate in 2005.
  • Transition rates from primary to secondary education have been about 71%. The net enrolment rate at secondary level was only at about 4% in 2005.

 

7.2     Zimbabwe

 

Hon. Fedis Mhashu presented the Zimbabwe’s progress report. Hon. Mhashu pointed out that the Zimbabwe Chapter could not undertake its planned activities in 2006 due to budgetary constraints. He further pointed out that Senators have been integrated into the FAPED Zimbabwe Chapter following the re-introduction of a bicameral Parliament in 2005.

 

With regard to the progress made on the Education For All (EFA), the following developments were highlighted:

 

  • The introduction of ECD class of 4-5 year olds in primary schools. Presently more than 75% of the country’s primary schools offer ECD education.
  • In 2006 the net enrolment ratio in primary level was 97%.
  • Introduction of HIV and AIDS as compulsory subject from grade 3 to Form 6.
  • An increase in the percentage of girls enrolled at primary and secondary levels to 49.60% and 48.10% respectively.

 

Hon. Mhashu also outlined some of the challenges that impact negatively on quality education. These include, short supply of learning and teaching materials in most schools and temporary unqualified teachers in the remote rural schools.

 

He further pointed out that the Zimbabwe FAPED chapter Secretariat has drafted an Action Plan for 2007 period which will be put forward for adoption at the Chapters’ next meeting. This plan includes among other things, resource mobilisation for educational material as well as for the Chapter’s activities and follow-up-on regional commitments by monitoring the implementation of policies and programme set by FAPED.

 

7.3     Namibia

 

Hon. Elia George Kaiyamo presented Namibia progress report. The following developments were highlighted:

 

  • Provision of seven years of primary education.
  • Namibia has achieved an enrolment rate of 95% of learners between the ages of six and sixteen. However, there is still a backlog regarding enrolment of vulnerable children like the street kids; children of farm workers; orphans; and children of the most disadvantaged ethnic communities and disabled children. Education is also made available to all through mother tongue instruction from grade one up to grade three.
  • Early childhood education for children aged zero to six years is taken care of by the Ministry of Women Affairs and children Child Welfare.
  • Hon. Kiyamo also pointed out some of the challenges confronting the education sector which included: over-crowded classrooms; large number of under-qualified teachers; huge disparities between regions; shortage of learning materials and long distances to school.

 

7.4       South Africa

 

Progress report for South Africa was presented by Hon B. Mthembu. The following developments were outlined:

 

  • South Africa is on track to achieve universal primary education before the target date of 2015 currently 97% of learners attend public schools.
  • Gender parity at all levels of the system has been achieved and girls are achieving better than boys in the school leaving examination.
  • Girls Education Movement (GEM) has been established in schools. Recently Oprah Winfrey has sponsored a school for talented girls which will be opened in 2007. However, there are many gender issues still to be dealt with such as teenage pregnancy, harassment and victimisation, and even violence at schools which undermine the government’s achievement in having them in schools.
  • The level of investment in education is relatively high which is nearly 7% of Gross Domestic Product (GDP). The department of Education has adopted a pro-poor funding model for schools which includes no-fee schools; school feeding programme; scholar-transport and prescribed norms and standards on school uniform.
  • Mitigation of HIV and AIDS: For 2006/07 – R14471 million has been set aside for HIV/AIDS programmes, 600 Master- Trainers have been trained on the integration of life skills and learning areas of the curriculum. 2 500 educators have been trained to integrate the programme.
  • The Portfolio Committee on Education has adopted as part of its programme some of the EFA Goals, with specific reference to assessment of quality education provided, in relation to infrastructure development; curriculum implementation, teacher provision; discipline management and leadership management.

 

  1. EFA global monitoring report 2007

 

The summary of the EFA Global monitoring report was presented by Mr Tiriso A.S Do Santos. The report is an independent publication commissioned by UNESCO on behalf of the international community.

 

The report focused on the fist EFA goal, which calls upon countries to expand and improve Early Childhood Care and education (ECCD), which is a holistic package encompassing care, health and nutrition in addition to education.

The report emphasized the point that Early Childhood is the time period of remarkable transformation and extreme vulnerability. Programmes that support young children during the years before they go to primary school provide strong foundation on subsequent learning and development. Such programmes also compensate for disadvantage and exclusion, offering a way out of poverty.

 

The report further noted that few developing countries and too few donor agencies have made early childhood a priority. It also extended a call to government for partnerships with other stakeholders to develop and implement sound policies on ECCD. The key policy areas that deserve attention are governance; quality and financing including targeting the disadvantaged.

 

  1. OSISA/UNESCO EFA Project on  EFA in  Southern Africa

 

A presentation was made by Ms Salome Madiba, Project Coordinator, on the work of OSIA/UNESCO project in Southern Africa.

 

Ms S. Madiba explained that the project was conceptualised on the basis of recommendations of the EFA conference held in Johannesburg in February 2005, convened by the Open Society Initiative for Southern Africa (OSISA), World Education and UNESCO. The overall message of the conference was the need to accelerate progress towards the attainment of EFA goals in the Southern Africa member states.

 

The report is funded through a grant agreement with OSISA. The main activities of the project include, providing technical support, information dissemination on the outcomes and recommendations of the conference. This will in return ensure setting up a resource mobilisation group for EFA in the region and promoting dialogue and collaboration among the different education partners.

 

 

  1.  DECLARATION OF MANGOCHI MALAWI, 10 NOVEMBER 2006

 

Having exhausted the two days meeting, participants worked on recommendations giving their inputs until a final copy was adopted and approved:

    1. Monitor the provisions for ECCE to ensure a strong education foundation is built, especially among the vulnerable.
    2. Strategies to increase networking with and among different chapters of FAPED.
    3. As part of commitment to being strong advocates for gender equality and given that, of the twenty-four Parliamentarians attending the meeting, only one was a woman, take special gender equity measures within Southern Africa Community of the Forum of African Parliamentarians for Education (SACFAPED) itself. To this end, we resolve to ask each country to ensure gender balance on education committees and to further ensure that each representation of SACFAPED to future meetings will have at least on e representative of each gender.
    4. To foster continuity within SACFAPED, we will urge Parliamentarians to maintain the same membership and participation in regional meetings during any one Parliamentary term.
    5. Foster positive relationships with Ministers of Education, thus FAPED can assist in, as well as monitor, the implementation of action towards the achievement and enhancement of EFA, without compromising the role of the Minister.
    6. Strive to work in a non-partisan fashion in matters regarding the promotion of EFA.

 

        With regard to other stakeholders

    1. Foster networking in the interest of EFA with a wide cross section of education stakeholders including; Non-governmental organisations and coalitions, the private sector, faith based organizations, teachers associations  and unions, student and youth associations and unions, school boards, educational managers, international NGO’s bi and multi-lateral agencies.
    2. To this end, work closely with the National Commissions for UNESCO and with the OSISA/UNESCO EFA project.