UNESCO Institute for Educationwww.unesco.org/education/uie ADEA BIENNALE (Libreville, Gabon, 28 – 31 March 2006) Changes and trends: new representations of literacy Adama Ouane Director UNESCO Institute for Education

UNESCO Institute for Educationwww.unesco.org/education/uie 1. Present State and Prospects of Literacy Policies & Programmes in Africa: Critical Review & Innovative Approaches What is the reality revealing to us? Illiteracy is high, even growing (140 million) –18 out of 25 countries with more than 50% illiteracy rate are in Africa Growing dichotomies and disparities –Literacy rate between 30 and 90% –Female literacy rate between 20 and 90% –Drop-out rate between 15 and 80% –Youth/Adults –Urban/Rural

UNESCO Institute for Educationwww.unesco.org/education/uie 1. Present State and Prospects of Literacy Policies & Programmes in Africa: Critical Review & Innovative Approaches How many are really literate? -- Overall low educational achievements and school life expectancy (10 to 75%)? Persisting relapse into illiteracy (30-80%) Lack of literacy practices and conducive environment

UNESCO Institute for Educationwww.unesco.org/education/uie 1. Present State and Prospects of Literacy Policies & Programmes in Africa: Critical Review & Innovative Approaches Yet there are achievements in literacy in Africa –The overall literacy rates have doubled since 1970 –Gender parity index has risen from 0,45 to 0,75 –Growing demands for literacy –High population countries have all literacy rates over 60% New requirements for another literacy / growing & changing demand for literacies Challenges of globalisation, knowledge economy and ICT

UNESCO Institute for Educationwww.unesco.org/education/uie 2. The Ruptures, Conditions & Factors for Effective Literacy Programmes 2.1 Main Challenge in Literacy Policies Lifelong learning for sustainable development – Democratization – Gender Perspective – HIV/AIDS Challenge – Conflicts Prevention – Linguistic & Cultural Policies – Decentralization

UNESCO Institute for Educationwww.unesco.org/education/uie 2. The Ruptures, Conditions & Factors for Effective Literacy Programmes 2.2 Trends & Factors affecting Grassroots Programmes Orientation on Demands Responding to Demands Focus on Capabilities Outsourcing Recognition and Validation of different Learning Inter-sectoral Coordination

UNESCO Institute for Educationwww.unesco.org/education/uie 2. The Ruptures, Conditions & Factors for Effective Literacy Programmes 2.3 Conducive Literate Environment Fruitful Interaction between Literacy, Development and Democracy Language & Cultural Policies Linkages between Formal and NFE Inter-Sectoral Approaches & Collaboration

UNESCO Institute for Educationwww.unesco.org/education/uie 2. The Ruptures, Conditions & Factors for Effective Literacy Programmes 2.4 Institution Building Capacity-Building Programmes Capitalisation Resourcing Funding Partnership Mobilization Cost-Effective Strategies

UNESCO Institute for Educationwww.unesco.org/education/uie 3. Some Innovative Approaches REFLECT : Learning for empowerment, participation and community ownership ABET : Life skills, professionalisation, income generation, access to world of work, etc. FAIRE-FAIRE „Outsourcing Strategies“ : New distribution of roles, new partnerships, expression of new demands ARED : Identity affirmation, making of literate communities, emergence of new demands needing literacy transactions UNESCO Institute for Educationwww.unesco.org/education/uie

3. Some Innovative Approaches PEDAGOGY OF THE TEXT : Critical approach and transformative learning for greater access to power and claim for self reliance ABEP/ACED (Botswana, Namibia) : Focus on continuing learning strategies and articulation and compelementarity between formal and non formal education and training systems NQF (National Qualifications Framework) :Mechanism for recognition, validation and accreditation of different kinds of learning

UNESCO Institute for Educationwww.unesco.org/education/uie 4. New trends Diversification of supply and demand Priority to women and gender (from women and development to women in development and gender perspective) Focus on adolescent and young people bridging with formal and non formal learning and training systems Targeting groups with special needs Linkages between learning programmes and social and productive sectors Participatory methods Competence based curricula and modular approaches (Botswana, Namibia) Conducive learning environment

UNESCO Institute for Educationwww.unesco.org/education/uie 5. Positive Effects Community participation and support Adaptation of programmes to local levels and needs Greater potential for expansion Close monitoring and supervision

UNESCO Institute for Educationwww.unesco.org/education/uie 6. Conditions needed for success Operational tools for empowerment and accountability involving community participation National qualifications framework with key competencies and skills with equivalency and bridges between formal, non formal and informal Effective monitoring and evaluation methods

UNESCO Institute for Educationwww.unesco.org/education/uie 7. Challenges & Prospects Understanding Literacies –For what? –For whom? Literacy as a foundational skill for lifelong learning Literacy/Schooling/Languages Learning from good practices and failures UNESCO Institute for Educationwww.unesco.org/education/uie

7. Challenges & Prospects Mainstreaming literacy in International Agendas (MDG, FTI, NEPAD, etc.) How to get out of the ghetto? How to make literacy attractive to: – Learners – Communities/Municipalities – Private Providers/Operators – Governments – Bilateral and Multilateral Agencies UNESCO Institute for Educationwww.unesco.org/education/uie