I neida

REGIONAL OFFICE FQR EDUkATION IN AFRICA . P.O. Box 3311

Daltar, Senegal

Preface /

The ninth Regional Cqnsultative Meeting (RCM) of the Network of Educational Innovation for Development in Africa. (NEIDA) was held in Lagos, Niger& from 29th to3lst March 1993.

The theme of the meeting ‘ktovatioil irt the service of basic education ” wus chosen to,facilitate a rich exchange of views and in-depth analysis on the processes of innovation in basic education at the intersection with the seven priority programme areas of NEIDA. Such exchange and analysis were expected to give rise to major decisions and reconzmendutions on NEIDA activities und the future of NEIDA.

The keynote address titled “Innovations in Africa” was intended to stimulate discussion on various ways and meuns of institutionalising innovations in member countries. Surnrnaries of the reports of national coordinators coupled with review qf analytical case studies of three countries provided good busis for debate on key issues and values of basic education. A lively exch.ange. of experience through round-table presentution by host country and he’r, Associated Projects (i.e., the Centres of Educationul Innovution) received good comnzendation from other participating countries.

Finally, there was the exhibition of the products of NEIDA Regional Coordinating Unit, the Nationul Coordinuting Centres and Assqciated Projects. The products include numerous publications (mostly by UNESCO), teaching aids, textbooks, films, charts und demonstrations of teaching procedure).

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Members of the Bureau

Chairman

Alh. Gani A. BELO (Nigeria)

Vice-Chairman

Mme Bernadette SANOU (Burkina Faso)’

Rapporteur General

Francis R. MKANDAWIRE (Malawi)

Rapporteurs

E. Ola ADENIYI (Nigeria)

E. N. EZEANYA (Nigeria)

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Table of Contents

INTRODUCTION

THE WORKING DOCUMENT

ANALYTICAL CASE STUDIES

INNOVATIONS IN BASIC EDUCATION,

MAJOR OBSERVATIONS AND DISCUSSIONS

THE FUTURE OF NEIDA

RECOMMENDATIONS

APPENDICES

Appendix I Agenda

Appendix II. Speeches

Appendix 111 1 List of documents

Appendix IV. List of participants

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INTRODUCTION

Background

The Ninth Regional Consultative Meeting of NEIDA was held in Lagos, Nigeria, from 20th to 31th March 1993, at the Confc~~~cc Ccntrc of the Nigerian Educational Rcscarch and Dcvclopmcnt Council (NERDC).

The thcmc of the meeting was “Innovation in the Service of Basic Education”. Each Coordinating Centre prcscntcd highlights of its country’s educational innovation, while the host country (Nigeria) animated a lively exchange of cxpcricliccs through round-table discussions.

The objcctivcs of the meeting wcrc to: a) Camilia&c participants with the goals, objcctivcs and various activities of

NEIDA in the Africa region; F) familiarise participants with an up-date of the various CcntrCs of

Educational Innovations in Nigeria and the Africa region; c) facilitate a lively cxchangc of imlovativc ideas and cxpcricncc through

round-table prcscntation; d) exhibit ‘national innovations of lhe participating countries; c) discuss the future of NEIDA in the African region.

Theme of the meeting:

In preparing the agenda for the meeting, the thcmc of the meeting was carefully chosen to rcflcct the global intcrcst in basic education as a means of achieving the Jomticn Declaration of “Education for All by the Year 2000”. The thcmc “Innovation in the scrvicc of basic education” was richly discussed in the keynote address and round table prcscntation of host country, Nigeria. Several commissioned papers wcrc also prcscnlcd Lo ciirich the discussions on the thcmc of the meeting.

Orgarzisatioii of the meeting:

National Coordinators from the following countries took part in the meeting: Benin, Burkina Faso, Congo, Gambia, Guinea, Guinea Equatorialc, Lesotho, Malawi, Mali, Mauritania, Nigeria, Tanzania and Zambia.

The Director, Regional Office for Education in Africa (BREDA), who is also the Coordinator of NEIDA, Professor PA.!. Obanya, and two other staff of BREDA WCK prcscnt at Lhc mccling.

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Opening Ceremony:

There was a grand opening ceremony during which the Nigeria Honourable Sccrctary of Education, Professor Ben Nwabuezc was rcprcsentcd by the Director-Gcncral Alhaji Yahaya Hamza who declared the meeting and the exhibitions opcncd. Thcrc wcrc addresses by the Exccutivc Sccrctary of NERDC, Alha.ji Gani A. Bclo, the UNESCO Regional Director of BREDA, Professor P.A.I. Obanya, and crowned with a stimulating kcynotc address by Professor Etim N.E. Udoh of Ahmadu Bcllo University, Zaria.

In his addrc.s, the Executive Secretary wclcomcd the participants to the meeting and wishcd,,t t cm a plcasagt stay in Nigeria. Hc rccallcd the consistent effort of Nigeria since 1.9.78, to ensure that NEIDA programmes and activities grow from strength to sucngth and with greater achicvemcnts. Hc rcaffirmcd Nigeria’s dctcrmination to continue to lay emphasis on educational innovation.

The Honourable Secretary for Education stressed the need for participants to focus on the goals of NEIDA and the objectives of the 9th Regional Consultation Meeting. He also urged them to come out with clear description of accomplishments or the conditions that WC: would all want to achicvc through the application of educational innovation. The strategies for achieving such conditions must also bc clearly delineated.

In his speech, Professor Obanya commcndcd the role of Nigeria in host- ing NEIDA for the second time, the first being at Bagauda Lake Hotel, Kane, in 1983. Hc also paid tribute to the first NEIDA Regional Coordinator (Mr. Olu Ogunniyi) who is a Nigerian.

Hc obscrvcd that NEIDA is pattcmcd after similar educational innovation networks in Asia, the Arab States, Latin America and the Carribbean and. Europe. Its major o$cctive is to encourage innovations in the analysis of alId, in working out solu ~1011s to educational problems.

Hc further obscrvcd that through an intcnsivc scrics of seminars, wo,rkshops, studies, inter-prqject visits, and publications, the NEIDA Coordinating Unit at the UNESCO Regional Off& in Dakar, working in close collaboration with national coordinating ccntrcs (in Mcmbcr States) and sub- regional networks (regional and sub-regional institution in the region) was able to promote meaningful cxchangcs in the above areas.

Prof. Obanya reminded the participants of the need to discuss ways of’ bringing about the dcsircd innovative approaches in the I‘ace of the challenges posed by dwindling rcsourccs of NEIA. For a start, hc added, it is necessary to seek not simply to do more but mainly to do bcttcr, by focussing on a limited arca of intacst and by consolidating the gains of,our previous efforts.

Hc then called qn the meeting to focus on the grcatcst and most current world concern in the Iicld of education: the dcvclopmcnt of basic education. This concern must bc tied to the future of NEIDA with respect to identifying specific actions nccdcd both at the national and the regional lcvcls.

