YOUTH AND ADULT LEARNING AND EDUCATION (YALE) SOUTHERN AFRICA HIGH-LEVEL ROUNDTABLE MEETING AND REPORT LAUNCH

Transcription

1 YOUTH AND ADULT LEARNING AND EDUCATION (YALE) SOUTHERN AFRICA HIGH-LEVEL ROUNDTABLE MEETING AND REPORT LAUNCH 22 August 2012 Johannesburg, Hosted by the Open Society Initiative for Southern Africa (OSISA), in collaboration with dvv international and the Reflect Network (SARN)

2 Background to the Sub-Regional High-Level YALE Event The Open Society Initiative of Southern Africa s (OSISA) Education Programme, in collaboration with dvv international, recently completed research on the policy, financing, governance and institutional provision for Youth and Adult Learning and Education (YALE) conducted in five countries in Southern African, namely Angola, Lesotho, Mozambique, Namibia and Swaziland from The focus of the research was on mapping out the levels of financing for youth and adult education, reviewing the existing legal, institutional and governance frameworks for youth and adult education provision as well as determining key stakeholders and providers of YALE in order to identify gaps and illuminate issues of quality and coherence in provision. The research findings were consolidated into a sub-regional report regarding the key issues, lessons and recommendations which emerged from the five country reports. This research was a follow up to research conducted by the Reflect Network (SARN) in 2009 ( Whys and Why Not s of Youth and Adult Education in Southern Africa ) in collaboration with OSISA which reviewed Non-Formal Education (NFE) policies, Poverty Reduction Strategy Papers (PRSPs) and related legal frameworks of 6 countries of Southern Africa: Lesotho, Madagascar, Malawi, Mozambique, and Zambia. Out of that research it emerged that the field of adult education had evolved especially given the high number of youth dropping out from the school system and finding themselves in a position to join the non-formal education sector. Therefore, the recent research complemented the research on the Whys and Why Not s of Youth and Adult Education in Southern Africa but has specifically focused on how the sector has evolved and the reforms that need to be made to accommodate the needs of youth. This research is also intended to contribute to furthering other international commitments to youth and adult education. For example, more than ten years have passed since the international community adopted the six Education for All (EFA) goals in Dakar in 2000, and over six years since the Global Campaign for Education and Action Aid International s global survey report, Writing the Wrongs International Benchmarks on Adult Literacy set out 12 benchmarks designed to facilitate planning to achieve the EFA goals. It is also almost four years since UNESCO Member States, together with regional civil society organisations working on literacy and youth and adult education, attended the CONFINTEA VI Africa region preparatory meeting organised by UNESCO in Nairobi in 2008 a meeting from which the African Statement on the Power of Youth and Adult Learning and Education for Africa s Development emerged and informed the elaboration of the Belém Framework for Action adopted by UNESCO Member States present at CONFINTEA VI in Belém in December Southern African Member States were represented at both these meetings where the revitalization of youth and adult learning and education was promoted as indispensable for establishing and sustaining personal, social and economic well-being. It is against this background that the Open Society Initiative for Southern Africa (OSISA), in collaboration with dvv international and the Reflect Network (SARN) opened space for governmental and non-governmental YALE actors and key stakeholders to come together at a High-Level YALE Sub-Regional Roundtable Meeting and Report Launch, facilitated by the South Africa Reflect Network, held in Johannesburg on 22nd August Objectives of the Sub-Regional Roundtable Meeting Beyond launching the research reports, the High-Level YALE Sub-Regional Roundtable Meeting aimed to catalyse multi-stakeholder country and sub-regional consultations over the next several months and, in so doing, to be first steps in YALE advocacy i.e. to bring the key issues affecting youth and adult learning and education in the Southern Africa region to the attention of policy makers and stimulate more dialogue on YALE. These consultations provided a unique opportunity for a wide variety of stakeholders to influence the shape of the next YALE agenda from both a country and regional perspective. 1

3 The objectives of the Roundtable Meeting included: 1. Sharing progress and lessons from the five countries in delivering YALE, 2. Reflecting on successful examples of youth and adult learning and education policy and practice in the sub-region, and 3. Drawing out strategies for how YALE can be better delivered in Southern Africa and beyond. The sub-regional meeting and report launch will be followed by a series of country level roundtable and report launch gatherings, hosted by national YALE civil society organisations in collaboration with OSISA and SARN during September 2012 in Angola, Lesotho, Mozambique, Namibia and Swaziland. Welcome Mr. Deprose Muchena, Acting Executive Director of OSISA, welcomed all delegates to the Roundtable Meeting, including Ministers, Deputy Ministers, Principle/Permanent Secretaries, heads of Youth and Adult Education departments from the five countries in the region, representatives from donor agencies and civil society organisations. Mr. Muchena also welcomed and introduced Mrs Graça Machel, a dedicated political leader, human rights practitioner and education activist, who provided the official opening address. Official Opening Mr. Deprose Muchena, Acting Executive Director of OSISA; Mrs. Graça Machel and Ms. Wongani Grace Nkhoma, Education Programme Manager, OSISA. Mrs. Graça Machel welcomed the various representatives from governments, donor agencies and civil society organisations. She also thanked the research team for the in-depth analysis of the status of youth and adult learning and education within the five countries included in the subregional study, and stated that education is my home; it talks to my heart not just my mind. 2

