ERNWACA ANNUAL REPORT 2006

5 July 2007 version

ROCARE / ERNWACA • Phone : (223) 221 16 12 , Fax : (223) 221 21 15 • BP E 1854, Bamako, MALI Bénin • Burkina Faso • Cameroun • Côte d’Ivoire • Gambia • Ghana • Guinée • Mali • Mauritanie •Niger • Nigeria • Senegal • Sierra Leone • Togo www.rocare.org Contents

Acronyms and abbreviations ...... 3

Foreword ...... 4

1. National activities and research ...... 5

2. Regional activities ...... 9

3. Partnerships and resource mobilization ...... 13

4. Communication ...... 15

5. Finances ...... 16

Annex A: National office contact information ...... 21

Annex B: Organizational chart ...... 22

Annex C: Evaluation of 2006 partners ...... 23

Annex D: Researchers by theme ...... 24

Annex E: Small grant recipients ...... 27

Annex F: Press clippings ...... 32

2 Acronyms and abbreviations

ADEA Association for the Development of Education in Africa ADB African Development Bank AIDS Acquired Immune Deficiency Syndrome AU African Union AUF French-speaking Universities’ Association BREDA UNESCO’s regional office for education in Africa CIES Comparative International Education Society CODESRIA Council for the Development of Social Science Research in Africa EFA Education for All ENS Ecole Normale Supérieure (teacher training college) FASAF Network for Family and Schooling in Africa GEH Governance, Equity and Health program of IDRC HIV Human Immuno-Deficiency Virus ICT Information and Communication Technology ISFRA Institute for higher learning and applied research (Bamako, Mali) IIEP International Institute for Educational Planning IDRC International Development Research Centre KFW KfW development bank (on behalf of German federal government) MTT Mobile Task Team NORRAG Network for policy research review and advice on education and training OIF International Francophone Organization OSIWA Open Society Initiative for West Africa PBBD Partnership Building and Business Development division of IDRC SDC Swiss Development Cooperation UEMOA Economic and Monetary Union of West Africa UNESCO United Nations Education, Science and Culture Organisation UIL UNESCO Institute for Lifelong Learning (xUIE) (Hamburg) UNDP United Nations Development Programme UNICEF United Nations Children Fund UREAG Under-Represented Racial, Ethnic and Ability Groups committee of CIES USAID United States Agency for International Development WAEC West Africa Examinations Council WGESA Working Group on Education Sector Analysis of ADEA WGNFE Working Group on Non-Formal Education of ADEA WFP World Food Programme

3 Word from the Regional Coordinator

Rediscovering mobility

Dear collaborators and partners,

Allow us first to present our best wishes for your health and success in all your endeavors.

The year 2006 brought continued achievements. ERNWACA is increasingly recognized for its ability to mobilize researchers, to group them across various borders to reflect, conduct research, write and publish, and to promote African expertise on and off the continent. The network has become an UEMOA Regional Center of Excellence, and we hope to preserve this honor for several more years so to consolidate contributions to member countries in the education sector.

We have the joy of announcing that Sierra Leone, where ERNWACA was founded in 1989, is functioning again after several years of inactivity. On the same note, Mauritania joined us as the 14 th member country. The national coordinator, a former University rector, officially presented the national network to other coordinators at our Biennale meetings in October of 2006 in Ouagadougou.

Last year, in collaboration with university institutions, we focused continued energy on research training, in particular with the launch of the second edition of the ERNWACA small grants program for education research. This was made possible by dynamic national coordinators and the joint support of UEMOA and the Dutch Ministry of Foreign Affairs. Eighty young researchers from twelve countries benefited from these small grants for studies on technology in education, education facing HIV/AIDS, gender and higher education and the correlation between skills development and the job market – conducted under the supervision of seasoned researchers who serve as project mentors on scientific matters.

ERNWACA Cafés and research days have gradually begun to spread throughout the ERNWACA landscape at the national level. These provide a space for social and policy dialogue on pressing issues related to the future of education in Africa.

On the transnational level, ERNWACA continues research on the pedagogical use of technology in teaching and learning as well as the impact of HIV/AIDS on teaching in formal and non formal education. We organized an international colloquium with FASAF and Plan International on relations between education and peace perspectives in Africa. Studies on decentralisation of social sector management and on Islamic education will be undertaken in 2007. Research reports and results are available at www.rocare.org .

We are delighted that the majority among you recognized the efforts made by the whole of the network for resource mobilization to sustain and grow ERNWACA research, training and publication programs. You expressed this through your responses to the ERNWACA resource mobilization case study questionnaire. We are aware that much remains to be done, in particular in sharing tools and strategies for resource mobilization at the national level in a learn-by-doing way. CRDI is a constant partner of ERNWACA in these and other efforts.

For 2007, we count on strengthening performance through new national and transnational research, and especially by promoting a culture of peer-reviewed publication. We are experimenting mechanisms to support writing processes that lead to taking stands to make a difference. The third edition of the small grants program will be launched with all fourteen ERNWACA member countries participating.

We will undertake a feasibility study for an ERNWACA Endowment Fund. This is an ambitious initiative that could help us strengthen the financial autonomy and the longevity of our network. The regional coordination counts on members to assist with suggestions and critiques. The future of ERNWACA depends as much on members as on partners.

We would like to recognize all national coordinators, national coordinating members, scientific committee members, members at large, and partners, all of whom give of themselves to each other and to network objectives in a spirit of sharing and learning.

May your efforts bring new meaning to and deepen education endeavors, in creative and flexible ways.

4 1. National activities and research

The year 2006 was marked by the organization of several ERNWACA Cafés -- forums for reflection, sharing experiences, and dialoguing on pressing questions in education. They bring visibility to research findings and provide a venue to advocate for improved educational systems in Africa

Cafés in Mali, Cameroon, Ghana, and Senegal focused on the integration of ICT in teaching and learning and drew on research results from the transnational study by ERNWACA and the University of Montreal. The Café in Gambia was an occasion to discuss the contribution of research to the development and evaluation of education programs, specifically for girls’ education and technical and vocational training.

ERNWACA Cote d’Ivoire launched the first national annual days on education research in partnership with other national institutions. The national network seeks to publish the best papers from the 2006 and 2007 meetings with some support from the regional office.

It is also important to note the rebirth of ERNWACA Sierra Leone and the triumphant entry of ERNWACA Mauritania as the 14 th member of ERNWACA.

Most national offices requested and received equipment to facilitate communication and network management. This included, depending on the expressed needs of each office computers, printers, projectors, digital cameras, furniture, and Internet connections. The support was possible thanks to grants from UEMOA and OSIWA.

Benin

Several member researchers of ERNWACA were involved in the study of the Ministry of Primary and Secondary Education on pre-school education. It included a literature review covering 1975-2005. It also researched into questions related to actors and partnerships, curriculum, training of pre-school educators and management of pre- school education. ERNWACA-Bénin is working with Kinderdorf (Hermann-Gmeiner akademie) looking at the education response to children’s rights in SOS villages in Bénin. Preparations are underway for the launch of the 2006 Small Grants program at the Institut Universitaire du Bénin (UIB) in Colonou, with a lecture by Associate Professor Gauthier Biaou of the Univeristy of Abomey-Calavi. The next General Assembly meeting is planned for mid-August 2008.

Burkina Faso

In collaboration with the Ministry of Basic Education and Literacy Training (MEBA), ERNWACA Burkina Faso hosted the ERNWACA biennale meeting October 16-19 and training workshop for ERNWACA small grants 2006 recipients. An organizational committee consisting of about 40 ERNWACA-Burkina Faso members worked to ensure the smooth running of these strategic meetings. In the wrap-up session, Mr. Ernest Ilboudo, ERNWACA-Burkina Faso national coordinator, encouraged regular horizontal communication among national networks until the next biennale meetings in Côte d’Ivoire in 2008. He also encouraged regional coordination to continue achieving its objectives in relation to resource mobilization and partnership development and management.

Cameroon

ERNWACA Cameroon organized an ERNWACA Café on February 8, 2006 in Yaoundé on “Integration of ICT in education in West and Central Africa: study of pioneer schools.” Discussions served to relaunch the nationwide debate on ICT in Cameroon. As a result, ERNWACA was invited to take part in the national day for integration of ICT in junior high schools, an event organized by the Ministry of Secondary Education. The Ecole

5 Normale Supérieure is planning to use the current and upcoming research findings to guide the process of introducing ICT into the student-teacher training program.

ERNWACA-Cameroon is rising to the challenge of integrating ICT in the teaching- learning process in Cameroon. In collaboration with Ecole Normale Supérieure (ENS) at the Unversity of Yaoundé I, a collection of nine scientific articles on the subject were published under the direction of Prof. Pierre Fonkoua, national coordinator of ERNWACA-Cameroon, by éditions terroirs . For this publication ERNWACA-Cameroon mobilized IDRC funds from the regional coordination of ERNWACA.

Côte d’Ivoire

ERNWACA-Cote d’Ivoire organized the first national day for education research on May 30, 2006 at the Ecole Normal Supérieure (ENS) of the University of Abidjan. The day was financed by the ERNWACA regional coordination, the Ecole Normal Supérieure and the National Pedagogical Institute for Technical and Vocational Education (IPNETP). This activity was meant to contribute to ERNWACA objective for 2005-2010, particularly in relation to promoting a culture of communication around research and pressing educational issues. The Minister of Education, during the opening ceremony, congratulated ERNWACA for its research and for this initiative. More than one hundred actors in education from NGOs, research and training institutes, higher education, universities, and development agencies in Cote d’Ivoire took part. The workshop was organized in the form of a round table on the theme “What research for what action in the education sector in Cote d’Ivoire” and included eight thematic sessions. The round table was led by M. Koudou OPADOU (ERNWACA member), director of pre-service training at ENS. Over thirty papers were presented. Seven national press organs, written and audiovisual, covered the national day for education research in Cote d’Ivoire. Participants expressed the need to continue and improve upon the education days.

Other efforts to strengthen communication around and visibility of research have led to the regular presence of ERNWACA-Côte d’Ivoire in the monthly magazine “Les Cahiers de l’Education” and in the “Fraternité Matin” newspaper.

ERNWACA-Côte d’Ivoire established “G12,” a group of 12 young researchers “This initiative, for young researchers, put in place to ensure the visibility and has been a wonderful opportunity to documentary access of the national nourish a culture of research. We get to network through communication products put our knowledge to the test and delve and events. into research concerns from various horizons and perspectives.” On February 15, 2006, the ERNWACA- Ms. Anne-Marie Ettien Ablan, Côte d’Ivoire national coordinator, Dr. G12 leader François Joseph Azoh, and Dr. Raoul Koné, ERNWACA-Côte d’Ivoire member researcher, led a conference on “Education in post conflict periods” at the amphitheater Mamadou Coulibaly in the Abidjan Ecole Normal Superior . The article “Reconstruction: taking education into account” appeared in Fraternité Matin on February 16, 2006.

Gambia

ERNWACA and GESDRI organized an ERNWACA Café on March 4, 2006 in Banjul on “Research to support educational program design and evaluation in the Gambia.” The findings of three studies were discussed. Mr. Sulayman Barry of ERNWACA and Gambia College presented the evaluation of a girls’ scholarship program in Gambia’s regions 5 and 6. Mr. Abdoulie Bittaye of ERNWACA presented the findings of a study on strengthening research capacity in the domains of social sciences and economics. Finally, Mr. I. Bernard of ERNWACA spoke on the results of a feasibility study on the design of an architecture degree program by the Gambia Technical Training Institute (GTTI), in collaboration with Dalhousie University, Canada. Among the participants were

6 Mr. Sidebeh, Vice Rector of the University of the Gambia; Mr. Lamin Ceesay of ERNWACA and Gambia College; representatives of the Department of State for Education (DOSE); several university lecturers and students; as well as a few high school students. The participants received executive summaries of the studies; the studies are available on the ERNWACA website. The event was funded by the regional ERNWACA coordination with support from IDRC and the Swiss Cooperation. It was covered by the journalist Sanna Jawara of The Daily Observer , distributed by allAfrica.com.

