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Analytical Mapping of Life Skills and Citizenship Education in the Middle East and North Africa

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Analytical Mapping of Life Skills and Citizenship Education in the Middle East and North Africa Life Skills and Citizenship Education Initiative Middle East and North Africa ANALYTICAL MAPPING OF LIFE SKILLS AND CITIZENSHIP EDUCATION IN THE MIDDLE EAST AND NORTH AFRICA The following organizations contributed to the development of the Analytical Mapping: © 2017 UNICEF MENA Regional Office United Nations Children’s Fund Regional Office for the Middle East and North Africa P.O. Box 1551 Amman 11821 – Jordan Email: [email protected] Website: www.lsce-mena.org Life Skills and Citizenship Education Initiative Middle East and North Africa ANALYTICAL MAPPING OF LIFE SKILLS AND CITIZENSHIP EDUCATION IN THE MIDDLE EAST AND NORTH AFRICA The following organizations contributed to the development of the Analytical Mapping: CONTENTS List of boxes, figures and tables iv Abbreviations and acronyms vi Preface and acknowledgments vii Executive summary 1 1 Introduction 9 1.1 The MENA Life Skills and Citizenship Education Initiative 9 1.2 Methodology of the Analytical Mapping 13 2 Vision and working definition 19 2.1 How is life skills and citizenship education defined and conceptualized in MENA? 19 2.2 What is the life skills landscape in terms of Dimensions of Learning and skills clusters? 23 2.3 What are the subject areas through which life skills are addressed? 33 3 Programmatic interventions and approaches 37 3.1 Which teaching and learning approaches are used? 37 3.2 Teaching and learning resources 40 3.3 How are life skills and citizenship education delivered, and what are the challenges? 41 3.4 What are the opportunities and challenges to life skills and citizenship education 55 programming? 4 Areas for further research 77 Annexes: Case studies Annex 1: Egypt case study 79 Annex 2: Jordan case study 83 Annex 3: Morocco case study 88 Annex 4: The State of Palestine case study 93 References 99 LIST OF BOXES, FIGURES AND TABLES Boxes Box 1 Examples of definitions of life skills 20 Box 2 The Instrumental Dimension: Instilling the entrepreneurial mind set and thinking among 26 post-basic education students, with particular attention to TVET students Box 3 Multi-dimensional approach: Linking life skills within the Instrumental, Social and Individual 30 Dimensions Box 4 Subject areas through which life skills are addressed: Comprehensive Sexuality Education 34 Box 5 Drama as a teaching and learning approach 37 Box 6 Embracing new learning and teaching approaches 38 Box 7 Non-formal education: A second-chance gender-focused programme for out-of-school girls 43 in Egypt Box 8 Road to workplace: Upgrading informal apprenticeships in Jordan 44 Box 9 Social engagement practices: Youth Peer Education Network (Y-Peer) 45 Box 10 Life skills and citizenship education in formal education as extra-curricular activities 46 Box 11 Extra-curricular approaches: Personal project model and clubs in Morocco 47 Box 12 Integration of life skills and citizenship into national curriculum of Tunisia 48 Box 13 An innovative co-curricular approach to integrating life skills and citizenship education in 50 curriculum disciplines Box 14 Life skills programmes reaching marginalized youth 54 Box 15 The case for Morocco TVET reform 61 Box 16 Public-private partnerships in life skills programming in Egypt and Morocco 65 Box 17 Teacher training and professional development as a window of opportunity 73 Figures Figure 1 Conceptual and programmatic framework 12 Figure 2 The fifteen MENA countries involved in the Analytical Mapping 13 Figure 3 Key data collection and analysis methods employed in the Analytical Mapping 13 Figure 4 Number of life skills programmes collected in the first quantitative mapping survey, 14 classified by type of implementing organizations Figure 5 Number of life skills programmes collected in the second qualitative mapping survey, 14 classified by type of implementing organizations Figure 6 Percentage of programmes surveyed (N=43) covering the various skills clusters within 24 the cognitive dimension Figure 7 Percentage of programmes surveyed and implemented by governmental organizations 24 (N=12) and NGOs (N=28) covering the various skills clusters within the Cognitive Dimension Figure 8 Percentage of programmes surveyed (N=43) covering the various skills clusters within 25 the Instrumental Dimension Figure 9 Percentage of programmes surveyed and implemented by governmental organizations (N=12) 25 and NGOs (N=28) covering the various skills clusters within the Instrumental Dimension Figure 10 Percentage of programmes surveyed (N=43) covering the various skills clusters within the 27 Individual Dimension Figure 11 Percentage of programmes surveyed and implemented by