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Tiw opening ccrcmony cndcd with a visit of the dignitaries, participants and obscrvcrs to, the exhibitions mounted by UNESCO/BREDA, NERDC, participating Mcmbcr States, Nigeria Associated Projects (i.e. Centres of Innovation) and a few publishers.

After the opening ccrcmony, the participants clccted the Bureau as r0ii0ws:

Chairman Alhaji Gani A. Bclo Vice-Chairman

(Nigeria) Mme Bcrnadctte Sanou (Burkina Faso)

Rapportcur Gcncral MI-. Francis R. Mkandawire (Malawi) Rapporteurs Dr. E. Ola Adeniyi ’ (Nigeria)

Mr. Emmanuel N. Ezcanya (Nigeria)

The agenda of the ~ticcting is shown in Appendix I.

After the &&on and adoption of the work programme, Prof. Pai Obanya, the Director of BREDA, prcscntcd the working doculncnt prcparcd by the Coordinating Unit of NEIDA. This document was then discussed by Member States.

Closing Ceremony

The closing ccrcmony featured a plenary session during which the, Rapporteur, Dr. E. 0. Adcniyi, prcscntcd the mecting report comprising highlights of delcgatcs’ presentations, decisions and recommendations. Delegates then had the opportunity of discussing the report with a view to making it accurately rcflcct the deliberations that had charactcrizcd the meeting. After a few amendments wcrc made, the meeting adopted the text of the report.

In his closing remarks, the Chairman of the Bureau and Exccutivc Secretary of NERDC, Alhaji Gani A. Bclo thanked all participants and observers. He strcsscd the need for Mcmbcr States to implement the decisions and recommendations of the 9th Regional Consultation Meeting (RCM).

Finally, the Chairman wished all our friends from sister African countries bon VOV~PC and God’s travelling mcrcics back to their destinations.

Tour of Lagos, Metropolis

On April 1st 1993, a day after the RCM, all non-Nigerian dclcgatcs were taken on a guided tour of Lagqs Metropolis to make them have a fell of Lagos main commercial centres, network of highways, and chains of govcrnincnt offices and industrial cstablishmcnts. Delcgatcs cxprcsscd their :ioy at seeing some parts of Lagos and for having the opportunity to freely mtcract with Nigerians in their various work places.

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11. THE WORKING DOCUMENT

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The participants wcrc provided with topics of the working document. Tllc Director of BREDA then took the participants through the document while at the same time highlighting the points needing dctailcd exchange of views, in- depth analysis, and concrctc decisions and ~~comtnendalions.

NEIDA activities since the 8th RCM

The Director of BREDA narrated the activities of the Regional Coordinating Unit. These .includc (a) organisation of specific sub-regional consultation meetings/workshops, (b) membership drive for NEIDA, which resulted iii membership of four new States; (c) publication of educational texts, cxccution of extra-b;ldgctaly projects.

Since 1990, the activities have been hampcrcd due to, among others, administrative, financial and logistic reasons. The 9th RCM will do well lo make appropriate rccommcndations for the strcngthcning of 11~ Regional ‘Coordinating Unit in BREDA.

The meeting noted with satisfaction the achicvcmcnts of NEIDA and rcsolvcd to seek ways of strengthcuing the Regional Coordinating Unit in Dakar.

Imovatiom in Basic Educution

The working document undcrscorcd the approval of the Declaration of Jomtien by African Mcmbcr States as a decision to give priority attention to basic education. It called on Member States to explore innovative ways of promoting basic education.

The meeting reaffirmed the views cxpresscd on the Jomticn Declaration.

Specially Commissioned Studies

Prof. Pai OBANYA rcportcd that nine innovative cxpcricnccs were commissioned in 1991 for analytical cast studies to bc completed by Jallualy 1993. Three of the studies have now been published and were to bc discussed at the 9th RCM. The purpose of presenting the three analytical stud& lo the meeting was not mcrcly to recount success stories, but rather to place emphasis on why things happcncd the way they did and on the lessons to bc lcarncd from what has happcncd.

The participants commcndcd the decision of BREDA to embark on analytical case studies of certain innqvativc cxpcricnccs of Mcmbcr States, and looked forward to the lessons to bc lcalncd from the outcomes of the stud&.

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The *Future of NEIDA

Two important questions wcrc posed: a) Should the NEIDA network continue to exist? and (b) if the answer to this question is in the affirmative, which folm should the new NEIDA take?

The Dirccor of BREDA profcmd some answers to thcsc questions in his prcscntation of the working document. Firstly, he rccognizcd a strong riced for African countriics to learn from one another, through cxchangc of cxpcricnccs.

Secondly, a more cffcciivc and cffiicicnt NEIDA is nccdcd; and this can bc achicvcd through some conccrtcd effort on the part of both African Mcmbcr States and UNESCO.

Thirdly, at the regional lcvcl, the prioritics should bc idcntificd an clearly stated. They should bc such that the Regional Coordinating Unit can reasonably cope with. In this regard, BREDA needs to strcngthcn its capacity for the collection, storage and dissemination of information on innovations in Africa.

Four~hly, within 111~ arca of B*asic Education, NElDA at the regional lcvcl ought to continue with the promotion and dissemination of analytical stud& in such key arcas as ac XXSS. and quality of education, the education of won-m and gi&, and various marrinalizcd ~rouos. In lint with this prindiplc, future RCMs of NEIDA should concentrate on specific and limited arcas of innovation in the cause of basic education.

Finally, thcrc ought LO bc a continuity of objcctivcs in the opcratioils of NEIDA in the years ahcad: promoting inter-1carni~l.g among Mcmbcr States in Ihcir cffoorts to solve common pressing educational problems.

The inccting comncndcd the Director of BREDA for his prcscnlation and noted that the text of the working document would guide the dclibcrations, decisions and rccomncndations of the 9th RCM.

III. ANALYTICAL CASE STUDIES

Three countries - Equatorial Guinea, Guinea and Mali - prcsentcd their analytical cast stud&s to the meeting. The studies wcrc then discussed, with attention being focussed on lessons to bc lcarncd.

Equatorial Guineu

Catering for over-aged pupils in primary schools in Equatorial Guinea has ncccssitatcd the introduction of certain innovative approaches into the educational planning. For cxamplc, the duration of primary education was rcduccd from 8 years to 5 years, part of which is free and compulsory.

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Introduction ol’ ;1 new school curriculum with a minimum nurnbcr 01 basic academic subjects, in addition to practical training, cral’ts and a foreign language (French). This was dollc to provide double opportunity for productive work and rurthcr professional education.

Establishment of informal school whereby pupils altcrnatc in groups to rcccivc lessons in the same classroom and from the same teachers. This hclpcd to (a) dccongcst the formal school system, (b) improve the quality of education rcccivcd by the children. (c) provide education adapted to the needs OC ovcr- aged pupils.

The lessons to bc lcarllcd included (a) organisational changes 11~1 need to bc put in place by education authority to dccongcst formal school syscm and improve upon quality; (b) creation of avcnucs for those who cncountcrcd obstacles in the formal school system; (c) extra-budgetary allocations to cushion the cffcct of cxpandcd system and rcmuncrations for over-worked tcachcrs; and (d) orientation of tcachcrs to the implcmcntation of continuous asscssmcnt both in the f’ormal and non-formal sectors.

