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Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more Faso">Burkina Faso; d'Ivoire">Cote d'Ivoire; for Congo (Democratic Republic)">Congo (Democratic Republic); Africa">South Africa; [-] Show less

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
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Labor markets and jobs in West Africa

The labor market in West Africa poses major challenges, both in its operation, in its characteristics, and in the i... Show more
The labor market in West Africa poses major challenges, both in its operation, in its characteristics, and in the indicators generally used to analyze it. Almost all of its actors are informal and the majority of jobs available are self-employment, with a fairly high level of underemployment. Informal workers are often poorly paid and generally receive wages below the poverty line. In addition, they have no social security cover or pension plan, and are often exposed to dangerous tasks.
Policy responses to unemployment and underemployment include support for very small businesses, for example through targeted training for business start-up and consolidation, incubators and accelerators. These policies should also promote the non-skilled labor intensive sectors, such as light industry and processing of agricultural, horticultural and fishery products, through the establishment of suitable industrial parks.
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Authors: Mbaye, Ahmadou Aly; Gueye, Fatou

Date: 2018

Geographic subjects: Africa; Tanzania; Madagascar ... [+] Show more

Resource type: Report, paper or authored book

Series name: Working paper series (African Development Bank Group)

Subjects: Employment; Labour market; Gender ... [+] Show more
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Testing the 'brain gain' hypothesis: micro evidence from Cape Verde

Does emigration really drain human capital accumulation in origin countries? This paper explores a unique household... Show more
Does emigration really drain human capital accumulation in origin countries? This paper explores a unique household survey purposely designed and conducted to answer this research question. We analyze the case of Cape Verde, a country with allegedly the highest ‘brain drain’ in Africa, despite a marked record of income and human capital growth in recent decades. Our micro data enables us to propose the first explicit test of ‘brain gain’ arguments according to which the prospects of own future migration can positively impact educational attainment. According to our results, a 10 [percentage points] increase in the probability of own future migration may improve the average probability of completing intermediate secondary schooling by eight [percentage points] for individuals who do not migrate before age 16. Strikingly, this same 10 [percentage points] increase may raise the probability of completing intermediate secondary schooling by 11 [percentage points] for an individual whose parents were both non migrants when the educational decision was made. Our findings are robust to the choice of instruments and econometric model. Overall, we find that there may be substantial human capital gains from lowering migration barriers.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Batista, Catia; Lacuesta, Aitor; Vicente, Pedro C.

Corporate authors: Institute for the Study of Labour (Germany) (IZA)

Date: 2010

Geographic subjects: Cabo Verde; Africa

Resource type: Report, paper or authored book

Series name: IZA discussion paper

Subjects: Economics; Skills and knowledge; Migration ... [+] Show more
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Harnessing the potential of ICTs: literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers

Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexi... Show more
Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexible and accessible learning opportunities must be provided using different pathways, modalities, mechanisms, and channels such as information and communication technologies (ICTs). Mobile technologies in particular are regarded as highly promising for accelerating progress towards the literacy target. They are expected to motivate learners, to promote quality and effective learning, and to deliver services more efficiently. However, the great potential for ICTs to benefit literacy teaching and learning is also challenged by limitations, one of them being the lack of research and evidence on the impact of mobile learning on literacy skills. This publication provides a selection of literacy programmes that use radio, [television] TV, mobile phones, tablets and computers to support the development of literacy, numeracy and language skills. Due to continuous demand, the second edition of the publication has been updated with new case studies.
The experiences documented in this publication show that the practice of effectively integrating ICTs into the teaching and learning of literacy and numeracy is not a simple one-step process. It involves a series of deliberate decisions, preparatory actions, creativity and pilot testing. It requires careful analysis of which educational objectives can be supported by ICTs; which ICTs are the most appropriate with regard to learners' and teachers' motivations and capacities, context realities and development prospects; and which investment in the necessary human, physical and instructional infrastructures is necessary and sustainable over time. Innovations require deliberate effort and commitment, a solid base of knowledge, consultation of stakeholders and participatory development processes, testing of different options, planning for large-scale implementation, and openness to self-critical assessment, modification and adjustment. A prudent step-by-step incremental approach, succeeded in time by a comprehensive strategic approach, has proven to be the most effective.
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Authors: Hanemann, Ulrike; Scarpino, Cassandra

Date: 2016

Geographic subjects: Afghanistan; Brazil; Cabo Verde ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Technology; Literacy; Numeracy ... [+] Show more
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Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers

The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information ... Show more
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and communications technologies] ICTs to support the acquisition and further development of reading, writing and numeracy skills is usually part of broader blended learning strategies. Traditional classroom teaching and learning approaches are complemented by self-directed learning, where learners can practice and progress at their individual pace, at their own time, and in different places. These strategies contain also possibilities for learners to interact with each other and share the learning experience from different places. A number of programmes featured in this selection are enabling learners to connect with each other and exchange information about health, nutrition, religion and other important day-to-day topics or to coordinate their community development activities. These inspiring programmes arose from different cultural backgrounds and are transferable to a variety of contexts.
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Authors: Hanemann, Ulrike

Date: 2014

Geographic subjects: Africa; Cabo Verde; Kenya ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Technology; Research; Literacy ... [+] Show more
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The problem of secondary education completion: the case study of Cape Verde, a small island developing state

Like many small island developing states, Cape Verde faces a challenge with secondary school completion. The lack o... Show more
Like many small island developing states, Cape Verde faces a challenge with secondary school completion. The lack of global development goals for secondary education results in the lack of government policies to promote secondary education, which may in effect be partially responsible for the drop in primary school completion. The purpose of this paper is to identify the student populations who leave secondary school prior to completion based on Cape Verde's Ministry of Education data, which is disaggregated by municipality and school. In addition [the authors] link these student populations to socioeconomic factors in order to examine possible causes for their abandonment of schooling. This paper intends to draw attention to the issues facing secondary education in a small, developing island nation and highlight policies that have proven effective in similar contexts. The case study of Cabo Verde can be used to generate secondary education policy discussions in other small island developing states (SIDS), as well as other sub-Saharan African nations.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Longenecker, Emily Irene; Barnum, Anthony Justin

Date: 2017

Geographic subjects: Cabo Verde; Africa

Resource type: Article

Journal title: International journal of educational development

Subjects: Secondary education; Participation; Policy ... [+] Show more

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Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

Labor markets and jobs in West Africa

Testing the 'brain gain' hypothesis: micro evidence from Cape Verde

Harnessing the potential of ICTs: literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers

Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers

The problem of secondary education completion: the case study of Cape Verde, a small island developing state