governmental organizations 27 (N=12) and NGOs (N=28) covering the various skills clusters within the Individual Dimension iv Life Skills and Citizenship Education in the Middle East and North Africa Figure 12 Percentage of programmes surveyed (N=43) covering the various skills clusters within the 28 Social Dimension Figure 13 Percentage of programmes surveyed and implemented by governmental organizations 29 (N=12) and NGOs (N=28) covering the various skills clusters within the Social Dimension Figure 14 Subject areas through which life skills are addressed 33 Figure 15 Percentage of programmes surveyed (N=43) by delivery channels 42 Figure 16 Percentage of programmes surveyed (N=43) by government and NGOs 42 Figure 17 Target groups in the life skills programmes surveyed (N=43) 53 Figure 18 Classification of MENA countries using a demand-led approach to workforce development 59 Figure 19 Classification of MENA countries in relation to coordination mechanisms in 64 workforce development Figure 20 Stakeholders involved in formal partnership agreements with ministries of education 65 Figure 21 Human resources involved in life skills and citizenship education 69 Figure 22 Sourcing typologies of human resources involved in life skills and citizenship education 69 programmes Figure 23 Academic background of human resources involved in life skills and citizenship education 70 Figure 24 Gender distribution in human resources 70 Figure 25 Academic background of human resources involved in life skills and citizenship education 71 at programme level Figure 26 Frequency of refresher trainings provided by organizations implementing life skills and 72 citizenship education Tables Table 1 Data collection methods employed in the country case studies aggregated by number of 15 participants Table 2 National and regional consultations with countries and partners 16 Table 3 Stakeholders’ ranking of the top most needed skills (country typology) 32 Table 4 Modalities of delivery of life skills and citizenship education programmes by channels of 46 delivery Table 5 Modalities of delivery of life skills and citizenship education in formal basic education 47 (country typology) Table 6 Modalities of delivery of life skills and citizenship education programmes by channels of 53 delivery Table 7 Examples of national assessments that address life skills and citizenship education 58 as reported by stakeholders Table 8 The formal and recognized role of stakeholders in defining policy frameworks, strategies 60 and plans related to life skills and citizenship education, as reported during national consultations (country typology) Table 9 Inclusion of institutional objectives, role of stakeholders and gender issues in life skills and 62 citizenship education, as reported during national consultations (country typology) Table 10 Risk groups whose needs are addressed in policies, strategies or plans 63 Table 11 Ranking in national consultations of stakeholders funding priority for life skills programming 66 Table 12 Stakeholders’ dimensions of life skills funding priorities 67 Table 13 Schools’ autonomy in selected MENA countries 68 Table 14 Resources available to teachers for their classroom assessment activities in selected countries 71 Table 15 Characteristic of M&E frameworks (country typology) 74 ANALYTICAL MAPPING v ABBREVIATIONS AND ACRONYMS ALECSO Arab League Educational, Cultural and Scientific Organization AM Analytical Mapping BYB Build Your Business COB community-based organization CPF Conceptual and Programmatic Framework CSE Comprehensive Sexuality Education EFA Education for All E4C Education for Competitiveness EDSP Educational Development Strategic Plan ERfKE Education Reform for the Knowledge Economy Project HIV/AIDS human immunodeficieny virus/acquired immune deficiency syndrome ICT information and communications technology ILO International Labour Organization IYF International Youth Foundation KAP Knowledge Attitude Practices KAB Know about Business LSCE Life Skills and Citizenship Education M&E monitoring and evaluation MENA Middle East and North Africa MENARO Middle East and North Africa Regional Office NGOs non-governmental organizations PTS Passport to Success QIF Quality Improvement Fund SDG Sustainable Development Goal SMEs small and medium enterprises TVET Technical and Vocational Education and Training UNIATTTYP United Nations Interagency Technical Task Team on Young People UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNFPA United Nations Population Fund UNICEF United Nations Children’s Fund UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East USAID United States Agency for International Development WHO World Health Organization Y-Peer Youth Peer Education Network vi Life Skills and Citizenship Education in the Middle East and North Africa PREFACE AND ACKNOWLEDGEMENTS The situation of
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