Guirleu

The Structural Adjustment Programme for the Education Sector (PASE) in Guinea: Origins, Stratcgics and Dcvelopmcnt, was initiated as a response to the gcncral lack of access to education among the majority of the populace.

The programme has I‘our components, namely administrative rcstruc- turing, sialf dcvclopmcnt programmes, improvcmcnt of’ working conditions and review of the curriculum and teaching methods - all or which arc cxecutcd under the operational budget of the implcmcnting ministerial department.

Achicvcmcnts ol’ PASE have been Celt at both the central and local lcvcls. At the central lcvcl, thcrc was the realisation of the USC of action plans as dcccntraliscd tools for the programming of activities and basic criteria Ior the preparation oC scctoral budgets. Furthcrmorc, rcliablc data wcrc gcncratcd for school mapping, planning of school sites and posting of tcachcrs.

At the local lcvcl, PASE has promoted a high level ol‘ crlthusiasm and commuiiity participation. It also brought about renovation ol classrooms and cquipmcnt; and procurcmcnt of new textbooks lor $c I‘irst time in six years.

Two main lcsso~~s wcrc cvidcnt from the cxpcricncc or PASE. Firstly, ‘the intcrmcdiatc action plans (projects) wcrc cithcr stalled or failed to take off for three main reasons: (a) total lack of, or ill-deI&d content, (b) poor coordination ol’ activities, and (c) ambiguity in the roles assigned to the officials.

0 Secondly, the acti plans with wcrc dclillcd right from the ansct did riot surfer the same l&c, and indeed produced satisFdctory results.

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The “Coopcrativc School” was launched in Mali in 1985 with the objcctivc to raise the enrolment l‘igurc beyond the 30% lcvcl. The school involves establishing clcmcntary schools altcrnativcly funded by the pcoplc, i.c. the communities. Govcrmncnt cll’ort was supplcmcntcd by ihc contribuLions of the pcoplc, lhus bringing about rapid expansion of the educational system.

Under the Coopcrativc School scheme, basic schools arc opcratcd on the double class shirts and, multiple-grade class system, which tend to promote private sector involvcmcnt. The number of basic schools cstablishcd bctwccn 1985 and 1991 stands at 105, that is, at the rate oC 15 schools per year.

Some of the setbacks of the coopcrativc school arc: (a) uncvcn regional and scctoral distribution of the new schools - about 70% of the schools arc located in Bamako alone; (b) majority oC the schools (75 out of the 105) wcrc cstablishcd by indcpcndcnt proprietors, who are less inclined to invest in educationally backward arcas.

Some of ihc lessons of the cooperative school system WCIC considered. The cxpcricncc prcscnts a rcliablc lbrmula Car funding education outside government ~~SO~~CCS. 11 was noted howcvcr that bcl‘orc adopting this system, the purchasing power of ~hc parcuts and the cost 01 living should bc taken into account.

The system tends lo dichotomise the society with regards to the ability OI conducive cnvironmcnt for establishing such schools. The innovation should have been accompanied by mcasurcs aimed at l‘acililating the cstablishmcnt ol‘ schools in poor and rural arcas. The assisancc oC NGOs and similar groups could have been sought in this regard. Awarcncss campaigns could bc stcppcd up as well.

A tcachcr education programme that provides special training is required to bc able to handle a multiple-grade class cl‘l‘ectivcly. Conlacc/refrcshcr COUTSCS arc also important for the success of the programme.

The coopcrativc and ‘double shil‘t’ aspects ol‘ the innovation deal with access to education, while the “multi-grade” aspect deals with quality of education. Thcsc three aspects have recorded apprcciablc lcvcl oC success.

IV. INNOVATIONS IN BASIC EDUCATION

National rcporls wcrc prcscntcd by the 13 Jvlcmbcr States including the host country, Nigeria, and a number oC Associated Projects (i.c. Ccntrcs of Educational Innovation in Nigeria).

Inn&utions in Host Country: Nigeriu

The lead counlry paper dcl’incs innovation as a dclibcratc attempt lo change from one status to another, in the overall context 0r national dcvclopmcnt. The paper considcrcd cducationai innovation in Nigeria in three catcgorics:

innovation by institutional arrangcmcilts innovation in educational programming innovation in curriculum dcvclopmcnt

In Nigeria, new educational institutions wcrc cstablishcd lo cnhancc quality in cducatiou and promote changes in institutional capacity lo handle educational matters. Examples ol‘ such institutions arc the:

. National Institute of Nigerian Languages (NINL)

. National Institute l’or Educational Planning (NIEP)

. Language Villages for French and Arabic

. National Board oC Educational Mcasurcmcnt (NBEM)

. National Business and Technical Examinations Board (NABTEB)

In rcccnt times, innovations in education in Nigeria have tcndcd to focus on ,social problems that can bc addrcsscd through appropriate educational pro+jccts. In Nigeria, such projects include: Population Education; Special Education; Early Child Care; Development and Education; Citizenship Education; Drug Abuse Education; Environmcnial Education; Education for Children ol‘ Nomads and Migrant Fishcrmcn; Women Education; Adult and Non-Cormal Education.

News ideas and approaches to curriculum planning/dcvclop~nnellt vis-a- vis the introduction of new curricula have formed a major part of educational activities. .For cxamplc, introductory technology was introduced at the junior secondary school l&cl with the aim of exposing students to the concepts, principles, skills and attitudes ol‘ technology, and thcrcby assist them (studcuts) to bc libcratcd technologically and lo choose technology as a I‘icld or study.

Scicncc, Technology and Society (STS) thcmc is being taught to non- scicncc studcnts at senior secondary school lcvcl, to widen their horizon.

Scicncc, technology and Mathematic teaching is being promoted through the cstablishmcnt oC special science schools, national mathematics ccntrc, alld proiotypc cnginccring inl‘rastructurc. Scicucc and matcmatics learning and teaching in schools is cspccially promoted through hcightencd incentives to tcachcrs and lcarncrs, and through extra- and co-curricular activities such as those of mathematics clubs and associations, and the Junior Engineers, Technicians and Scientists Clubs of Nigeria.

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The cducatidn, system comprises pre-primary, ,primary sbacalaureat (secondary) and university. Many dcriciencics in the system have been idcntificd and thcrc is now a l’clt riced to change the system in consonance with available rcsourccs/fxilitics and cnrolmcnt Iigurcs.

The National Coordinating Ccntrc of NEIDA has hclpcd to promote:

. Education and productive work

. Emphasis on technical education

. Educational technology

. In-service training for tcachcrs.

Govcmmcnt has also encouraged the Collowiug:

- dcvclopmcnt ol‘ cooperatives and water provision - private farms cmploycd many young people - language policy which cncouragcs the USC oC mother tongue - cstablishmcnt of women commission and ihc stressing of the need I‘or

women to have access to education.