In June, ERNWACA-Gambia organized a 5-day training workshop for 31 Clerks of Works, in the context of the National Agency for Public Interest Works (GAMWORKS) efforts to build capacity in the construction industry. The training focused on quality assurance and included lectures, question and answer sessions, practical sessions at Gambia Technical Training Institute (GTTI) and visits to construction sites. According to Mr. Makaireh Njie, national coordinator of ERNWACA-Gambia, ERNWACA found this project interesting, stimulating, and innovative because of its close connection with the process for developing training curriculum. It provided ERNWACA-Gambia with the opportunity to try new ideas and practices in relation to curriculum for effective skills development. ERNWACA-Gambia intends to capitalize on the experience with the publication of a handbook.

Ghana

ERNWACA-Ghana organized an ERNWACA Café held on April 4th and 5 th in Accra on the “Integration of ICT into teaching and learning in schools in West and Central Africa.” The Café took place in the offices of the Ghana National Association for Teaching (GNAT). Mr. Alhaji Raheem Gbadamoshi, national ERNWACA Coordinator, former Director of Ghana Education Services (GES), and Director of the Islamic University, chaired the event. Researchers, representatives of schools and universities, senior personnel of the Ministry of Education and of GES Curriculum and Research Development Division (CRDD), as well as representatives of teacher training institutes discussed how to use the research findings in updating teacher training programs and in curriculum development for basic schools and junior and senior secondary schools. The various stakeholders suggested that the government also draw on Phase II findings of the ERNWACA and University of Montreal action research with school-based ICT pedagogical teams, which seeks to identify and document best practices in using ICT in teaching and learning. Two Malian researchers as well as the regional coordinator traveled from Bamako to take part in the Café.

Guinea

ERNWACA-Guinea organized its 2nd ERNWACA Café on at the Guinean Institute for Education Sciences (ISSEG) on November 11, 2006. Researchers who participated in a UIL-funded 2006 study on literacy and gender in Guinea presented the research results and recommendations. Then young researchers who received a 2006 ERNWACA Small Grant presented progress on their study on Djamaa Centers or “second chance schools” in relations to HIV/AIDS prevention. Participants were able to continue discussions over lunch. See coverage by the national newspaper The Point in Annex D.

Mali

ERNWACA-Mali hosted an ERNWACA Café at the ISFRA annex in Bamako on February 7 on “Information and Communication Technologies (ICT) and the quality of education in Mali.” This Café was attended by such persons as the president of the parliamentary committee on education; a technical advisor to the minister of education; the deputy national director of general secondary education (and NEPAD focal point); representatives of NGOs, Internet access providers, USAID, and IDRC; and the directors of certain ICT “pioneer” schools in Mali. Participants viewed a short film on the research findings prepared by Urbain Dembele, ERNWACA-Mali national coordinator, in

7 collaboration with the national museum and several schools in Bamako. Some participants in the Café suggested the ten-year education plan (PRODEC, 1998-2008) should be reviewed in the light of the contribution of ICT. Researchers insisted that investment in ICT equipment will not contribute to the quality of education without training teachers in using ICT as one of their teaching skills.

Mauritania

Mauritania is now an ERNWACA member country. ERNWACA-Mauritania held its first general assembly meeting on February 24, 2005 after a visit from the national coordinator of ERNWACA-Senegal, received official government recognition on July 17, 2005, and was recognized by the ERNWACA Board of Directors on June 23, 2006. Researchers elected Prof. Mouhamed Lemine Kettab, former diplomat and former rector of the University of Nouakschott as National Coordinator. Coordinating members met on May 17, 2006 at Ecole Normale Supérieure (ENS), under the chairmanship of ENS Director Dr. Mohamed Ould Amar, and on December 9, 2006 to name members of the national coordinating committee and create the national scientific committee, naming as its president Dr. Abdellahi Ould Mouhamed Val. ERNWACA-Mauritania developed an action plan aimed to make ERNWACA known in Mauritania and, with financial assistance from the regional coordination, was able to purchase computing equipment and some office furniture.

Nigeria

ERNWACA-Nigeria obtained office space via the Library at University of Lagos. The national network also had three members participate in the ERNWACA Biennale meetings in Ougadougou in October 2006. Two teams of young researchers received ERNWACA Small Grants for Education Research, from University of Lagos from University of Uyo. The first team studied competencies of engineering students and the later distance learning.

Niger

The major activities of ERNWACA-Niger in 2006 were the recruitment of new members with the help of the ERNWACA small grants program. Members organized an ERNWACA Café in August 2006 on Perspectives for Basic Education in Niger. This was the occasion to share the recently printed report from a study on the topic by Groupe de Réflexion sur Education Non Formelle (GRENF) conducted in 2003. We are also pleased to announce that ERNWACA-Niger was also successful in acquiring office space at the Niamey Ecole Normal Supérieure in October 2006.

Senegal

ERNWACA-Senegal organized an ERNWACA Café on May 13 on the “Pedagogical use of ICT in schools to improve the quality of teaching.” According to M. Alioune Moustapha Diouf, lead national researcher for the study on the integration of ICT into education in West and Central Africa, “We can talk about the introduction of computers in the school system, but not of integration”. Case studies have shown that ICT is not sufficiently used in pedagogical practices.

Following the request from about ten teacher-researchers at the University Gaston Berger (UGB) of Saint-Louis, ERNWACA-Senegal created an antennae office in Saint-Louis. Saint Louis is a town 265 kilometers northwest of the capital city of Dakar, where ERNWACA-Senegal has its national coordination office. The group currently includes 10 university researchers and is interested in studying youth abandonment of scientific specialties. Mamadou Abdoul Diop, professor of applied science and technology, is responsible for the UGB antennae of ERNWACA-Senegal.

8 Sierra Leone

On December 28 and 29, under the leadership of Tamba Moseray of the West Africa Examinations Council (WAEC), researchers gathered in Freetown, the birthplace of ERNWACA in 1989, to prepare for the relaunch of their national network. Joshua Baku of ERNWACA-Ghana attended the meeting as a resource person. ERNWACA-Sierra Leone announced that it will take part in the ERNWACA small grants program for 2007.

Togo

For ERNWACA-Togo the year 2006 was consecrated to mobilizing resources to rejuvenate the network. A cohort of university students were self-selected to participate in regular Saturday morning research seminars to share each other’s work and discuss research concepts. By various strategies and especially with the support from the ERNWACA Small Grants program for education research, the national network in Togo has succeeded in training 12 doctoral students from the University of Lome in research methods. Their participation in the ERNWACA Small Grants program helps several in the preparation of their DEA (Diploma of Applied Studies) thesis.

2. Regional activities

Research training Regional level training in research was conducted in the context of ongoing transnational studies and the second edition of the small grants program for education research -- which follows on the first edition of 2002. The program is also an opportunity for ERNWACA to reinforce linkages with universities in member countries through the involvement of personnel and certain university rectors who encouraged faculty and students to participate in this ERNWACA research opportunity. It is funded by the Dutch Ministry of Foreign Affairs and the UEMOA Center of Excellence program.

ERNWACA 2006 Small Grants program for education research2006 Eighty (80) young researchers – 30% women – received ERNWACA small grants in 2006 for the strengthening of education research capacities in West and Central Africa. This second edition of the program was officially launched in April 2006 on the network website with a call for papers from network members, in national newspapers, and via national workshops on proposal writing. National scientific committees selected the best projects and helped teams improve their projects before submission for regional review. The regional scientific committee selected 24 research projects for funding out of the 54 submitted at regional level by 12 ERNWACA member countries on the following themes: • HIV/AIDS in non formal, secondary and 8 higher education (programs, institutional practices, management/training of 7 teachers/students); 6 • Gender perspectives on policies and 5 8 programs in higher education; 4 6 6 • 3 Relevance of education programs for the 4 development of professional qualifications 2 and skills and articulation between 1 programs and the job market . 0 skills TIC VIH genre • Contribution of ICT to the development and quality of higher education. Women are directing 8 of the 24 projects and are present in 21 of them. Interdisciplinary teams are supervised by scientific mentors with the support of the ERNWACA national coordinators and national scientific committees.

9

ERNWACA applied research is based on national needs. Thus each project is also supported by a group or institution at the national level interested in following the research process and using the research findings. Eight teams are working on projects related to skills development, six on ICT and education, six on HIV/AIDS and education, and four on gender perspective on higher education.

Research training workshop One researcher from each of the funded small grants projects, including 7 women, attended a regional training workshop on qualitative and quantitative data analysis on October 16, 2006 at the AUF Digital Campus of the University of Ouagadougou. Working in small thematic groups permitted the participants to exchange in depth with each other across national, linguistic, and disciplinary borders and with more experienced researchers who served as resource persons for each of the four different themes. Researchers remain in contact via four electronic discussion lists.

The validated final research reports are expected at the regional coordination the end of March 2007. Results will be shared via ERNWACA Cafés at the national level. Reports validated at the regional level will be made available from the ERNWACA website. All researchers are encouraged to use the opportunity to submit articles to professional journals and those who write the most promises reports and articles will receive special training and support in June of 2007.

Small Grant program success factors: • Dynamism of ERNWACA members in linking with universities and other national institutions and organizing national workshops and publicity to promote the program and in working with teams of young researchers to improve the quality of proposals. • Support from the Netherlands Ministry of Foreign Affairs and UEMOA regional The national coordinator of ERNWACA-Niger, the Center of Excellence program. project mentor for our team “Impact of hiring • Training workshop that allowed teachers on contract basis on the quality of recipients to review research methods teaching,” in the person of Laouali Malam techniques in relation to their specific Moussa (on mission in the interior of the country projects as well as to meet each other since this morning) instructed me to inform you and learn from each other and with national coordinators and other resource that we just met with the Minister of National persons. Education to officially give him (upon his • Creation of electronic forums by request) the results of our research. May I thematic groups to facilitate ongoing remind you that it is from the beginning of the sharing among recipients and with the study that he manifested great interest in the resource person for each group. process and in what ERNWACA does. This morning, when he received the document, he did Challenges encountered: not hide his satisfaction. Then, he promised to • Several proposals were incomplete due call a meeting as soon as next week with his to the fact that not all ERNWACA directors and other persons concerned to reflect national offices possess adequate on and lead corrective measures. The research technological means to scan and send team along with the project mentor who advises signed support letters via email. • Funds allocated for publicity (350 000 F us on scientific matters will be invited to that CFA) were insufficient in certain meeting. countries, owing to varying costs of Hurray for ERNWACA, for research, and for small newspaper advertisements from one grants. Thanks and keep on. country to the next. Rakia Rabiou, ERWACA-Niger • In certain countries, small grants 2006 small grant recipient publicity was not extended to all universities and institutions of higher learning in the country and this reduced the depth and diversity of proposed projects.

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Herewith my report on the finalisation of the project: “Psychosocial perceptions and uses of ICT in public higher education in Cameroon.”

The researchers undertook the study with lot of enthusiasm; the scientific rigour and the objectivity of their approach are highly commended. The results are invaluable to understanding the perception of ITC in the entire higher education community in Cameroon.

The team has learnt important lessons with regards to group work and the sharing of knowledge which social science research strongly recommends. Important lessons have also been learnt in quantitative and qualitative research methodology particularly as this study gave them the opportunity to come in contact with SPSS analysis techniques. We also have a lot to learn in terms of humility and modesty which are important qualities for people in research.

