D. Georgescu, Khartoum 1 REPORT GROUP 2 – CURRICULUM, TEXTBOOKS, TEACHER TRAINING

D. Georgescu, Khartoum2 Participants MoE (Secondary education; Girls education) MoE (Secondary education; Girls education) Teachers Teachers Curriculum developers Curriculum developers UNICEF UNICEF UNESCO UNESCO USAID USAID Save the children Save the children SIL SIL

D. Georgescu, Khartoum3 1. Background and context Situation to date in the North and South Situation to date in the North and South What is common and what is different What changed What needs to be changed Need to base decision making on sound research Many players Many players Different systems of training (confusing) Different systems of training (confusing)

D. Georgescu, Khartoum4 Issues Links between North and South Links between North and South Language policy Language policy Curriculum: values and principles Curriculum: values and principles Displaced people: setting equivalences (common outcomes?) Displaced people: setting equivalences (common outcomes?) Institutional development Institutional development Challenges (financial; capacities; expertise) Challenges (financial; capacities; expertise)

D. Georgescu, Khartoum5 2. JAM & UN Work Plan SWAP (e.g. resource allocation for teacher salaries & teacher training) SWAP (e.g. resource allocation for teacher salaries & teacher training) Strategic planning led by the government Strategic planning led by the government Sustainable structures Sustainable structures System monitoring (e.g. UNICEF/UNESCO: gender issues in the curriculum) System monitoring (e.g. UNICEF/UNESCO: gender issues in the curriculum)

D. Georgescu, Khartoum6 3. Partners and stakeholders UNICEF: pre-school and primary (Teacher training; curriculum; back to school; non- formal literacy; fast-track learning; child- friendly school model; HIV/AIDS; Peace education; Life skills; Policy dialogue; Standards & competencies;) UNICEF: pre-school and primary (Teacher training; curriculum; back to school; non- formal literacy; fast-track learning; child- friendly school model; HIV/AIDS; Peace education; Life skills; Policy dialogue; Standards & competencies;) USAID: Teacher education; non-formal ed.; curriculum; Distance education/Radio; System building/EMIS; Institutional development USAID: Teacher education; non-formal ed.; curriculum; Distance education/Radio; System building/EMIS; Institutional development

D. Georgescu, Khartoum7 3. Partners and stakeholders SIL: Mother tongue education in primary schools SIL: Mother tongue education in primary schools Save the children Save the children Many others… Many others…

D. Georgescu, Khartoum8 4. UNESCO: expertise and areas of competence To fill/bridge the gap… To fill/bridge the gap… ECE; primary (with UNICEF); secondary education ECE; primary (with UNICEF); secondary education UNESCO Cairo: Teacher training (training of trainers) UNESCO Cairo: Teacher training (training of trainers) Division of labour (Go to the South…) Division of labour (Go to the South…) Convergence and coordination Convergence and coordination General curriculum framework General curriculum framework

D. Georgescu, Khartoum9 UNESCO Build on strengths (planning; curriculum development; teacher training; HRE; technical assistance; secondary education) Build on strengths (planning; curriculum development; teacher training; HRE; technical assistance; secondary education) Consultancy Consultancy

D. Georgescu, Khartoum10 5. Inter-agency cooperation and networking Continuity Continuity Sustainability Sustainability Time schedule Time schedule Clear division of tasks Clear division of tasks How: e.g. SWAP – sharing resources, tools, consultants; joint projects/action; exchanges; assisting the government on long-term) How: e.g. SWAP – sharing resources, tools, consultants; joint projects/action; exchanges; assisting the government on long-term)

D. Georgescu, Khartoum11 6. Conclusions and recommendations 1. Visioning exercises (vision helps you plan) 1. Visioning exercises (vision helps you plan) 2. Taking stock: where we are… (curriculum assessment; TT; assessing processes and products) 2. Taking stock: where we are… (curriculum assessment; TT; assessing processes and products) 3. SWAP: things that we can do together 3. SWAP: things that we can do together

D. Georgescu, Khartoum12 Conclusions and recommendations 4. Technical assistance: capacity building (MoE; Curriculum & textbook development; TT; Institutional development) 4. Technical assistance: capacity building (MoE; Curriculum & textbook development; TT; Institutional development) 5. Developing a Curriculum Framework (common quality standards; unity and diversity) 5. Developing a Curriculum Framework (common quality standards; unity and diversity) 6. Improve dialogue with stakeholders 6. Improve dialogue with stakeholders

D. Georgescu, Khartoum13 7. Follow-up to the workshop and new steps Consolidated work plan for short-, medium- and long-term Consolidated work plan for short-, medium- and long-term Capacity building Capacity building Institutional development Institutional development