Burkina Faso

NEIDA activities have been on the rise since 1988. This was seen as a wclcomc dcvclopmcnt. The following stratcgics have been adopicd to promote educational innovation in the country:

- cstablishmcnt ol’ a Ministry lo‘or Mass Literacy; - there is a general administrative rc-organisation to cater I‘or imlovation being

introduced by govcrmncnt; - goals of NEIDA arc being implcmcntcd through links to UNESCO-

BREDA; - lormal and inl‘ormal education are cmphasizcd; - establishment of literacy and training ccntrcs; - cstablishmcnt oC Women Education Commission and Ccntrcs.

The ncccssary I‘ollow-up actions have been idcntil‘icd as:

- sustainancc ol‘ the admini&rativc and pedagogical innovations; the USC of national language for the non-formal education and training;

- sustainance of educational materials production: books, charts, manuals... - Women Education Commissions cstablishcd riced to bc sustained - tcachcr education to bc taken as vcly important.

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Many social and educational problems prompted some of the innovations cmbarkcd upon by govcrnmcnt. Some or the problems arc associated with geographical distribution of the country’s population; lack ol‘ inl’rastruciural fxilitics; low quality of tcachcrs, over-crowded classrooms, etc.

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Dcccntralisation was the ccutrc-point ol’ educational administration innovalion. Olhcr innovations involve: - improvement ol’ the quality of tcachcrs by 199 1 - education for productive work and education lofor all; - technical education; - national education system which comprises primary(6 years), sccondary(&

professional (3), and university education(4).

Thcrc is a fcli need for: (a) improvcmcni in the quality ol‘ teachers, and (b) improved I‘mldirrg of all aspects of the educational system.

The Gambia

Education in The Gambia is prcscntly undergoing a Cacc lilt ncccssitatcd by pcrccivcd lack ol’ access to education by a majority oC the populace; limited managcmcnt capacity ol’a small Ministry of Education which runs the al’l’air 01 education; lack of inf?astruciural racilitics which limits enrolment in school; and huge IDA cxtcrnal loans which dots not seem to justily the situation whcrcby 22% of Gambia’s national rcsourccs goes to service education.

Some innovatlvc approaches have bccu/arc being adopted to rcdrcss the situation. Thcsc include - prc-service and in-scrvicc training [or tcachcrs to improve the quality or tca-

thing; - emphasis on education ol‘ women, most ol’ whom arc disadvantaged I socially and economically; - tackling the problems of low cnrol~ncni and high drop-out rate, which have

been attributed to early prcgnancics, early marriages, etc.; - promoting I‘unctional literacy for the drop-outs and combatting the illiteracy

rate of about 75%. - USC of national languages as mcdimn ol‘ instruction; - cstablishmcnt of’ women cducatiou commission and emphasis on the need

for women to have access to education.

Some key components ol’ the education system arc consistent with NEIDA programme ol’ innovation in basic education. A I’cw of the components arc listed below:

compulsory education and expansion of instructional ccntrcs to raise the lit- cracy lcvcl which now stands at 24%; the political situation cncouragcs students to study in socialist countries; the on-going starch Car au ideal lauguagc for Guinea; lack of govcrmncnt control or ownership on the prc-primary, primaty and secondary education institutions; implcmcntation oC some NEIDA expcrimcnts; cstablishmcnt of Women Educatiorr Commission, Rcftrgccc Children’s Ed- ucation, Commission I’or Basic Education

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Equhtorial Guinea

The advantages and disadvantages of the shift system, where, in most cases teachers do more than one shift, was discussed. The eradication of ihc shift sysicm by govcrmnent was seen as a welcome decision in Equatorial Guinea.

Thcrc is need to find an innovative way of fundiug educational innovation through, for cxampic, the selling of books, giving books/materials on loan.

There is need to strcngthcn the National Ccntrcs of NEIDA and that UNESCO needs to arrange for the fuudillg of the Ccmcs as a way of supplcmcnting Govcrmncnt’s fulldiug capacity.

Les0t110

A study rcporl of the Lesotho Distance Teaching Ccntrc (LDTC) highlights the ma.jor innovalivc programmes and achicvcmcn 1s rccordcd in Lesotho within the last dccadc or so. The LDTC performs two main roles: firstly, to carry out distance education for a large part of the country’s population who, for various reasons, arc unable to bcncfit from formal school education. Secondly, to act aS a scrvicc agency to a wide variety of non-formal and formal education organisations operating in Lesotho.

Some of ihc programmes and projects of LDTC that have recorded significant lcvcl of achicvcmcnt arc as follows:

dcsisign and production of a large num bcr of varied educational materials; provision of grants and loans to help non-formal education organisations and institutions in Lesotho; production of instructional materials for the Junior Ceriificatc and thti Cambridge Over-seas Schools Ccrtificatc programmes; promoting the education of rural pcoplc through educational material dcvclopmcnt and distribution; the USC of integrated and graded games in the dcvclopmcnt of literacy

‘workbooks; supporting rcscarch and evaluation studies as a way of improving the various programmes and projects of LDTC.

Malawi,

The National Policy on Education is geared towards self-rcliancc. All the lcvcls of the education system arc being made to promote this policy.

To stem ihc problem of low enrolment; school fees wcrc~.sioppcd in phases, cspccially al Lhc lower classes. By the same token, thcrc IS a UNDP/ USAID/GABLE programme to cncouragc girls’ education.

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, UNICEF is assisting in a one-year programme to help in the upgrading

of utltraincd tcachcrs. Thcrc is also the Malawi Accclcratcd Special Training Education Programme (MASTEP) which is a sandwhich programme dcsigncd lo augnxxil Lcaclicr training in hc counlry.

The Education [or Rcfugcc Programme calcrs for the rcl‘ugccs from Mozambique. The primary school programme is well organizcd while the newly cstablishcd secondary education by cor~~pondcncc needs evaluation to dclcrminc its cl’fcclivcncss.

The National Adult Literacy Programme is dcsigkd to rcducc illiteracy rate by 50%, that is from 59% to 30%; and to incrcasc malt participation from 15% to 35%. The programme also aims to reduce the prcscnt illiteracy rate of women from 66% to 30% and to incrcasc the Rural Information Ccntrcs (run by the National Library Scrvicc) from 450 to 750 by the year 2000.

Many of the innovative approaches of govcmmcnt arc at the trial stqe and would need some time to matcrialisc. It is pcrtincnt to mention that the Govcrnmcnt’s emphasis is on community-oricntcd education and basic education.

The policy of Education for Self-Rcliancc (ESR) guides all educational plans for the dcvclopmcnt of educational programmes in the United Republic OC Tanzania.

Basic: education in mainland Tanzania covers the lirst scvcn years while in Zanzibar, it consists OC scvcn years of primary education and the Cirst years of secondary education. In both cases, the basic cducution should cnablc children to lead indcpcndcnt lift in lhc village, whcrc the mqjority of pcoplc live as pcasanls.

Adult education is rcgardcd as a part of basic education. By 1986, 90% of adults and 86% of children of school age wcrc litcratc. The mass media have all introduced mass lilcracy programme.

