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
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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:
- Monitor the provisions for ECCE to ensure a strong education
foundation is built, especially among the vulnerable.
- Strategies to increase networking with and among different
chapters of FAPED.
- 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.
- To foster continuity within SACFAPED, we will urge Parliamentarians
to maintain the same membership and participation in regional meetings
during any one Parliamentary term.
- 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.
- Strive to work in a non-partisan fashion in matters regarding the
promotion of EFA.
With regard to other
stakeholders
- 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.
- To this end, work closely with the National Commissions for UNESCO
and with the OSISA/UNESCO EFA project.