The small grants project is a wonderful experience for young researchers in Cameroon. Many graduates got the opportunity to ventilate their ideas and try their hands in proposal writing which can help them very much in their postgraduate studies and beyond. Contact has increased, experience is gained and research endeavour greatly diversified. It will be quite enriching if godfather's (project mentors) are given more responsibilities in future projects.

Thank you immensely for this wonderful opportunity which has introduced many of my students in the team to international competition and almost professional social science research.

Sincerely, Dr. FONKENG George

Methods workshop on action research Researchers from Cameroon, Ghana, Mali and Senegal attended the 3-day methods workshop in June 2006 for the transnational action-research and training on integrating ICT into pedagogical practices. Participants developed tools and discussed methods for supporting and learning from project-based teaching. Approaches adapted included asking school-based project participants to write in a journal about their teaching and learning experiences during the course of the 2006-2007 academic year during which the action research is taking place. The workshop took place at the AUF Digital Campus of the University of Bamako. It brought together not only researchers but also representatives from partner schools in Mali, technical partners and project financers (University of Montreal and the CRDI). A resource person from CODESRIA also shared suggestions and experiences on scientific writing and publishing. A representative from the national Ministry of Education presided at the opening ceremony.

Research Of ERNWACA’s 2002-2010 eight-point research agenda related to the quality of education, in 2006 ERNWACA worked principally on the role of information communication technologies (ICT) in education; education in conflict zones and education for peace; the impact of HIV/AIDS on formal and non formal education. These three research themes have been the object of transnational studies, each covering three to five ERNWACA member countries. In 2007, ERNWACA will conduct transnational studies on “Decentralization: Learning from local and intersectoral experiences” (funded by IDRC) and on "Exploring innovative modalities of Literacy and non formal education: The Case of Madrasas and other community-based Koranic educational centres” (funded by Unesco).

Pedagogical integration of ICT in teaching and learning Transnational research on the “Integration of information communication technology (ICT) in West and Central Africa: study of pioneer schools” (Phase I), was financed by the International Development Research Center (IDRC). Five national research reports were produced, from Benin, Cameroon, Ghana, Mali and Senegal.

Recommendations flow from research findings: 1/ In order that ICT may better the quality of education in a sustainable manner, there must be an improvement in vision and leadership at the national level and at the level of the school. 2/ School directors, trainers, and teachers must seek to receive initial training and continue to build skills in the pedagogical use of ICT. 3/ Appropriate national policy must

11 establish the framework for integration of ICT in education. 4/ Appropriate digital content is necessary so learners in Africa are able to not only learn about the rest of the world but also see themselves in material available on the Web.

During this Phase I of the project, among other regional meetings, the December 2005 regional workshop in Yaoundé was a major event organized to validate findings, in the presence of researchers, education stakeholders and partners, and directors of the “pioneer schools” that participated in the study. Overall, there is very limited integration of ICT into teaching of school subjects. ICT is taught, but is not generally used to develop teaching further, although there are innovative initiatives. It was found, however, that ICT has the potential to contribute to changing the school environment and to a transformation of teaching methods. This latter aspect will be developed during the second phase of the research project, which will involve action research with school-based pedagogical teams on innovating with ICT to improve teaching and learning.

Several publications related to the project are in progress: a series of articles entitled “Technology is not the solution,” a book entitled “ICT for quality education in the 21st century: Lessons from pioneering schools in Africa,” and paper for the ADEA 2008 Biennale entitled "Getting ready for higher education: the role of ICTs in secondary schools." Cameroonian researchers published findings with éditions terroirs , along with other articles related to ICT in education.

HIV/AIDS in formal and non formal education ERNWACA national research reports from five countries: Burkina Faso, Cameroon, Côte d’Ivoire, Mali and Nigeria. The methodology consisted of inventorying NGOs and conducting a case study in each country to identify the practices of NGOs active in non-formal education and HIV/AIDS preventive education. In all, a review of 100 NGOs in the countries, mostly concentrated in cities, showed that a significant number listed in this domain are not really present in the field. The case studies show that organization, activities, and training are inadequate, and levels of involvement by decision-makers low. However, there was significant development of sensitization and training activities using conventional methods: Information, Education and Communication (IEC); discussion groups; film projections; demonstrations of condom use; etc. In addition, the studies showed that girls, women, and persons in difficult situations (migrants, street children) are integrated into the programs, as are in-school students, school dropouts, and children never registered in school. The interest and involvement of families and communities is high, as shown by the breaking down of barriers (mistrust, stereotypes, etc.) and changes in sexual behaviors. The following recommendations are made: 1/ the trio Advocacy+Dialogue+Partnership ; 2/ greater integration of preventive training in the programs within an overall approach that takes financial autonomy into account (income generating activities); 3/ a quality approach in programs including a dynamic partnership between the NGOs and researchers. This research was conducted (in 2005) in partnership with the UNESCO Institute for Education (UIE, Hamburg) for the ADEA working group on non-formal education.

Education, conflict and Peace building in Africa The international ERNWACA and FASAF colloquium on “Education, Conflict, Violence and Peacebuilding in Africa,” organized in collaboration with the NGOs Plan International and DIAKONIA, brought together some one hundred participants in Yaoundé, Cameroon from March 6 to 10: researchers, practitioners and children from two dozen countries in Africa and Europe. Brigitte Matchinda of ERNWACA- Cameroon and president of the national organizational committee explained that the colloquium provided the opportunity to organize at the University of Yaoundé I a round table on symbolic and physical violence, where issues of sexual harassment were openly discussed at the University for the first time.

Colloquium discussions led to identification of research and action agendas in this emerging research area.

12 Participants agreed that conceptual and methodological issues covered call for further development and clarifications to facilitate better understanding of the phenomena of violence and conflict, their impact on education, and pathways for peace, civic education and democracy. A society in a post-war situation is not automatically pacified. Institutional rules and mediation are not enough to bring about peace. Attention must be given to social justice issues, or else peace will be illusory. Establishing lasting peace therefore calls for the development of life skills and work on personal and collective history. Colloquium papers were selected by a committee of scientific editors and will be the object of a joint publication at the end of 2007.

13 3. Partnerships and resource mobilization

ERNWACA began a campaign for resource mobilization in 2005 that included diversifying partnerships at national and regional levels. New ERNWACA partners over at least the 2006-2007 are: the Dutch Ministry of Foreign Affairs, UEMOA, Plan International, FASAF, Ecobank Foundation, USAID for transnational research on HIV/AIDS, OSIWA for redoing the ERNWACA website, UNESCO for a transnational study on Koranic education (Madrasas).

The International Development Research Centre (IDRC) has been a long term partner of ERNWACA and has contributed to efforts to enhance institutional sustainability. The Swiss Development Cooperation began providing core support to ERNWACA in 2004.

The UEMOA and the Dutch Ministry of Foreign Affairs , beginning n 2006, provide significant institutional support to ERNWACA, particularly for research training to strengthen higher education. In 2006, that support allowed ERNWACA, as reported earlier, to finance 80 researchers conducting 9- month research project as part of 24 teams in 12 ERNWACA member countries.

The ECOBANK Foundation shares with ERNWACA similarities and points of convergence such as a spirit of regional integration, presence in 14 different West and Central African countries, network as modus operandi , multilingualism, quality products and services, a culture of excellence, investment in training for young professionals, contribution to social and economic development, and promotion of African expertise in the region. To concretize this partnership based on integration and the promotion of African expertise, the ECOBANK Foundation agreed to finance for two years the printing of ERNWACA’s bilingual, bi-annual newsletter “ERNWACA News” or “Nouvelles du ROCARE.” In the context of this new partnership, the regional coordinator and the national coordinator of ERNWACA- Togo met with Mr. Djondo, President of the foundation’s Board, and Board members in Lome in May 2006. Mrs. Francesca Y. Emanuel was designated to represent ECOBANK at the ERNWACA Board of directors. This institutional partnership will allow ERNWACA to benefit from business approaches and perspectives and the ECOBANK Foundation to benefit from national and transnational research findings. It is worth mentioning that ERNWACA’s regional accounts have been at ECOBANK in Mali since 2001 and that ERNWACA offices in Senegal, Cameroon, Mali, Benin, Togo, Côte d’Ivoire, Guinea, Ghana and Nigeria already have ECOBANK accounts. Other ERNWACA offices in ECOBANK countries are invited to open accounts with ECOBANK to expedite transactions within the Network.

To better understand the context and develop strategies for resource mobilization, ERNWACA conducted a CONCLUSION survey among members and reported the results to national coordinators at its
Les principaux acteurs perçoivent au sein des CN assez bien le changement de perspective en matière de MR au sein du biennale meetings in October in réseau Ouagadougou. This study informed the
Les efforts accomplis et les résultats atteints sont globalement development of a six-point resource connus et appréciés par les membres mobilization strategy aimed increase
Cependant, les performances actuelles des CN en matière de MR ne reflètent pas encore les espoirs fondés sur leurs network autonomy and durability. The capacités dans ce domaine PowerPoint image to the right presents
De même, une vulgarisation plus accrue de la politique, des the conclusions of this study. stratégies, des structures et des outils de MR semble nécessaire pour faire adhérer la communauté des chercheurs au projet.
Les propositions visent la constitution d’un cadre favorisant la formation des membres, la définition de procédures et de normes appropriées à l’organisation d’une MR efficace.

14 4. Communication

ERNWACA News In 2006 ERNWACA published two numbers (no. 10 and no. 11) of ERNWACA News , in French and in English. For the first time, ERNWACA, in addition to sending the newsletter by email to over 2000 members and subscribing partners, was able to print 2000 hard copies (1450 in French and 550 in English) for distribution by national offices (200 copies per country) and by post to certain partners.

ERNWACA Cafés Findings from national and transnational research projects are discussed publicly at the national level at ERNWACA Cafés. The launching in 2006 of the ERNWACA small grants program was also the occasion for national networks to organize ERNWACA Cafés throughout the year, informing, sensitizing and training eventual grant recipients.

National education research day ERNWACA-Côte d’Ivoire mobilized several partners at the national and regional level to support the first annual national education research day in May 2006. In 2007, the event will grow from one entire day to two. The network hopes for regional level support to help publish the best papers from these events.

Electronic discussion lists ERNWACA set up several electronic discussion lists to facilitate communication across borders, including one for national coordinators and four for small grant recipients.

Media coverage of national and regional events ERNWACA has increasingly developed relations with journalist to cover research findings. ERNWACA events are covered by public and private media (radio, TV, written press) in member countries. Several of the newspaper clippings that resulted from such mobilization are included in Annex D. ERNWACA-Côte d’Ivoire convinced the official national newspaper to include ERNWACA research findings regularly in a monthly in depth section on education. ERNWACA-Cameroon organized a plethora of media coverage for the international colloquium on education, conflict, violence and perspectives for peace in Africa in March of 2006 and an audio cassette of the radio coverage is available, as is the VHS cassette of TV coverage of the June Board meeting in Banjul. The regional coordinator and the national coordinator of Burkina Faso presented the significance of the ERNWACA October 2006 Biennale meetings in Ouagadougou in a round table discussion broadcast on national television and in a ½ hour long radio program on the university radio station.

Redesign of the website and virtual library The redesign of the ERNWACA web site began in December of 2006. It aims to give a new look to the site that conforms to the visual identity and communal character of the network. The redesign includes a searchable online documentation center. The work is being undertaken by a young Malian company called Zirasun, with support from OSIWA.