Incrcasc in school c~lrolmcnt has had significant impact on govcrmncnt politics, cspccially by way ol adopting innovative approaches to educational. planning. One of such approaches is the cstablishmcnt of a Distance Education Programme for Primary School Tcachcrs, which has hclpcd to boost the number ol‘ tcachcrs. Another approach l’or maintaining the increase in ciirolmcnt is ltic inlrocluclion 0C community participation in cost-sharing 0C educational cxpcnditurc.

Retraining of tcachcrs Tar all aspccls of basic education takes place ill tcachcrs ccntrcs located across the country. The Danish Govcrmnc~~t is assisting in building more of such centres. The financial support of UNESCO/BREDA to the National Coordinating Centre [or lhc promotion OC NEIDA activilics will go a long way in raising the standard of training of tcachcrs in basic education.

14

Zambia

Zambia is running a govcrnmcnt-backed basic education programme. The current education system has a prc-school component and three other components (lcvcls) of l’ull-time education.

The need Car continuing education is being addrcsscd squarely by govcrnmcnt. The Continuing Education Dcpartmcnt caters I’or out-ol’-school lcarncrs in lhc following ways, among others:

- schools for continuing education to provide training in tailoring, wood work, radio and tclcvision repairs, carpcntly and joincry;

- open secondary classes, which operate in many regular schools in the aftcllloon and which USC the same materials as the regular schools;

- Gcncral Ccrtil’icatc of Education (GCE) classes cater for those who.wcrc not sclcctcd from Grade 10-12, but who arc still intcrcstcd in gcncral education;

- cvcning classes for adult students and youths who had no privilcgc OC attending regular schools; they run up to grade 7 only;

- prison classes, which cater for any oT the grades.

Olhcr conccms’of govcrmncnl arc in lhc arcas 0C language teaching, tcachcr training and curriculum dcvclopmcnt. Attempt is being made lo incrcasc the number of languages being taught in lhc schools.

Prc-scrvicc and in-scrvicc tcachcr training programmes aim to train and retrain serving tcachcrs. They usually last bctwccn 3 ~nontlls and I year. The content of lhc programme is Scared towards educational material production, improvisation and vocational training.

The Curriculum Dcvclopmcnt Ccntrc products, rcviscs and publishes materials for the basic education level.

On the whole, educational imlovations which have taken place in basic education arc a result of support given by agcncics apart from the national govcrmnenl.

It will bc a step in the right direction for UNESCO/BREDA to incrcasc its support l’or NEIDA activities in all mcmbcr countries including Zambia, and thcrcby help to promote national efforts in favour of basic education.

15

V. MAJOR OK3ERVATIONS AND DISCUSSIONS

The outcomes of prcscntations, discussions and exhibitions during the 9th RCM are summariyxd below:

1. An innovation should be a dclibcratcly dircctcd change which should bc geared towards the solution of a well dcfincd and specific problem affecting the education system.

2. Innovation can bc broadly catcgorizcd into six, those that pertain to:

4 orgaiiizalional struclurc

b) content and methods

4 materials design, development, production and dissemination

d) access to education of disadvantaged groups

4 training and retraining of educational pc1son11c1

0 USC of national languages in education.

There is always rcsistancc to the adoption of new ideas, proccdurcs, products. S tratcgics for ovctcoming rcsistancc to change arc very csscnial for promoting innovations.

Imlovations do not always succcccd. What is more important is the identification and analysis of reasons for achicvcmcnt and failure. This helps in applying approprialc corrcclivc mcasurcs. )

Although a lot of educational activities arc going on in lhc continent, a good pcrccntagc of the population still dots not have access to formal education. Altcrnativc innovalivc slratcgics arc nccdcd lo provide access lo thcsc disadvan tagcd groups.

The innovative stratcgics should take into account funding. Some Member States arc already embracing the idea of community dcvclopmcnt in the funding of education, including paying tcachcrs salaries.

Training and retraining of teaching and administrative staff of educational cstablishmcnts arc going on considerably in all Mcmbcr States.

Illnovations should as much as possible be based on rcscarch findings in order to give the innovation process proper direction and focus.

Although thcrc arc many imlovativc projects and activities in Member States, thcrc is still little cvidcncc of networking at national, sub-regional and regional lcvcls; and ycl it is clear that Mcmbcr Slates cxpcricncc similar problems. The diffcrcncc is only in lcrms of scope, not lypc.

16

Thcrc is absolute need to localizc, as much as possible, the design, dcvclopmcnt, production, evaluation and dissemination of educational cquipmcnt and materials. This will rcducc the dcpcndcncc on importation.

To be cost-cffcctivc, distance education has to achicvc economy of sclac. 01x way of doing this, is by large enrolment figures. This will rcducc the unit cost of materials and cncouragc studcnts/barncss to continue the programme while attracting prospcclivc lcarncrs.

Financial rcsourccs available for the education sector in Member States have continued lo dwindle as a result of the economic dcprcssion prcvaling in lhc entire continent.

BREDA, and indeed UNESCO, are also affcctcd by the financial squcczc. For NEIDA to continue to exist thcrcforc, thcrc is need for a rationalization of,its activities. This would involve intensifying activities in a. limited number of programme arcas at a time.

At the national lcvcl, thcrc is need to also rationalizc NEIDA activities fol the same reasons.

VI. THE FUTURE OF NEIDA

NEIDA at the national level

1.

2.

3.

i.

5.

6.

7.

8.

‘* 9.

10.

Identify and update the list of Centres of NEIDA: Associated Projects to be made available to BREDA which should circulate same among mem bcrs;

Have them rcgistcrcd or re-rcgistcrcd with National Coordinating Cen- lrcs;

National Coordinating Ccnlrcs lo call mcclings soon after this Regional Meeting to draw up programme of action among olhcrs, bearing in mind regional NEIDA programme;

Rolatc hosting of meeting among ccntrcs within each Mcmbcr State;

Implement bilateral/multilateral projects under the auspices of BREDA

National NEIDA to enjoy some grant from BREDA in the propagation to heir activities - a sort of matching grant to national effort;

BREDA to intensify support for publication of basic education materials;

Mcmbcr States to make rccommcndation to UNESCO through their res- pcctivc Ministers for funding of NEIDA activities. This should bc done in anticipation of the Octobcr/Novcmbcr 1993 UNESCO Confcrcncc;

Efforts should be made lo seek funds from rcspcctivc Ministries of Edu- cation to support NEIDA activities in each Mcmbcr State;

Inter-project visilslcxchangcs should bc cncouragcd and sponsored;

