Schools in the fight against poverty in francophone and lusophone African countries - myths, taboos and social reconstruction
Schools in the fight against poverty in francophone and lusophone African countries - myths, taboos and social reconstruction
This project, which involves nine sub-Saharan African countries, was elaborated to better understand and intercede in the connections between curriculum (schools' pedagogy and organisation) and the fight against poverty.
In fact, in Dakar 2000, in the UNESCO World Conference (where I was representing Europe), UNESCO committed itself to the promotion of EFE (Education for Everybody). However, given the fact that the Southern European countries imported school models from the North of Europe, soon a series of difficulties and obstacles arose in connection with the effective implementation of EFE. Hence, the International Bureau of Education, a UNESCO institute with head office in Geneva, decided to carry out an in-depth analysis of the strategies that could be put into practice to overcome those obstacles. Based on the fact that in order to achieve quality education for everyone, the curricula should be relevant and increase equity among students, the IBE organised a group of seminars and visits to the nine countries involved in this phase of the project, so as to systematise, within the framework of a participative learning approach, the "good answers" that can be found, in a more or less isolated fashion, in all countries, as well as difficulties and how they can be overcome.
This project, which involves nine sub-Saharan African countries, was elaborated to better understand and intercede in the connections between curriculum (schools' pedagogy and organisation) and the fight against poverty.
In fact, in Dakar 2000, in the UNESCO World Conference (where I was representing Europe), UNESCO committed itself to the promotion of EFE (Education for Everybody). However, given the fact that the Southern European countries imported school models from the North of Europe, soon a series of difficulties and obstacles arose in connection with the effective implementation of EFE. Hence, the International Bureau of Education, a UNESCO institute with head office in Geneva, decided to carry out an in-depth analysis of the strategies that could be put into practice to overcome those obstacles. Based on the fact that in order to achieve quality education for everyone, the curricula should be relevant and increase equity among students, the IBE organised a group of seminars and visits to the nine countries involved in this phase of the project, so as to systematise, within the framework of a participative learning approach, the "good answers" that can be found, in a more or less isolated fashion, in all countries, as well as difficulties and how they can be overcome.