15 5. FINANCES

2006 Regional Coordination expenditures, compared to 4 previous years

% of % of 2006 2006 2002 2003 2004 2005 2006 R&CB expenses RESEARCH and CAPACITY-BUILDING (R&CB) 1.1 Quality of education 34 500 000 43 758 049 950 000 1 169 207 100 898 278 46% (Small grants 2006 + promotion 2007) 1.2 ICT integration 25 420 011 73 042 906 54 754 256 62 841 149 29% (4-country action research promising pedagogical practices) 1.3 Conflict and Peace-building 2 645 950 32 360 384 15% (Int'l colloquium, Yaounde) 1.4 Non formal education and skills development 15 041 292 938 428 8 398 076 4% (review of literacy papers, Coranic schools studies) 1.5 HIV/AIDS and education 16 069 307 34 563 888 22 921 759 4 079 909 2% (qualitative research guide, finalization NFE case studies) 1.6 Decentralisation 11 274 735 5% (pre-project studies GH, ML) SUBTOTAL 34 500 000 85 247 367 123 598 086 82 429 600 219 852 531 100% 63%

COMMUNICATION, ADVOCACY and PUBLICATION 2.1 Publication 1 678 250 (ERNWACA-CM ICT) 2.2 ERNWACA Cafés + other dissemination events 525 000 5 994 500 13 486 300 (CM, CI, GB, GH, GN, ML, SN + balance Dec. 2005 ICT dissemination seminar, Yaounde) 2.3 Web site redesign, online publications database 4 300 000 4 990 232 2.4 Institutional communication 2 610 750 7 027 280 (Bilingual newsletter, electronic and hard copies) SUBTOTAL 4 300 000 0 525 000 8 605 250 27 182 062 8%

INSTITUTIONAL DEVELOPMENT 3.1 Strategic planning and Resource Mobilization 21 800 000 8 199 350 27 429 109 35 827 282 (Biennale and Board of Directors meetings + grant writing) 3.2 National Coordination equipment (12 pays) 18 348 946 3.3 Network management guide (draft) 1 417 500

SUBTOTAL 21 800 000 0 8 199 350 27 429 109 55 593 728 16%

ADMINISTRATION (RC) 4.1 Personnel and fringe benefits 47 700 000 55 658 101 46 757 634 30 964 882 28 023 471 4.2 Consultants, honoraria, interns 1 820 000 759 500 7 349 270 4.3 Travel 13 100 000 2 186 887 5 952 977 2 178 100 3 852 000 4.4 Operating expenses 10 400 000 7 829 918 8 481 768 6 588 581 4 648 499 (phone, Internet, office supplies, bank fees, vehicle upkeep, fuel, equipment, audit, etc.) 4.5 Equipment and other investments 5 226 327 2 053 845

SUBTOTAL 71 200 000 65 674 906 63 012 379 45 717 390 45 927 085 13%

Total F CFA 131 800 000 150 922 273 195 334 815 164 181 349 348 555 406 100% forex 525 500 500 500 $ US 210 000 287 471 390 670 328 363 697 111

% increase per year 15% 29% -16% 112% % increase from 2002 48% 25% 164%

16

Sixty-three percent (63%) of the 2006 regional coordination expenditures were for research and training activities (up from 50% last year). The amount does not reflect other research and capacity- building activities conducted within the network and for which resources were generated at the national level. Research was conducted primarily in relation to the thematic areas of quality education, integration of ICT in teaching and learning and education in relation to conflict resolution and peace-building see pie chart below). The HIV/AIDS and education research was conducted and financed primarily at the end of 2006; the reports became available in early 2007 and were findings were covered earlier in this annual report. All Small Grants projects funded are represented within the blue section of the pie chart below under “quality of education,” though some of those projects also related to skills development, ICT, and HIV/AIDS.

Research and training expenditures by research area

HIV/AIDS and education; 2%

NFE & skills development; 4%

Decentralisation; 5%

Conflict & Peace-building; 15%

Quality of education; 46%

ICT integration; 29%

Administrative expenses were reduced to 13% and investments were made in learn-by-doing resource mobilization activities.

17 Regional Coordination support to National Coordination offices

2002 2003 2004 2005 2006 * 2002-2005 average per year BENIN 3 200 000 2 290 000 10 490 000 3 150 000 10 740 000 8 29 870 000 7% 5 974 000 BURKINA FASO 4 900 000 6 670 000 3 790 000 9 150 000 40 500 000 1 65 010 000 15% 13 002 000 CAMEROUN 3 400 000 9 410 000 14 200 000 15 110 000 24 170 000 2 66 290 000 15% 13 258 000 COTE D'IVOIRE 4 700 000 7 330 000 6 450 000 10 110 000 14 670 000 7 43 260 000 10% 8 652 000 GAMBIE 2 900 000 2 890 000 500 000 80 000 8 540 000 9 14 910 000 3% 2 982 000 GHANA 4 700 000 10 520 000 11 380 000 5 850 000 19 140 000 4 51 590 000 12% 10 318 000 GUINEE 2 700 000 800 000 1 670 000 5 110 000 12 10 280 000 2% 2 056 000 MALI 4 500 000 8 920 000 13 040 000 12 180 000 22 940 000 3 61 580 000 14% 12 316 000 MAURITANIE 1 540 000 13 1 540 000 1 540 000 NIGER 1 200 000 2 400 000 770 000 990 000 5 540 000 11 10 900 000 2% 2 180 000 NIGERIA 3 300 000 2 400 000 4 340 000 620 000 6 570 000 10 17 230 000 4% 3 446 000 SENEGAL 6 600 000 4 680 000 10 960 000 4 530 000 17 910 000 5 44 680 000 10% 8 936 000 SIERRA LEONE 820 000 10 000 640 000 14 1 470 000 294 000 TOGO 6 000 000 4 160 000 420 000 210 000 15 760 000 6 26 550 000 6% 5 310 000 TOTAL 48 100 000 61 670 000 77 960 000 63 660 000 193 770 000 445 160 000 193 766 287 % of total regional expenses 37% 41% 40% 39% 56% 45%

average per country FCFA 4 000 000 5 140 000 6 000 000 4 896 923 13 840 714 forex 550 525 500 500 500 $ US 7 400 9 800 12 000 9 794 27 681

*detailed report sent to national coordinators

Over 2002-2006, 45% of Regional Coordination expenses represented contributions to national coordination offices – up from 40% over 2002-2005. In 2006, 56% of regional funds were contributions to national offices , compared with 39% in 2005. Of that amount 45% was sent in cash for administration at national level, including contracts for transnational research, the organization of regional events and ERWACA Cafés, and equipment and Internet connectivity; 9% covered participation by national members and policymakers in regional workshops; and 2% represented contracts for members to assist with regional coordination work.

Overall, regional expenditures more than doubled in 2006 over 2005, however the amount sent to national offices or used for member travel in 2006 was more than three times greater than in 2005. This shows investment in research and researchers in member countries and commitment to strengthening ERNWACA national networks. However, national offices still require some sort of institutional support to support current volunteer management efforts to enhance national level resource mobilization efforts and ensure the durability of ERNWACA. Resource mobilization is a shared responsibility. Countries also generate resources at national level and are encouraged to report on them to regional level for inclusion in the annual report. A finance officer will join the accountant at the regional office in 2007, and this person, through internal audits, training, and systematization of reporting mechanisms should be able to provide support to national offices for enhanced financial planning and reporting.

Eight national offices received 86% of these funds and the other six 14%.

Countries that received on average over US $ 10 000 per year in support during 2002-2006. Cameroon Burkina Faso Mali Ghana Senegal Cote d’Ivoire Benin Togo

Countries that received on average under US $ 10 000 per year in support during 2002-2006. Nigeria Gambia Niger Guinea Mauritania Sierra Leone

18 2005 Regional Coordination funding, compared with 3 previous years

% of 2002 2003 2004 2005 2006 2006 resources GRANTS and CONTRACTS

IDRC Phase III (Small Grants) 64 500 000 15 645 158 Phase IV (Core support) 3 136 831 61 572 479 37 395 025 23 206 717 ICT pre-project workshop 11 860 824 ICT transnational research 13 534 187 72 042 906 54 521 508 63 490 649 Resource mobilization 659 600 24 437 415 Decentralization (pre-project) 10 774 735 UQAM collaboration (electronic communications 10 600 000 9 304 756 950 000 + action research handbook) SUBTOTAL 75 100 000 53 481 756 135 224 985 116 353 948 97 472 101 28% Dutch Ministry of Foreign Affairs 97 072 709 28% SDC 7 500 000 6 613 449 45 199 085 13% UEMOA 36 654 055 11% Plan International 32 360 384 9%

UNESCO Instistute for Lifelong Learning (xUIE) 3 221 200 3 285 750 UNESCO/BREDA 5 994 500 12 938 800 6% UNESCO (Paris) 5 353 326 Ecobank Foundation 7 027 280 2% OSIWA 4 282 232 1% ADEA 28 962 793 20 241 521 245 329 MTT-USAID 1 393 580 2% SchoolNet 1 000 000 2 338 543 1 028 750 University of Toronto (visiting scholar) 500 000 AED 53 800 000 52 333 417 FASAF-Diakonia 2 645 950 IIEP 16 069 307 34 563 888 628 245 NORRAG 15 041 292 938 428 Project Overheads for indirect expenses 2 900 000 75 000 2 004 650 5 205 565 3 742 025 1%

Total F CFA 131 800 000 150 922 273 195 334 815 164 181 349 348 555 406 forex 525 500 500 500 $ US 210 000 287 471 390 670 328 363 697 111

IN-KIND SUPPORT

Research Capacity Building MTT 5 092 500 USAID-Benin 1 097 200 Travel ADEA, AUF, IIEP, FAWE, NORRAG, UNICEF 7 500 000 1 303 000 8 750 000 WGESA 3 200 000 850 000 1 242 800 UIE for WGNFE 11 100 000 UNESCO/BREDA 2 350 000 IDRC 2 850 000 1 700 000 1 800 000 African Union 500 000 OSIWA 850 000 Oxford University 509 400 Plan International 1 111 020 UEMOA 550 000

RC office space at ISFRA + electricity and water 6 000 000 6 000 000 6 000 000 6 000 000 6 000 000 from the Republic of Mali

Total F CFA 13 500 000 7 303 000 20 800 000 29 539 700 11 213 220

TOTAL Cash and In-Kind 145 300 000 158 225 273 216 134 815 193 721 049 359 768 626 forex 525 500 500 500 $ US 210 000 301 381 432 270 387 442 719 537

% increase per year 9% 37% -10% 86% % increase from 2002 49% 33% 148%

19 In 2006, 80% of regional expenditures were financed by four different partners : IDRC and the Dutch Ministry of Foreign Affairs (each providing 28% of the total), the Swiss Development Cooperation and UEMOA. The Dutch Ministry of Foreign Affairs and UEMOA were new funding partners. IDRC has supported ERNWACA since its inception in 1989 and the Swiss Cooperation since 2004. Continued support from all four of these partners is secured for 2007-2008, giving ERNWACA greater flexibility for more medium, if not yet long-term, planning.

The other 20% of expenditures were financed by four other partners: Plan International, another new partner of ERNWACA, and various UNESCO Institutes. In addition, we are quite pleased that the Ecobank Foundation, after years of pursuit, decided to finance ERNWACA, initially for two years, to print our bilingual newsletter, beginning with issue 10. Numbers 0-9 had been distributed electronically only twice a year. In addition, the Open Society Initiative for West Africa (OSIWA) agreed to finance the redesign of ERNWACA’s Web site for decentralized content management.

2006 External Audit results

The company CECIS SARL audited ERNWACA 2006 accounts. The 27-page report of March 14, 2007 has been provided to Board members and, in PDF format, to IDRC, the Dutch Ministry of Foreign Affairs, the Swiss Cooperation, and Plan International. It is available to national coordinator and to other members upon request. Here is an excerpt from the letter to the president of the ERNWACA Board of Directors attesting to transparent financial management, in conformity with agreements signed with various partners.

A l’issue de nos travaux, nous somme d’avis que les situations financiers formées de l’Etat des dépenses de l’exercice 2006, de l’Etat d’exécution de budget par projet 2006 sont régulières et sincères et reflètent fidèlement pour tous le aspects significatifs, les dépenses des projets respectifs, conformément aux termes des conventions signées avec les différents bailleurs.