I7

, Il. Consultation Meeting to allow room for group discussions of specific

issues in a workshop format

NEIDA at the regional level

1. Networking of NEIDA activities in the African region to bc done by the Coordinating Unit in Dakar;

2. Production of periodicals: journals, ~~ewslcltcrs, bulletins, clc.

3. Rotate hosting of Regional Meetings, with adequate financial support

4. BREDA to incrcasc funding/support of NEIDA at regional and national lcvcls

5. MOW attention should bc paid to improvcmcnt of women education and population education

6. Intcnsilication of regular Consultation Meetings

RECOMMENDATIONS

In view of lhc above presentations and obscrvations,thc following ~ccommcndatioIls wcrc made:

prc-school education should bc seen as a vital part of basic education. The goals should be comprehensive enough to include nutrition, immunization, stimulation and social interaction;

that community participation in basic education innovations in the arca of material production, transportation and programme execution should be cncouragcd;

continuation of short-term and long-term training programmes fol pcrsonncl at cvcry lcvcl of basic education;

that to accelcratc the success made so I‘ar by African countries in mass licracy, adult. aud non-formal education, the principle of ‘each one teach one’ was dccmcd adoptable;

- that there should bc a formal institutionalization of current innovative programmes into the primary, secondary, tertiary and non-formal educational systems;

that on-going and complctcd innovations should bc follwed-up and cvaluatcd;

that national and regional documentation centres, with tmincd personnel;

that legislation should bc put in place to discourage lack of access to education of some hitherto under-privilcgcd class, c.g. women ;

efforts should bc intensified on establishing functional national working groups in rclcvant NEIDA programme areas;

each national working group should mccl regularly to design, implcmcnt and cvalualc prc~~jccls in lhcir rcspcclivc programme arcas. This is lhc most cffcctivc way of ensuring networking as rccommcndcd by the7th Regional Consultation Mccting;

education authorities of Member St&s should support NEIDA activities;

national working group should cndcavour to liaise with similar working groups in other countries directly or through NEIDA Coordinating Unit.

19

______ I._ ..- -.---I. .-L - .-._-.----

APPENDIX I.

AGENDA

1. Opening

2. Election of the Bureau

3. Presentation of the programme

4. Sub-theme I : Analytical Case Studies

5. Sub-theme II. Innovations in Basic Education in participating countries

6. Sub-theme III: The future of NEIDA

7. Adoption of the report

8. Closing

21

I

23

; -- _-- _ ^.-- _-_-. ~-

WELCOME ADDRESS BY THE EXECUTIVE SECRETARY

NIGERIAN EDUCATIONAL RESEARCH AND

DEVELOPMENT COUNCIL (NERDC),

ALHAJI GANI A. BELO

At the 9th Regional Cowdtatiorz Meeting of NEIDA NERDC Confer-ewe Centre, ADidirzg& Ike&, Lagos

The Secrcta~y for Education and Youth Dcvclopmcnt, The Directors-Gcncral hcrc present, The Regional Coordinator for NEIDA and Director of BREDA’ The UNESCO Rcprcscntativc in Nigeria, The Guest Speaker, Professor Etim Udoh, Chief Executives of Ccntrcs of Educational Innovation, Distinguished participants, Ladies and gcntlcmcn,

I am most dclightcd to wclcomc you all to the 9th Regional Consultation Meeting (RCM) of thc.Nctwork of Educational Innovations for Dcvclopmcnt in Africa (NEIDA), which has as its theme: “Imlovations in the scrvicc of basic education”. The RCM is organised by the Nigerian Educational Research and Dcvclopmcnt Council (NERDC) with the financial support of UNESCO- BREDA. The meeting is momentous in the sense that for the first time, a regional gathering .likc this is poistcd to consider ways and means of using educational innovations in programming and administering basic education in Ali-ica. I am plcascd to inform you that this momcnt is not just a coiilcidence as you will learn in a short while.

NEIDA was conceived here in Nigeria by the Ministers of Education of the African Mcmbcr States (MINEDAF) meeting in Lagos bctwecn 27th January and 4th February 1076, when lhcy rcqucstcd UNESCO to cstablisb an African Network charged with the responsibility of stimulating and supporting educational innovations in the region. Nigeria also hosted the first cvcr NEIDA Regional Consultation Meeting to bc held outside the UNESCO Regional Office for Education in Africa (BREDA) in Dakar, Dakar. The hosting of the 9th RCM here (in Nigeria) is thus consistent with Nigeria’s past efforts to cnsurc’ that thcprogrammcs and activities of NEIDA grow from strength to strength and with grcatcr achicvcmcnts.

The thcmc of the 9th RCM is most apt at this time of Nigeria’s educational reform, renovation and innovation. Many OC OUI’ dfom in curriculum dcvclopmcnt, language rcscarch and devclopmcnt, book dcvclop- mcnt, and educational rcscarch programmes have rclicd on imlovative approaches and tcchniyues that arc likely to bring about an improvcmcnt in the quality and spread of cduation for women, children, nomads, migrant fishcrmcn, pcrmancnt rural dwcllcrs, and the mainstream. Innovative

25

LL.-- .-_ . . ..-_-__.-_- ^.II_ - A+.-- -.

appro:achcs are also being employed in the arcas of tests, mcasurcment and evaluation (viz continuous assessment), research methodologies, rcadcrship promotion, extension services work and the study of Nigerian languages by non-speakers of these languages under the NL2 curriculum programme. WC have just concluded the revision of the NEIDA Directory of Centres of Education Innovation in Nigeria. Copies of which will be made available at this meeting.

The Cottcepts of Iunovution and Basic Educatiotl

In Nigeria in general, and at NERDC in particular, WC tend to conccivc of educational innovation as a deliberate attempt to change from OK status to another in lhc overall colilcxl of national dcvclopmcnt. Dcvclop~nc~il may bc defined as a transformation of a social system from a relationship status which is less satisfactory to !)nc which is considcrcd to bc nwrc satisl‘actory. Thus, dcvclopmcnt implies a change in a positive direction. The process by which education seeks to accomplish its task of nation building is the introduction of changes into the education systems.

During the rcccn~ly concluded Congress of the Nigerian Academy of Education held on Dcccmbcr 16th to 19th, 1992 on the thcmc “Innovation in Education in Nigeria”, many prominent educators profcrrcd key definitions of innovation. Prominent among them was the kcynotc speaker who referred to innovation as action to change ~0111~ specific aspect of the education system. According lo him, such changes I’ll into live categories, mainly:

1. introduction of new methods of teachug and learning; 2. introduction of new curricula; 3 _ . introduction of new kinds of schools; 4. introduction of IWW structures into tl1c school system; 5. introduction of new management procedure into the school system

I bclicvc many of the participants at this meeting share thcsc views and will be, prcparcd to cxaminc them closely vis-a-vis the provision and administration of basic education, and within the conceptual framework and thcmc of this meeting.

According to the Director General of UNESCO, basic education refers to “an initial phase or basic cycle of education, which as far as possible will be common to pcoplc of diffcrcnt ages”. The objectives of this type of education are the provision of basic knowlcdgc and the inculcation of the right attitudes, values and skills whch one needs in order to rcalizc one’s potential. A goal of basic education is lo provide csscnlial literacy and skills that enable adults to continucto acyuirc new knowledge and contribute to development.

Task of the rneetiug

In the light of the above, I wish to invite all participants at this mccting to bring their kuowlcdgc of innovation to bear on thcsc two key ideas - ‘basic education’ and dcvclopmcnt:. The significance of this RCM on innovative

26

‘.----. ‘.