Despite doubled expenditures in 2006 and 2005 and no increase in staffing for financial management, the auditors noticed marked improvement in financial management, due in large part to the configuration of CIEL Compta to meet ERNWACA’s project-based financial management needs and sharing out of some of the accountant’s administrative responsibilities with various program staff members. Another improvement included ease of access to supporting documents because of the filing of vouchers by voucher number.

Improvements recommended included the physical numbering of all furniture and equipment included in ERNWACA’s inventory and ERNWACA and UEMOA stickers for equipment at national level purchased with ERNWACA and UEMOA funds.

In addition to a visit from the hired external auditors, the regional financial comptroller of IDRC based in Dakar also audited ERNWACA regional office in early 2007 as did, for Plan International, Price Waterhouse (Dakar office). Improvements recommended included more regular backups (i.e. monthly) of the CIEL accounting and the regional coordinator signature once advance of funds have been accounted for with supporting documents.

20 ANNEX A: National office contact information

Contacts des coordinations nationales / ERNWACA national coordination contacts BENIN MALI M. Naïm Deen SALAMI M. Urbain DEMBELE INFRE-ASTED, 40, rue du boulevard Lagunaire Institut Supérieur de Formation et de Recherche BP 470, Porto Novo, Benin Appliquée (ISFRA), sis à Badalabougou, Bamako Tel: (229) 20 21 39 81 (ld), 20 21 29 26 (INFRE), Tel: (223) 222 82 17 (ROCARE) (229) 20 22 22 04 (d), 90 91 24 71 (mobile) (223) 931 18 28 (mobile) Fax: (229) 20 21 31 64 (223) 223 65 78 (ISFRA Annexe) Email: [email protected] , [email protected] Fax: (223) 223 65 78 Email: [email protected] , [email protected] BURKINA FASO MAURITANIE M. Ernest ILBOUDO M. Mouhamed Lemine KETTAB UFR / FASEG, Université de Ouagadougou BP 316 BP 7164, Ouagadougou, Burkina Faso Nouakchott Tel: (226) 50 30 73 69 (faseg) Mauritanie (226) 70 26 08 07 (mobile) Tel: (222) 632 59 80 (mobile) Fax: (226) 50 33 30 99 Fax: (222) Email: [email protected] Email: [email protected] [email protected] [email protected] [email protected] [email protected] CAMEROUN NIGERIA M. Pierre FONKOUA Mr. Kasali ADEGOKE, NC, Ecole Normale Supérieure [email protected] BP 6746, Yaoundé, Cameroun Ms. O.O. BUSARI, Assoc. NC , [email protected] , Tel: (237) 231 60 22 (d), 994 36 00 (mobile) Tel: (234) 802 303 54 24 Fax: (237) 223 14 53 Mr. Dayo ODUKOYA, GS, [email protected] , Email: [email protected], Tel: (234) 803 473 0219 [email protected] , [email protected] Faculty of Education, University of Lagos Tel: (234) (0)80 22 90 39 95 Email: [email protected] COTE D’IVOIRE NIGER M. François Joseph AZOH M. Laouali MALAM MOUSSA Ecole Normale Supérieure Ecole Normale Supérieure 22 BP 1012, Abidjan 22, Côte d’Ivoire BP 527, Niamey, Niger Tel: (225) 22 48 92 51, 07 69 48 38 (mobile) Tel: (227) 20 75 26 11 (d), 96 49 19 27 (mobile) Fax: (225) 22 44 90 22 (ipnetp), 22 44 42 32 (ens) Email: [email protected] Email: [email protected] , [email protected] [email protected] GAMBIA SENEGAL Mr. Makaireh NJIE M. Ousmane GUEYE PO Box 4457 Ecole Normale Supérieure Bakau, Gambia BP 5036, Dakar, Sénégal Tel: (220) 44 97 627 / 990 28 67 (mobile) Tel: (221) 825 78 37, 569 16 94 (mobile) Fax: (220) 497 816 Fax: (221) 825 47 14 (ENS) Email: [email protected] Email: [email protected] [email protected] [email protected] ; [email protected] GHANA SIERRA LEONE Mr. Joshua BAKU Temporary contact for organization of General PO Box M369, Accra, Ghana Assembly and election of National Coordinator Tel: (233) 21 23 24 86 (ERNWACA office), Mr. Tamba G Moseray 21 76 35 16 (WAEC), 244 540 314 (mobile) WAEC, TOWER HILL, Freetown, Sierra Leone Fax: (233) 21 22 29 05 Tel: (232) 22-226274 Email: [email protected] , [email protected] (232) 30227603 (mobile) Fax: (232) Email: [email protected] GUINEE TOGO M. Tidjane Amadou DIALLO M. Philippe Dzek AMEVIGBE Institut Supérieur des Sciences de l’Education de Collège Privé Descartes Guinée (ISSEG), Conakry, Guinée BP 80220, Lomé, Togo Tel: (224) (011) 21 45 26, 22 62 10 Tel: (228) 250 43 54, 931 02 70 (mobile) Fax: (224) 41 34 41 Fax: (228) 225 15 59 Email: [email protected] , [email protected] Email: [email protected] , [email protected] Coordination Régionale, BP E 1854, Bamako, MALI, Tel: (223) 221 16 12, Fax: (223) 221 21 15 www.rocare.org 18 mai 2007

21 ANNEX B: ERNWACA Organizational chart

Cote Mauritania National d’Ivoire N Benin coordinating Niger A ERNWACA National Gambia committee T Networks Burkina Faso Senegal I in 14 member countries Ghana O + 7 universities outside region Cameroon N Sieraa Leone National A Guinea Mali L scientific Togo committees

Small Grant Research on Information and program and other integration of ICT Communication Training and in teaching and (News, Web site, Partnership Research learning Library) Finance and development Administration and RM P r o g r a m s

R E Regional G Regional Coordination scientific committee I O N A L Board of Directors

22 ANNEX C: Evaluating ERNWACA 2006 Partners

TOTAL % of total P A R T N E R S over 35 possible (score of 1 to 5 for each quality, 5 = best score) possible DESIRED QUALITY ERNWACA 1 honesty and transparency 5 5 5 5 5 5 5 4 5 5 4 4 4 4 3 65185% partners were 2 research data remains and is analyzed on the continent 5 5 5 5 5 4 4 4 4 4 4 4 5 4 3 64182% rated well on 3 % of budget spent from (70%+) and off continent stated 5 5 5 5 5 4 4 4 5 4 4 4 3 4 3 61175% these 4 collaboration strengthens institution 5 4 5 5 5 4 4 4 5 4 3 4 4 4 3 61175% qualities.

5 member country/regional needs come first, pertinent activities 4 5 5 5 4 4 3 4 4 5 4 4 4 3 3 60171% 6 connections to other partners 5 4 3 3 5 3 4 4 4 4 4 4 4 3 3 57161% 7 open & regular communication, active & responsive listening 5 4 4 4 4 4 4 4 5 4 3 4 3 4 3 56160% 14 good technical support/advice 5 5 4 4 4 4 4 4 4 4 4 3 4 3 3 56160% 15 mutual learning, win/win situation 5 5 5 4 4 4 4 4 4 4 3 3 4 3 3 57163% 10 joint accountability 5 4 4 4 4 4 4 4 4 4 3 3 3 4 3 55157% 11 joint decision-making 5 4 4 4 4 4 4 4 4 4 4 4 3 3 3 55156% 12 balance between PROCESS and PRODUCT 4 5 4 4 4 4 4 4 4 4 3 3 3 3 3 54154%

13 procedures help rather than hinder 5 5 5 4 4 5 4 4 3 3 3 2 3 3 3 53152% ERNWACA 14 work leads to quality publications 4 4 5 3 3 4 4 4 3 3 4 3 4 2 3 50142% could improve 15 stated partnership policy 4 3 3 4 3 5 3 4 3 4 3 3 2 3 2 47135% partner 16 collaborative formative evaluation, continuous improvement 4 4 4 4 4 3 4 4 3 3 3 3 2 2 2 47133% relations in 17 budgets appropriate and timely 4 4 4 4 4 3 4 3 3 2 3 4 3 1 2 47134% these areas. 18 medium to long term and strategic planning 4 4 4 4 4 4 4 4 3 3 3 3 3 2 1 47134%

TOTAL RATING over 90 possible per partner (630 overall) 79,4 75,8 74,5 73,5 70,8 69 69,7 68,8 67,3 65 60 59,3 58,5 50,5 48,5 990,59

Average rating over 5 for each quality 4,4 4,2 4,1 4,1 3,9 3,8 3,9 3,8 3,7 3,6 3,3 3,3 3,3 2,8 2,7 % of total possible 88% 84% 83% 82% 79% 77% 77% 76% 75% 72% 67% 66% 65% 56% 54% 157%

The following regional partners were included in the evaluation (bold indicates presence of a signed contract with partner in 2006): ADEA, CODESRIA, Dutch Ministry of Foreign Affairs , Ecobank Foundation , ERNWACA NCs , FASAF, IDRC , OSIWA , Plan International , SDC , UEMOA , USAID, UIE , UNESCO /BREDA + Paris, University of Montreal, University of Toronto National version of the tool includes space to evaluate partnerships with Ministries of education and other national authorities; universities; national research and teaching training institutes; teacher unions; NGOs; bi- and multi-lateral and UN agencies; schools; private sector; ERNWACA regional coordination.

23 ANNEX D: Researchers by project

ICT, quality of education, and teaching training / TIC, qualité d’éducation et, formation de maîtres

Project management / Direction du projet Thierry Karsenti , Université de Montréal Kathryn Touré , Réseau Ouest et Centre Africain de Recherche en Education (ROCARÉ) (f) Mamdou Lamine Diarra , Réseau Ouest et Centre Africain de Recherche en Education (ROCARÉ) Salomon Tchameni Ngamo , Université de Montréal

ERNWACA National Coordinators / Coordinateurs nationaux ROCARE Joshua J.K. Baku , WAEC, Secrétaire Général, ROCARÉ - Ghana Urbain Dembélé , ISFRA, ROCARÉ - Mali Pierre Fonkoua , ENS, ROCARÉ - Cameroun Ousmane Gueye , UCAD, ROCARÉ - Sénégal

Lead Researchers / Chercheurs principaux Kofi Boadi Ayim Boakye , West Africa Examinations Council (WAEC), Accra Ghana Alioune Moustapha Diouf , FASTEF, UCAD, ROCARÉ - Sénégal Prof. Mohamed Maïga , Faculté des Sciences et Techniques (FAST), Université de Bamako, ROCARÉ - Mali Moses Mbangwana , ENS, Yaoundé, ROCARÉ - Cameroun

Researchers / Chercheurs Georges Fonkeng Epah , ENS, Yaoundé I, ROCARÉ - Cameroun Marcel Eugène Kengne , ENS, Yaoundé I, ROCARÉ - Cameroun Brigitte Matchinda , Direction Enseignement Supérieur Privé (MINESUP) (f) Ama Banini Dzigbodi , Curriculum development and research division (CRRD), Ghana Education Service (GES), ERNWACA – Ghana (f) John Ekpe , Accra Polytechnique, ERNWACA – Ghana Daouda Cissé , ENSUP /FLASH, Bamako, ROCARÉ - Mali Boubacar Mody Guindo , CNRST, Bamako, ROCARÉ - Mali Mahamane Maiga , ISFRA /Université de Bamako, ROCARÉ - Mali Prof. Traoré Djénéba , ENSUP /FLASH, Bamako, ROCARÉ – Mali (f) Papa Sène , INEADE, Dakar, ROCARÉ – Sénégal Nar Birane So , INEADE, Dakar, ROCARÉ – Sénégal (f)

Scientific mentors / Parrains scientifiques Prof. André Mvesso , Directeur, École Normale Supérieure (ENS), Université de Yaoundé I, Yaoundé, Cameroon Prof. Jophus Anamuah-Mensah , Vice Chancellor, University of Education, Winneba, Ghana Prof. Sékou Boukadary Traoré , Rectorat, Faculté des Sciences et Techniques (FAST), Université de Bamako, Mali Prof. Valdiodio N'Diaye , xDoyen, FASTEF (ex. ENS), Dakar-Fann

National pedagogical committee / Comité Pédagogique National Cameroun Prof. Tchombe Thérèse Prof. Tamanjong Elisabeth Dr. Etoa Mr. Lolo Mrs. Gwanyama Dr. Bipoupout Mrs. Nkeck Ghana Rahim lhadji Gbadamossi, ERNWACA National Coordinator, Islamic University Agnes Asamoah Okyere , Director Training Division, Teacher Education Division Emmanuel Dadebo, Ministry of Education and Sports John F. Nyoagbe, Ghana National Association of Teachers (GNAT) Mali Mohamedoun Ag Hantafaye, Direction nationale de l’éducation secondaire et général (DNESG) Mme Mariam Ouane Touré, Direction nationale de l’éducation de base (DNEB)

24 Senegal Lamine Ndiaye, Sociologue Mbaye Diouf, Chef Cellule Informatique Babacar Gaye Fall, GEEP/ROCARE Direction Ens. Sup Aminata Diaw, FLSH, UCAD Ramatoulaye Diagne, FLSH/UCAD Papa Gueye, MEN

Impact of HIV/AIDS on teachers and teaching in formal and non-formal education / Impact du VIH/SIDA sur les enseignants et l’enseignement dans l’éducation formelle et non formelle

Lead researchers / Chercheurs principaux François Joseph Azoh , ROCARE-Côte d’Ivoire, coordinateur thématique Yacouba Yaro , CERFODES, membre institutionnel du ROCAE-Burkina Faso

Researchers / Chercheurs Alfred Acakpo , ROCARE-Bénin Lea Gaba Afouda , ROCARE-Bénin Edouard Bologoum , ROCARE-Bénin Pascal Dégbégnon , ROCARE-Bénin Joshua Baku , ERNWACA-Ghana Bernice Juliet Adu , ERNWACA-Ghana Seidu Haj. Mahama , ERNWACA-Ghana Ellen Baku , ERNWACA-Ghana Djénéibou Labico Diallo , ROCARE-Guinée Abdoulaye Sow , ROCARE-Guinée Demba Mansaré , ROCARE-Guinée Rouguiatou Diallo , ROCARE-Guinée Rabiou Ousman , ROCARE-Niger Rakia Bakabé , ROCARE-Niger Dahiratou Marafa , ROCARE-Niger Maimouna Garba , ROCARE-Niger Abdoulahi Hamit , ROCARE-Niger

Inernational Scientific Committee / Comité scientifique international Nsamenang Bame , ROCARE-Cameroon Hamdiou Boukary , Association for the Development of Education in Africa (ADEA) Clara Fayorsey , Sociologist, University of Ghana, ROCARE-Ghana Clive Aspine , National Institute of Research Excellence for Maori Development and Advancement, University of Auckland, Aotearoa, New Zealand Laetitia Rispel , Human Sciences Research Council, Pretoria, South Africa USAID , West Africa Regional Office in Accra

Décentralisation en Afrique de l’Ouest et du Centre : Apprendre des expériences locales et intersectorielles / Decentralisation in West and Central Africa : learning from local and intersectoral experiences

Coordinateurs nationaux ROCARE Urbain Dembélé , ISFRA, ROCARE-Mali Ernest Ilboudo , FASEG, ROCARE-Burkina Faso Laouali Malam Moussa , ROCARE-Niger

Chercheurs Denis Dougnon , ROCARE-Mali Bakary Casimir Coulibaly , ROCARE-Mali James Opare , ERNWACA-Ghana Godwin Egbenya , ERNWACA-Ghana Emmanuel David Gnahoui , ROCARE-Benin Innocent Fozing , ROCARE-Cameroon

Comité scientifique international Ousmane Sy , Centre d’Expertises Politiques et Institutionnelles en Afrique (CEPIA), Mali Cheikhou Touré , ROCARE-Senegal Nancy Thede , Departement des Sciences Politiques, Universite du Quebec a Montreal, Canada

25

Personnes ressources et membres actifs du comité scientifique régional / Resource persons and active regional scientific committee members

Prof. Therese Tchombé , president of ERNWACA regional scientific committee, University of Buea, ROCARE-Cameroon Prof. Dominic Agyeman , University of Cape Coast, ERNWACA-Ghana Abdoulaye Barry , International Institute for Capacity Building in Africa (IICBA), Dakar Yacouba Yaro , CERFODES, ERNWACA-Burkina Faso Soumaila Diakité , Coopération Canado Malienne, Bamako, Mali Prof. Pai Obanya , retired professor and former UNESCO/BREDA director, University of Ibadjan, Nigeria Sheila Bunwaree , Associate Professor, Social and Human Science, University of Mauritius Prof. Ouseynou Kane , Philosophy, Université Cheick Anta Diop de Dakar, (UCAD), Sénégal Ibrahima Bah-Layla , ADEA Working Group on Education Sector Analysis (WGESA), Paris Clara Fayorsey , Sociology Department, University of Ghana, Legon Prof. Joel Samoff , African Studies Center, Stanford University, USA Abdel Kader Galey , Campus Numérique, Agence Universitaire de la Francophonie (AUF), Dakar

26 ANNEX E: Recipients of 2006 ERNWACA Small Grants / Récipiendaires des petites subventions ROCARE 2006

BENIN

Revue des stratégies de communication lors des séances d’IEC VIH-SIDA en milieu scolaire et/ou universitaire au Bénin : Méthodes, messages, impacts et perspectives Chercheurs 1. Aristide Adébayo Adjibodou (M), INAEA, doctorant 2. Thierry Azohne, CBRST (M) CBRST, doctorant 3. Sylvie Koutimi, CENALA (F), maîtrise 4. Euloge Deguenon, INAEA (M), stagiaire en maîtrise Parrain scientifique : Toussaint Y. Tchitchi, Maître de Conférences, Université d’Abomey-Calavi Institutions intéressées par les résultats de la recherche - Institut National de l’Alphabétisation et de l’Education des Adultes (INAEA) - Centre Béninois pour la Recherche Scientifique et Technique (CBRST) - Centre National de Linguistique Appliquée (CENALA)

BURKINA FASO

Contribution des TIC au développement et à la qualité de l’enseignement supérieur Chercheurs 1. Haoua Kone/Tago (F), doctorante, RESAFAD/MEBA 2. Kadissa Sawadogo (F), Enseignant-chercheur, DRDP 3. Amado Ouedraogo (M), doctorant, Premier Ministère Parrain scientifique : Ernest K. Ilboudo, Coordinateur national du ROCARE Institutions intéressées par les résultats de la recherche - Ministère de l’Enseignement Secondaire Supérieur et de la Recherche Scientifique (MESSRS) - Université de Ouagadougou, Union Economique et Monétaire Ouest Africaine (UEMOA), - International Institute for Communication and Development ( IICD) - Réseau Africain de Formation à Distance (RESAFAD) - Direction de la Recherche et du Développement Pédagogique (DRDP)

Perceptions, attitudes et pratiques face au VIH-SIDA dans les universités de Ouagadougou, de Bobo- Dioulasso et de Koudougou : la réponse de l’intelligentsia burkinabé est-elle adéquate ? Chercheurs 1. Alamissa Sawadogo (M), Assistant de recherche, CERFODES 2. Hien Colette Hilaire Ouedraogo (F), maître en sciences sanitaires et sociales à l’Ecole de Formation Privée des Sages Femmes d’Etat « SANTE EDWIGE » Ouagadougou 3. Lokpo Komla (M), Assistant chercheur, CERFODES 4. Some B. Florent (M), Parrain scientifique : Yacouba Yaro, Centre d’Etudes de Recherches et de Formation pour le Développement Economique et Social (CERFODES) Institutions intéressées par les résultats de la recherche - Ministère de l’Enseignement Secondaire Supérieur et de la Recherche Scientifique (MESSRS) - CERFODES

Les technologies de l’information et de la communication et le marché du travail au Burkina Faso Chercheurs 1. Jean SANON (M), UFR/SG, chercheur/doctorant 2. Hervé KAFIMBOU (M), CEDRES, chercheur/doctorant 3. Kolo SANOU (M), Assemblée nationale Parrain scientifique : Michel N. Ouedraogo, chercheur à Institut des Sciences des Sociétés (INSS) Institutions intéressées par les résultats de la recherche - Direction de la Promotion des Nouvelles Technologies de l’Information et de la Communication, Université de Ouagadougou - l’Unité de Formation et de Recherche- Sciences Economique et de Gestion (UFR-SEG) et l’Unité d’Analyse Avancée de la Pauvreté/ Micro Impacts of Macroeconomic and Adjustment Policies (UAAP/MIMAP) NB : CEDRES : Centre d’Etudes, de Documentation et de Recherche Economique et Social

27 CAMEROUN

Perceptions psychosociales des Technologies de l’Information et de la Communication (TIC) et leur usage dans l’enseignement supérieur : lecture des faits auprès des Administrateurs, Enseignants et Etudiants de l’enseignement supérieur du Cameroun Chercheurs 1. Cécilia Njang Ntem (F), Université de Yaoundé I, chercheur/assistant 2. Joseph Bomda (M), Université de Yaoundé I, doctorant 3. Gustave Georges Mboe (M), Université de Yaoundé I, Doctorant/vacataire 4. Cyrille Ivan Chaffi (M), Université de Yaoundé I, chercheur/assistant 5. Juliette Manto Njonte, (F) doctorante en psychologie sociale, Université de Yaoundé I, vacataire à l’ENS Parrain scientifique : Dr. Fonkeng Epah George, chargé de cours au Département de Psychologie à l’Université de Yaoundé I et à l’Ecole Normale Supérieure de Yaoundé Institutions intéressées par les résultats de la recherche - Centre National de l’Education (CNE)

The use of ICTs for development and quality education in state universities in Cameroon Chercheurs 1. Otang Ebot Achale (M), Ecole Nationale Supérieure (ENS) Yaoundé 2. Christian Mambeh, (M) University of Buea 3. Lilly Chongwain (F) ,University of Buea 4. Yolle Mukete, ENS (F), ENS, Yaoundé 5. Jean Moluh (M), University of Buea Parrain scientifique : Dr. Mbangwana Moses Atezah, ENS, Yaoundé Institutions intéressées par les résultats de la recherche - University of Buea

COTE D’IVOIRE

L’impact de la corruption sur l’éducation des filles : cas des écoles d’Abidjan et de Yamoussokoro Chercheurs 1. Ettien Ablan Anne-Marie, (F), Université de Cocody, Auditrice en thèse de sociologie 2. Konan Kouakou armand (M), Université de Bouaké, Licence en philosophie 3. Bendé N’Dasso Flore Ben-Bac (F), Université de Cocody, chercheur/assistant Parrain scientifique : Pr. Abou Karamoko, Université de Cocody (Abidjan) Institutions intéressées par les résultats de la recherche - Laboratoire de Psychopathologie de la vie Sociale au (département de Psychologie), Université de Cocody - Promotion de l’Education des Filles et de la Formation des Femmes (CEPEF)

GAMBIA

Study of the correlation of skills development with employment needs Researchers 1. Anthony Francis Adjivon (M) 2. Oumar Sanneh (M), School of Education, Gambia College, GCE “O” levels 3. Ngansa Touray (F), UTG 4. Lamin F. Bayo (M), UTG 5. Jerro Saidykhan (M), UTG Project Mentor : Prince Taiwo Cole, Consultant Institutions interested by the research results - Gambia Technical Training Institute (GTTI)