._.. .___^. ._.“_~,“l.-.. -__ ..” .._ . ..~ --

pro&mming is that it would afford the directors of various Educational Rcsourcc Centres, Chief Executives of spccialiscd govcrnmcnl organs, commissions and parastatals the opportunity to cmbracc plans, strategies and tcchniqucs for promoting basic education in the African region. It is for this reason that I implore you all to consider yourselves as pioneers of innovations in the scrvicc of basic education. and to carefully consider the specific objcctivcs of this meeting towards their attainment.

For our part, WC at the NERDC, will continue, to lay emphasis upon innovalioi~. The cvcnts of the last two years give credence to this dctcrmination. For instance, in 1991, the Council embarked on revitalisation and strcnghcning of our academic rcscarch and dcvclopmcnt programmes. Three Nigerian university professors wcrc brought in as consultants to rejuvenate our language and book development efforts and our educational rcscarch programmes. The professors immediately went to work and produced action plan which later were approve by the Honourable Minister of Education, and which had since been implemcntcd. The result was that many innovative prqjccts have been dcsigncd, dcveoped and arc being implcmcntcd. Some of the projects will bc fully discussed during the round-table presentations.

In recognition of the world-wide shift of emphasis from model building to innovation application, WC have decided to open our doors to fresh ideas from outside NERDC. WC now wclcomc university profcsso~‘s, readers and associate professors to come to NERDC for one year of sabbatical lcave. During their stay, they would opcratc strictly according to the workplan agreed to bctwccn them and the heads of Ccntrcs for Curriculum Dcvclopment, Language Devclopmcnt. Book Dcvclopmcnt and Educational Rcscarch. In this way, we hope to gcncratc new useful ideas, skills and tcchniqucs in the service of basic and and gcncral education.

Finally, let mc remind you also that the ways and means of reinvigorating NEIDA activities in each Mcmbcr State in particular, and in the African region in gcncral, is of conccrtl to all of us. As a matter of fact, the Director of BREDA wrote to mc early last year asking for my opinion on this matter. I have since communicated my views to him and I bclicvc 01h.m may have done so. This is another important forum to discuss the future of NEIDA and to come up with workable programme of activities.

I know you will find the next three days particularly stimulating, but hectic. I bclicvc you arc up to the task. For our part, WC: would cndcavour to. make your stay most plcasurablc.

Once more, I welcome you all to this great occasion and wish you all successful dclibcrations.

Thank you for your attention.

Gani A. BELO Exccu tivc Secrctaty NERDC. March 193

21

,. ./ -~ -..-. ----..-

ADDRESS BY PROFESSOR BEN NWABUEZE,

SECRETARY OF EDUCATION AND YOUTH DEVELOPMENT

On the occusiorz of the fotwul opening of the 9th Regional Corzsdtu&orz Meetirzg

Mr. Chairman, The Executive Sccrctaly, NERDC, Other members of the High Table, African Delcgatcs, Distinguished ladies and gcntlcmcn,

It gives mc g-cat plcasurc to bc invited to formally dcclarc open tl1c 9111 Regional Consultation Meeting of NEIDA, which is being jointly organizcd by the NERDC and the UNESCO Regional Office for Education in Africa (BREDA). The thcmc of the meeting “Innovations in the Scrvicc of Basic Education”, is in tune with national educational aspirations of many African countries including Nigeria. Indeed, the multifarous educational problems of dcvcloping cou~mics call for innovations to meet other peculiar circumstqccs.

NEIDA, I understand, is essentially a network for promoting exchange of information, expcricnccs and cxpcrtisc among educational innovators, and the centres or inst.&ions for educational im1ovation in Africa, for the purpose of introducing deliberate changes in the aims, structure, content and methods of education and training. This, in turn, is expected to bring about improvements towards achieving national education objectives. In this regard, the theme of this meeting is bound lo positively inlluencc educational dcvclopment in evcty Member State that carts to apply the outcomes of your dclibcrations to its educational programming.

The need for exchange of ideas, skills and techniques in a rapidly changing world is felt 110~. more that1 cvcr bcforc. I bclievc it is in this vein that the Network of Educational Scrvicc Ccntrcs in Nigeria (NESCN) was established to coordinate the functions and role of Educational Resource Centres (ERCs) in Nigeria. There is also the belief that the use of a common set of programming approaches by Member States and ERCs will greatly facilitate their efforts to exchange information about 111~ problems they face, and about tl1c ideas and solutions they hope lo implcmcnt to solve the problems.

III Nigeria, and I bclicvc in other African countries as well, there arc cc11trcs, units, commissions and parastatals that wcrc given the mandate to develop programmes that will improve 111~ quality of education, particularly basic education, in their localities. Such ce~ilrcs and units must bc cquipcd to help their pcrso1111cl and others who seek their assistance, to plan their programmes of innovation more effectively. Again, in this regard, this mnecting is most timely and opportuncd.

29

Education in Nigeria is a huge govcr~i~iic~il VCIUI~C that has witnessed progrcssivc evolution through governmental and non-~ovcrntncntal inter- ventions and active participation. All these arc tcstimonics to the fact that government is fully committed to the provision of basic and functional education. The commitment has been dcsmonstratcd through the tnuncrous curricular and instructional systems and the provision of educational scrviccs.

The National Policy OII Education, for example, outlines the objectives of “educational services” as follows:

1 . to develop, assess and improve cducatiotlal programmes; 2. to cnhancc teaching and improve the competence of teachers; 3. to make learning ~norc mcaningl’ul for children; 4. to reduce educational costs; 5. to protnotc in-scrvicc education; 6. to develop and promote an cffcctivc use of innovative materials in schools.

It scctns to me, thcreforc, that if thcsc objcctivcs and similar ones from other African countries are to bc realised, the ultimate goal of this meeting should be clear to CVCI-YOIIC of YOU. Ultimate goals should not bc cotlfused with ‘objectives’, a term which often refers to the set of activties (or

performances) we XC as a means of attaining our goals. In line with the theme of this meeting, the ultimate goal of this meeting is the accoml~lisl~mcnts or the conditions ‘WC would want to achieve through the application of educational innovalion. Once this is cstablishcd, you can formulate activities (i.e. objcctivcs) for attaining the goal.

If educational innovation is taken to be part of educational service (and I bclicve it is), then the ob.jcctives of this meeting as contained in the programme in your hands should help to bring about the achicvcment of the goal of this mecting, which is focussed on basic education.

The Exccutivc Secretary has put forward candid dcfiuitions of basic education in his address, and pointed to many of the statutory functions of NERDC. I would like to compare and contrast basic education and general education. For many dcvcloping countries of the world, basic education is the best means of providing mass education or literacy, and of involving the grassroots in the various social and educational programmes of ,the central govcrnmcnt. Gcncral education extends much further into the life of the individual and it varies in content, depth and scope. Essentially, it comprises the different subject matter arcas or disciplines.