GHANA

HIV/AIDS Orphans in Homes/Orphanages: Are we missing something? A situational special need assessment Researchers 1. Kofi Boakye Boadi (M), researcher, University of Cape Coast, Ghana 2. Wilson Kwesi Nkum (M), Educator/Counsellor/Administrator, Trinity Theological Seminary Project Mentor : Joshua Baku, West African Examination Council (WAEC) Institutions interested by the research results - University of Cape Coast, Guidance and Counselling department

28 Relationship between training programmes for professional qualifications and the job market-the case of ICT and industry in Ghana Researchers 1. Charlotte Christiana Bedford (F), University of Cape Coast 2. John Antwi Nuamah (M) 3. Offei-Agyemang Gyasi (M), University of Ghana Project Mentor : Dr J.K.A. Boakye, DEEAS Consult Institutions interested by the research results - Datalink Institute, Tema, Ghana - the five public universities in Ghana - Ministry of Education, Ghana

GUINEE

Impact des enseignements dispensés dans les Centres NAFA (Centres Djamaa) ou « Ecole de la seconde chance » dans le cadre de la prévention et de la lutte contre le VIH/SIDA Chercheurs 1. Mamadou Dian Chérif DIALLO (M), Chef de la chaire d’Histoire moderne et contemporaine 2. Mohamed Campel CAMARA (M), Enseignant chercheur, Université de Sonfonia, Conakry, Guinée Parrain scientifique : Diallo Ibrahima Ning FLSH/M.G.L.C. Sonfonia Institutions intéressées par les résultats de la recherche - Université de Sonfonia, Conakry, Guinée

MALI

Lutte contre la stigmatisation et la discrimination des personnes vivant avec le VIH/SIDA au moyen de l’éducation non formelle dans les communes de Koulokoro et de Banamba en République du Mali Chercheurs 1. Catherine Daoulé Macalou (F), AMPPF, chercheur 2. Sériba Konaté (H), étudiant à la FMPOST Parrain scientifique : Cheick Oumar Fomba, ROCARE Mali Institutions intéressées par les résultats de la recherche - Association Malienne pour la Protection et la Promotion de la Famille (AMPPF)

La problématique du genre dans les politiques et programmes d’enseignement supérieur au Mali Chercheurs 1. Marie E. Dembélé (F), MEF, fonctionnaire 2. Idrissa Senou (M), Ministère de l’Education Nationale, fonctionnaire Parrain scientifique : Cheick Oumar Fomba, ROCARE Mali ; Amidou Dembélé, enseignant à l’Université de Bamako Institutions intéressées par les résultats de la recherche - Réseau de Développement et de Communication pour les Femmes Africaines (FEMNET)

NIGERIA

Distance learning and teaching effectiveness: the impact of the distance learning scheme of the national teacher’s institute Researchers 1. Dr Grace Koko Etuk 2. Eno Edem (F), Faculty of Education, University of Uyo 3. Uduakobong Aniebiat Okon (F), Assistant lecturer, University of Uyo 4. Uduak Dan Akpanumo (M), Faculty of Education, University of Uyo Project Mentor : Prof K. A. Adegoke, distance learning institute, University of Lagos Institutions interested by the research results - University of Uyo, Uyo, Nigeria - Ritman College, Ikot Ekpene, Akwa Ibom State, Nigeria

Gaps in Knowledge and Competences of the Nigerian Engineering Graduate: A Prescription for Productive Engineering Curricula in Tertiary Institutions in Nigeria Researchers 1. Dr. C.O. Oladapo (F), University of Lagos, Senior Lecturer 2. Ify Ike (F), University of Lagos, PhD student 3. Jawando Adewale (M), University of Lagos, M.Sc (Chem.Engr) Project Mentor: Dr Dayo Odukoya , Christ School International, Educational Consultant, ERNWACA-Nigeria

29 Institutions interested by the research results - University of Lagos - Univerity of Uyo - National Teachers Institute, Kaduna - Federal Ministry of Education - All the 36 State Ministries of Education

NIGER

Genre et enseignement supérieur au Niger Chercheurs 1. Moukaila Harouna (M), ENS/UAM, Géographie, Maître-assistant 2. Mme Goza Nana Aïcha (F), ENS/UAM, Maître-assistant 3. Madougou Saïdou (M), ENS/UAM, Physicien, Maître-assistant 4. Boukari Issiaka (M), ENS/UAM, chimiste/assistant 5. Barmou Salifou (M), ENS/UAM, linguiste/assistant Parrain scientifique: Mme Tidjani Alou Antoinette, Université Abdou Moumouni (UAM), département de Lettres modernes Institutions intéressées par les résultats de la recherche - Direction Générale de l’Enseignement Supérieur - ROCARE-Niger

Impact de la contractualisation sur la qualité de l’enseignement de base 1 au Niger Chercheurs 1. Bakabe Rakia Rabiou (F), MSP/LEC, Maîtrise de Sciences de l’Education 2. Mamane Sani Boube (M), MEBA, CAPES-Math Parrain scientifique : Dr. Malam Moussa Laouali, ROCARE-Niger Institutions intéressées par les résultats de la recherche : - Ministère de l’Education de Base et de l’Alphabétisation (MEBA) - ROCARE-Niger

SENEGAL

Modernisation des daara (écoles coraniques) du Sénégal par la professionnalisation des maîtres coraniques Chercheurs 1. Houreyratou Tall Dia (F) 2. Ibrahima LY (M), Directeur Général de AS’Com SARL 3. Seck N’diaye (M), Pr. d’Arabe PES Principal Parrain scientifique : M. Abdoulaye SY, Directeur Institut Polytechnique de Dakar Thomas Sankara Institution intéressée par les résultats de la recherche : - Institut Polytechnique de Dakar Thomas Sankara - Mairie de la commune d’Arrondissement de Fann-Point E-Amitié

La privatisation de l’enseignement supérieur au Sénégal Chercheurs 1. Babacar Thiaw (M), Socio-économiste, FSJP-UCAD – 2. Yaya Bodian (M), Assistant/FSJP 3. Madame Biaye (F), Assistante/FSJP 4. Kalidou Thiaw (M), Economiste, FASEG-UCAD Parrain scientifique : M. Isaac Yankhoba Ndiaye, Agrégé des facultés de Droit, Doyen de la FSJP de l’UCAD Institutions intéressées par les résultats de la recherche : - Faculté des Sciences Juridiques et Politiques (FSJP) - Université Cheick Anta DIOP (UCAD)

TOGO

VIH/SIDA et l’enseignement supérieur (programmes, pratiques institutionnelles, gestion/formation du corps enseignants/étudiants) Chercheurs 1. Kossi Souley Gbeto (M), Université de Lomé, doctorant. 2. Messan Tossa (M), Université de Lomé, Etudiant en DEA 3. Gbati Napo (M), Université de Lomé, Etudiant en DEA 4. Bruno Koumondji Follkoué (M), Université de Lomé, Etudiant en maîtrise 5. Ayama Guidi Meduwodzi (M), Master en D.A.I.T

30 Parrain scientifique : Amevigbe Dzek Philippe, Coordonnateur ROCARE-Togo Institution intéressée par les résultats de la recherche - Département de Lettres Modernes de la FLSH de l’Université de Lomé.

Contribution des TIC au développement et à la qualité de l’enseignement supérieur Chercheurs 1. Nutefe Tsigbe Koffi (M), Université de Lomé, Auditeur en DEA-Histoire 2. Akouete Ayaba (F), Université de Lomé, Auditeur en DEA-Sociologie 3. Emide D. Koffi (M), Université de Lomé, Auditeur en DEA-Histoire 4. Akue-Adotevi Kpakpo (M), Université de Lomé, DEA en philosophie 5. Assima-Kpatcha Massilé (F), Université de Lomé, DEA en sociologie Parrain scientifique : Céline About Institutions intéressée par les résultats de la recherche Ministère togolais de l'Enseignement Supérieur et de la Recherche

Formation universitaire et degré d’insertion socio-professionnelle en Afrique de l’Ouest : cas des diplômés des établissements de sciences et de techniques de l’Université de Lomé au Togo Chercheurs 1. Kokou Amen Adzoyi (M) 2. T. Enyon Guemadji-Gbedemah (M) 3. Maguilouwé Lombo (M) 4. Boussanlègue Tchable (M), DESS en psychologie de l’éducation 5. Namiyate Yabouri (M), Mastère 2 en sciences de l’éducation Parrain scientifique : M. Ahloko Komlan, Directeur de l’Institut National des Sciences de l’Education (INSE), Université de Lomé Institutions intéressée par les résultats de la recherche - Université de Lomé

Etude de la maturité vocationnelle des élèves des classes de troisième (année d’orientation) Chercheurs 1. Kpoffon Kodzo (M), INSE, DESS/DEA 2. E. Blandeye (M), INSE, Maîtrise 3. Gavi (M), INSE, Maîtrise Parrain scientifique : Gbati Koffi Waï Professeur à l’INSE-UL Institutions intéressées par les résultats du projet : - Ministère de l’Education Primaire et Secondaire - l’Institut National des Sciences de l’Education, Université de Lomé (INSE-UL)

Perspectives genre des politiques et programmes de la formation supérieure Chercheurs 1. Vissého Adjiwanou (M), Unité de recherche démographique – Lomé 2. Amevi Djadou (M), CERDI, doctorant 3. Kokou Amouzovi (M), DGSCN 4. Chantal Nicoue (F), Université de Lomé 5. Solim Agossa (F), Université de Lomé Parrain scientifique M. Dodji Gbetoglo, Unité de Recherche Démographique (URD) Institutions intéressées par les résultats du projet - Unité de Recherche Démographique (URD)

31 ANNEX F: Newspaper clippings

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ARTICLE DE PRESSE CAFÉ ROCARÉ DU MALI 2006

Éducation : les TIC gagnent progressivement du terrain l'Essor n°15639 du - 2006-02-10 08:00:00

Les chercheurs du Réseau ouest et centre africain de recherche en éducation (Rocaré-Mali) se sont attachés à dresser l'état des lieux de la question au cours d'un café dont le thème était "TIC et qualité de l'éducation au Mali".

Les technologies de l'information et de la communication investissent nos écoles. Et vont participer à l'amélioration de la qualité de l'enseignement

La demande en éducation augmente au même rythme que la croissance démographique dans la majorité des pays africains. Mais ceux-ci ont du mal à offrir un enseignement de qualité à tous ceux qui en ont besoin. Le rapide développement des nouvelles technologies de l'information et de la communication offre une alternative intéressante dans ce domaine.

En effet les TIC constituent une grande opportunité pour les pays africains de combler leur retard en matière d'éducation. Elles peuvent permettre de récupérer les exclus en développant des options d'éducation ouvertes et à distance. Elles créent la possibilité d'une participation accrue des communautés à la gestion de l'école. Enfin les TIC peuvent servir à enseigner la technologie elle- même. Les pouvoirs publics ne s'y sont pas trompés qui ont fait du développement des nouvelles technologies à l'école, une priorité.

Les chercheurs du Réseau ouest et centre africain de recherche en éducation (Rocaré-Mali) se sont attachés à dresser l'état des lieux de la question au cours d'un café dont le thème était "TIC et qualité

43 de l'éducation au Mali". La réunion s'est tenue mardi dans la salle de conférence de l'annexe de l'Isfra à Badalabougou. Plusieurs Ong partenaires de l'école y ont participé. Bonaventure Maïga, conseiller technique au ministère de l'Éducation nationale, qui présidait la cérémonie, a réitéré l'engagement du département à faire des nouvelles technologies un véritable outil de travail pour les élèves maliens.