For the Africa region, and indeed most of the Thil:d World countries, our concern should first bc for the teaming -populations who do not possess the basic skills of literacy and numeracy, and are therefore largely excluded from the information and skills exchange that make for mcaningl’ul living. This q problem is at the heart of Africa’s educational plamling and administration. I bclicvc this gathering should examine it closely and come up with important resolutions and rccon~mcndations. I also invite our African brothers and sisters to critically cxaminc as case study the functions, roles, organisatin and achicvcmcns of Nigeria’s Centres of Educational Innovations which have been

30

prc&kd in the NEIDA monograph, with a view to bcncfitling from you1 collcctivc wisdom while learning from our cfforls. I wish you all fruitful c,icliberations.

Mr. Chairman, it is my pleasure that I now formally declare this 9th Regional Consultation Mecting of NEIDA open!

God bless. Professor Ben Nwabuezc Sccrctaty of Education and Youth Dcvclopment

31

__ ,. ,*.--,-L--.L-.L -.. ‘.. . ,.z. _-_.._ - . ..-. 1 i._-

BENIN

APPENDIX IV.

LIST OF PARTICIPANTS

Mr. Moubachirou GUADAMASSI Dinxteur Inslitut pour la Formation cl la Rcchcrchc cn Education (INFRE) B.P. 200 Porto-Novo

BURKlNA FASO Mme Bernadette SANOU Dilxxtrice ~&~6ralc Institut p6Jagogique du Burkina (IPB) B.P. 7043 Ouagadougou

CONGO Mr. Marcel MISSAKIR’L Chef du Service du Bureau d’Etudcs Instilul national de Rcchcrchc cl d’Action pkdagogique (INRAP) B.P. 2128 Brazzaville

GAMBIA Dr. Alieu TAAL Secrctiary General UNESCO National Commission P.O. Box 1133 Banjul

GUINEE Mr. Alpha Oumar DlALLO Division Educaiion Commission nationale pour 1’UNESCO B.P. 964 Con&l-y

GUINEE EQUATORIALE Mr. Jose-Mba ONDO-AFANG Director Ccral de Ia Educaci6n Ministirio dc la EducaciGn national Malabo

LESOTHO Mrs Patricia N. MASHOLOGU SCCKWy Gcncral UNESCO National Commission Ministry of Education P. 0. Box 47 Maseru

33

-

“. . ,:, a,.

‘I ‘.’ I 1.._., _

MALA Wl

MALI

MAURITANIE

TANZANIA

ZAMBIA

Mr. Francis R. MKANDAWIRE Senior Progrunmc Olker Malawi National Commission I’or UNESCO P. 0. Box 30278 Lilongwe

Mr. Harouna, TOURE Chcrchcur Institul pklagogiquc nalional du Mali B.P. 1583 Bamako, Mali

Mr. Souleyrnane KANE Dixctcur Inslilul dcs Langucs tialionalcs B.P. 660 Nouakchotl

Mr. Gordan J. MUKIZA Acting Nalional NEIDA Coordinator UNESCO National Commission P.O. Box 20384 Dar-cs-Salaam

Mrs Emily CHINGO Coordinator of NEIDA Curriculum Development Ccnlw P.O. Box 50092 Lusaka

UNESCO Mr. Pai OBAmA Dimctol UNESCO Regional Ofl‘icc for Education and NEIDA Coordinator B.P. 3311 Dakar, S&&al

Mr. Gdgoirc KWENDE Sp&ialisle de Programme UNESCO-BREDA B.P 3311 Dakar, S&Ggal

Mrs Francesca ADANDE UNESCO-BREDA B.P. 3311 Dakar, St5nGgal

34

IYIG’ERIA

Alh. Gani A. BELO E~ccuti~e Sccrctaty & NEIDA National Coordinator N.E.R.D.C PMB 91, Garki FCT, Abuja

Prof. (Chief) 0. C.Nwana NERDC Abuja

Prof. Funso Akere NERDC Abuja

Dr. D. C. Onugha NERDC Abuja

Mr. E. A. Agbebi NERDC Abuja

Dr. I. A. Mukoshy NERDC Abuja

.

Dr. G. 0. Taylor NERDC Abuja

Mr. 0. A. Adara NERDC Abuja

Dr. E. Ola Adeniyi NEIDA Programme Coordinator NERDC Abuja

Mrs B. Oguntosin Early Childhood Care & Dcvclopmcnt Education NERDC Lagos

Mrs F. 0. Anumonyc Special Education NERDC Lagos

35

Mrs R. 0. Adcagbo Population Education Dcparlmcnl NERDC Lagos

Mrs G. E. Uya , NERDC Abuja

Mr. Ayo Salami NERDC Abuja

Mr. B. T. Adamu NERDC Abuja

Mr. N. 0. Eleri NERDC Abuja

MI-. A. D. Mua’zu NERDC Abuja

FEDERAL MINISTRY OF EDUCATION AND YOUTH DEVELOPMENT

Dr. Nwakpele Federal Ministry of Education

and Y out11 Development Science Education Branch Technican and Science Education Dcparl~nenl

Victoria Island Lagos

Ms Rose N. ,Agholor Fcdcral Ministry of Education and

Youth Development Scicncc Education Branch ,Technican and Science Education Department Victoria Island Lagos

WOMEN EDUCATION BRANCH, FME&YD, LAGOS-NIGERIA

Mrs E. M. Oyinloye Women Education Branch Federal Ministry of Education & Youth Development Victoria Island Lagos

36

.

Mrs I. 0. Akinlaia Women Educati& Branch Federal Minisby of Education & Youth Development Victoria Island Lagos

Mrs 0. A. Ladelc Women Education Branch Fcdcral Ministty of Education & Youth Development Victoria Island Lagos

Mrs Marion D. Sikuade National Commission for Mass Literacy, Adult and Non-formal Education 1A Lugard Avenue Ikoyi

EDUCATIONAL RESOURCE CENTRE, JOS

Mr. J. Y. Yitnoe Educational Resource Cenlrc P.M. B. 2001 Jos

Mrs C. W. Pwol Educational Resource Centre P.M. B. 2001 Jos

Dr. (Mrs M. Banfa) Educational Rcsourcc Ccnllr:

P.M. B. 2001 Jos

UNIVERSITIES

Prof. Akin Osiyale Dcpartmcnt of Curriculum Studies Faculty of Education Universily of Lagos Akoka, Lagos

Prof. U. M. 0. Ivowi Edo State University Ekpoma

, .

37

Dr (Mrs) F. A. Adcyoyin Dcpartmcnt of Curriculum Studies Faculty of Education Universily of Lagos Akoka Lagos

Dr. B. J. Obebe Dcparuncnt of Curriculum Studies Faculty of Education University of Lagos Akoka Lagos

Prof. Pctcr A. 0. Okcbukola Department of Curiculum Studies Lagos Slate University P. M. B. 1087 Apapa Lagos

Dr. A.O. Olansewaju Adeyemi College of Education Ondo Ondo State

/ .

NATIONAL TECHNOLOGY CENTRE, KADUNA

Mr. B. E. N. Okekc National Educational Tccl~nology Centre c/o Fcdcral Ministry of Education P.M. B. 2027 Kaduna

38