Mais elles ne seront la baguette magique qui aidera à résoudre les problèmes qu'à certaines conditions. Il faut mettre en place une politique qui détermine le processus et les conditions d'accès des élèves aux TIC. L'identification des approches pédagogiques appropriées s'impose pour parvenir à leur meilleure utilisation. Les moyens d'une évaluation fiable de leur intégration dans l'enseignement doivent exister.

L'enquête menée par le Rocaré, en collaboration avec l'université de Montréal et l'appui financier du CRDI, portait sur l'utilisation des NTIC. Elle a duré deux ans et touché 36 écoles pionnières de cinq pays africains (Bénin, Cameroun, Ghana, Mali, Sénégal). L'étude a donné des résultats intéressants. Nos chercheurs Djénéba Traoré et Mohamed Maïga, professeurs à l'université de Bamako, et Boubakar Modi Guindo du Centre national de recherche scientifique (CNRS) ont estimé, dans leur exposé, que l'accès aux TIC reste faible malgré le grand engouement et la forte mobilisation autour d'elles.

Les résultats de l'enquête révèlent que les approches pédagogiques sont encourageantes malgré le petit nombre d'enseignants qui utilisent les nouvelles technologies pour dispenser leurs cours. L'intégration des TIC à l'enseignement sera d'un apport inestimable, ont reconnu tous les participants au café. Certains sont convaincus que cela amènera les enseignants à se remettre en cause. Mais les TIC deviendront un outil de tous les jours à l'école que si une véritable politique nationale est clairement définie sur leur emploi dans le système éducatif.

Les données de base soumises à la réflexion par le Rocaré ont été collectées par 28 chercheurs des cinq pays cités. Ceux-ci ont recueilli les avis de 36500 élèves et d'un millier d'enseignants sur l'utilisation de l'Internet et de l'ordinateur à l'école. L'enquête au Mali a concerné 8 écoles pilotes, parmi lesquelles Kalanso, le Progrès, le Lycée technique, les lycées Mahamane Alassane Haïdara de Tombouctou et Dougoukolo Konaré de Kayes.

S'il reste beaucoup à faire pour la vulgarisation des TIC dans nos écoles, notre pays n'est pas aussi mal parti que l'on pourrait le croire, ont souligné les chercheurs au fil des débats. Le directeur national adjoint de l'enseignement secondaire général, Mahamedoun Ag Anta Faye, apportera appuiera cet avis en faisant le point de la situation au secondaire. "Depuis deux ou trois ans, il n'y a pas un lycée public, un institut de formation de maîtres qui ne possède pas une vingtaine d'ordinateurs dans sa salle informatique", a-t-il précisé. L'accès à l'ordinateur s'est accéléré depuis 2004 dans ce cycle comme en attestent les chiffres. Le MEN a ainsi formé au moins 156 enseignants du secondaire à l'utilisation des TIC et le renouvellement du matériel informatique scolaire est en projet, a révélé Mahamedoun Ag Anta Faye.

Ce n'est pas tout. Dans le cadre du Nepad, 6 de nos écoles seront équipées et le ministère de l'Éducation nationale vient d'acquérir 680 ordinateurs destinés aux écoles fondamentales. Mais il ne suffit pas d'être doté. Il faut savoir entretenir et surtout faire un emploi judicieux des TIC. Cet aspect a été évoqué par plusieurs intervenants. Ils ont déploré l'absence de stratégies de maintenance et l'utilisation des TIC à des emplois sans grande utilité comme les e-mail, le "chat", la visite de sites. Ces manipulations n'apportent rien au plan pédagogique à l'élève, selon eux.

Les spécialistes ont préconisé une reforme du Programme décennal de développement de l'éducation (PRODEC) pour y introduire l'utilisation des technologies dans les programmes scolaires.

C. DIAWARA

44 INFORMATIQUE À L’ÉCOLE : La portée pédagogique des Tic reste encore limitée

Peu d’enseignants et d’élèves utilisent l’ordinateur pour des fins pédagogiques. C’est ce que révèle une étude présentée avant-hier par le Réseau ouest et centre africain en éducation ( Rocare ). Les chercheurs ont formulé des recommandations pour une meilleure intégration des Techniques de l’information et de la communication (Tic) en vue d’améliorer la qualité de l’enseignement.

L’introduction des Tic dans le système éducatif n’a encore pas atteint les résultats escomptés. Selon une étude du Réseau ouest et centre africain de recherche en éducation (Rocare), peu d’enseignants et d’élèves utilisent l’ordinateur pour des besoins pédagogiques. L’étude révèle que 75 % des enseignants n’ont jamais intégré les Tic dans la pratique de leurs enseignements. Un nombre insignifiant d’élèves se rendent régulièrement dans leur salle informatique pour faire des travaux de recherche. La plupart des lycéens et collégiens se servent de ces outils pour envoyer des courriels ou E mails.

55 % d’enseignants non formés.

« On peut parler d’introduction de l’ordinateur dans le système éducatif et non de son intégration. Les études ont montré que les Tic ne sont pas suffisamment utilisées pour la pratique pédagogique », regrette le chercheur principal du Projet de recherche sur l’intégration des Tic dans l’éducation en Afrique de l’Ouest et du Centre, Alioune Moustapha Diouf . Selon, les chercheurs, la majorité des enseignants se servent des ordinateurs pour leurs travaux de saisie.

L’étude révèle que l’introduction des Tic a plutôt profité à l’administration. Les outils ont permis aux surveillants et aux secrétaires d’optimiser leur travail. Cette faible utilisation des ordinateurs s’explique par plusieurs raisons qui ont pour nom : manque de connaissance de base pour l’utilisation de l’ordinateur et de certains logiciels comme le Powerpoint, une réticence inexplicable des enseignants. Plus de 55 % des enseignants affirment n’avoir pas reçu une formation initiale pour intégrer les Tic dans leur pratique pédagogique.

Chez les élèves, ce faible taux est dû à un manque de moyen financier. « Le paiement est un frein à l’accès des élèves aux Tic. Certaines salles informatiques sont transformées en cybercafé », révèle Papa Ahmadou Sène . Mais l’absence de texte sur le statut de Ntic n’encourage pas l’utilisation optimale de ces outils. Car l’information n’est pas obligatoire dans toutes les écoles. Dans certaines, c’est une discipline optionnelle. Mais d’une manière générale, selon l’étude, les acteurs du système éducatif interrogés ont compris l’enjeu de ces outils dans l’amélioration de la qualité de l’enseignement. Tous les établissements pionniers ont manifesté le besoin de renforcer et d’étendre leur réseau informatique. Les chercheurs rapportent également la vieillesse des parcs et l’absence de ressources humaines pour assurer la maintenance. « Nous avons constaté que dans la plupart des établissements pionniers, les machines sont vieilles et une absence de ressources humaines pour faire la maintenance », dit Papa Ahmadou Sène un des chercheurs.

Pour une utilisation optimale des Tic dans le système éducatif, des recommandations ont été formulées . Il s’agit, pour les autorités gouvernementales, de dégager une orientation claire de l’intégration des Tic dans les différents curricula dans les niveaux d’enseignement. Et d’autre part, dispenser aux formateurs des sessions de formations axées sur l’intégration des Tic dans l’apprentissage. Les établissements scolaires devront concevoir avec la participation de l’équipe pédagogique et les parents d’élève un projet d’école d’intégration des Tic. En plus, il est recommandé l’identification des disciplines dont ces outils peuvent aider à améliorer leur enseignement. Mais l’étude recommande une sensibilisation des acteurs sur le rôle des Tic. Les partenaires que sont les Ong et les collectivités locales devront continuer d’apporter leur appui financier et logistique et soutenir l’intégration de ces outils dans le système éducatif.

IDRISSA SANE, journaliste (Soleil du lundi 15 mai 2006)

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26 Octobre 2006

Cameroun : le Rocare promeut les Tice dans les établissements scolaires

Par Louis-Martin Essono - ©Thot/Cursus 10-10-2006

La semaine dernière, à Douala, la capitale économique du Cameroun, le proviseur du Lycée Joss recevait, au sein d'un des vingt établissements connectés par l'Etat camerounais, les nombreux chefs d'établissements, les chercheurs, les experts et les enseignants affiliés au Rocare , le Réseau Ouest et Centre Africain de Recherche en Education.

Bien que peu connu du grand public, ce réseau a pour mission la promotion de l’expertise africaine afin d’influencer positivement les pratiques et politiques éducatives. L'éducation est un des moteurs de la transformation et de la compétitivité en Afrique où la recherche en éducation doit aiguillonner l'évolution des systèmes éducatifs. Et cette recherche doit être imprégnée des valeurs et contraintes locales.

Le Rocare fonctionne dans 15 pays par le biais des coordinations nationales . Les activités s'échelonnent suivant des projets relatifs

• à la qualité de l’Enseignement et Gestion du corps enseignant • à l'Impact du VIH/SIDA sur l’Education au Rôle et à la Réponse des Systèmes Educatifs • à l'Education dans les pays en crises ou en conflits • à la Contribution des Nouvelles Technologies à l’Education dans des contextes africains • et à l'Utilisation des Langues Nationales dans l’Education

Au Cameroun, P. Fonkoua, qu'entoure une équipe de chercheurs basés à l'Ecole normale supérieure, au Centre National de l'Education, au Ministère des Enseignements secondaires, au ministère de l'Enseignement supérieur, à la faculté des Lettres de l'Université de Yaoundé 1, a rassemblé les membres du réseau national dans le cadre du projet sur la Contribution des Tic à l’Education en contextes africains.

46 Plusieurs établissements secondaires et primaires sont arrimés à ce projet et sont localisés aussi bien à Yaoundé, qu'à Douala, Buea, Bafoussam et Bamenda, tissant ainsi la toile sur les principales villes camerounaises utilisant déjà les Tic, avec ou non une connexion à l'Internet.

Il en est ainsi du Lycée Joss qui a présenté le bilan de la phase et un projet de réalisation de la recherche en cours d'effectuation impliquant, sous la houlette de madame Menanga, le Proviseur, une initiation à l'utilisation des Tic dans les disciplines scolaires. Le Lycée technique de Bafoussam, a instauré cet enseignement obligatoire en classe de seconde pour permettre aux apprenants de s'en servir dans les classes de première et de terminales dans lesquelles la création technologique revêt une très grande importance.

Le Collège anglophone Longla a instauré, depuis 1998, l'enseignement par les Tic pour près de six matières obligatoires aux examens officiels, faisant observer de bien meilleures performances que pour les élèves qui n'avaient pas d'opportunités dans ces disciplines. Il en est de même pour Les établissements de la ville universitaire anglophone de Buea dont les résultats sont très bons et où la recherche dans les Tice est très avancée.

L'Ecole primaire les Oiselets de Bafoussam a sans doute cueilli la palme d'or pour avoir mis sur pied un Cédérom didactique comportant l'ensemble des matières enseignables à l'école. Le responsable du Programme Tic, Moses Mbangwana, a promis de renforcer, pour toutes les équipes, les possibilités de poursuivre jusqu'au bout la phase attendue sur les manifestations concrètes de l'utilisation des Tic dans les écoles.

Le Rocare travaille en partenariat avec les institutions officielles et initie un dynamisme technologique et didactique au sein des écoles par la présence d'un chercheur qualifié dans chaque équipe, par des articles de fonds et des études conduites des écoles de formation, favorisant ainsi, sous la critique méthodologique universitaire la contextualisation des Tic dans nos écoles. De tels projets, pratique et efficaces, sont rares aujourd'hui. Le Rocare est le frère jumeau de l' Ernwaca anglophone.

Droit d'auteur : © Thot / Cursus inc. Reproduction autorisée avec mention de la référence de la nouvelle

Référence de la nouvelle :

http://thot.cursus.edu/rubrique.asp?no=24824 http://thot.cursus.edu/imprimer.asp?no=24824

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