4 The education sector has not adequately taken into account the tremendous demographic changes that have occurred within the sub-region in the last 20 years, especially the need to absorb an increasing number of young children and adolescents within the In her opening address, Mrs. Machel emphasised four key points regarding youth and adult education in the Southern Africa region: Firstly, she noted that there is an unevenness of data available for Youth and Adult Learning and Education (YALE). This reflects the need to develop a solid and well developed community of researchers on education. The education sector has not adequately taken into account the tremendous demographic changes that have occurred within the sub-region in the last 20 years, especially the need to absorb an increasing number of young children and adolescents within the education system. Mrs. Machel also emphasised the urgent need for government planning and resource allocation processes to change in order to take this reality into account. education system. Secondly, current education systems have been slow to acknowledge that academic knowledge does not adequately prepare youth for the future. Therefore, there is an urgent need to review the content of basic education and adult learning to ensure that appropriate skills are integrated into the education system. We need to revise the content of education children must leave school with the ability to do something with their lives. In addition to reviewing the content of education, Mrs. Machel emphasised the need for skills training, We say skills training for employment, but I want to be controversial and say skills training for work. No government or private sector can employ all its young people millions will need to employ themselves youth and adults must be able to say I m working, I m productive and I can even employ others although I am not employed. Thirdly, Mrs. Machel emphasised the imperative to take a long term view when setting goals and targets or planning for the future provision of education, We need to prepare not only for the needs of today but also the needs of society and the economy in 15 years time we do children a disservice if we don t think ahead and to prepare them for the future adequately There is an urgent need to review the content of basic education and adult learning to ensure that appropriate skills are integrated into the education system. Fourthly, Mrs. Machel noted the disproportionate number of girls and women who drop out, or rather are pushed out of the education system. We know (the education of girls and women) is important, but it is not taken seriously no one will be successful if we continue to leave part of society outside Mrs. Graça Machel signing the statement of commitment Finally, Mrs. Machel thanked the researchers, government representatives and civil society participants for their contributions, but encouraged 3

5 them to increase their impact on youth and adult learning and education. We must scale up the impact of what we do and we need to embrace challenges in a way that will broaden our ability to absorb young people into the system. Mrs. Machel then signed a statement of commitment to actively advance the youth and adult learning priorities in Southern Africa and announced to delegates that she expected to be held equally accountable Presentation of YALE in Southern Africa Report Findings Mr. Salim Vally, Director of the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg, introduced the programme of the day by requesting a one minute silence in memory of the recent deaths of the Marikana miners in. He then outlined the programme for the rest of the day and introduced the next speaker, Professor John Aitchison, Professor Emeritus at the University of KwaZulu-Natal and author of the sub-regional YALE report. Professor Aitchison accordingly presented a summary of the findings of the regional study of youth and adult learning and education in Southern Africa. Study objectives: In 2010 and 2011 OSISA commissioned a research study in five countries in the region, to draw an up to date map of the current state of youth and adult education, including the policies, institutional frameworks, governance, funding, provision and stakeholders. The study also looked at the quality and coherence of the current adult education base as a foundation for future growth and action that is congruent with the vision of open societies, i.e. those in which every citizen has access to free education facilitative of their full participation in a democratic country. The research consists of five up to date country reports, from Angola, Lesotho, Mozambique, Namibia and Swaziland as well as a regional synthesis report and enhanced research resources e.g. documents, templates for data collecting and websites. What is youth and adult education? Youth and adult education was defined in the report as all education and training (including non-formal education and informal learning) for adults and out-ofschool youth that is not part of the regular schooling, business, technical and training college and higher education systems that children enter about age six or seven and exit from in their mid-teens to early twenties. However, the need for internationally recognised, standardised terminology, the avoidance of narrow identification of adult Prof. John Aitchison presenting the YALE report findings. education with literacy and adult basic education only and clarification regarding the term non-formal education for school equivalency education was emphasised. Key challenges: the shapes of education, NEETS and the data desert The current situation in most countries in the region is that of a broad based pyramid, with the largest group accessing primary education and a very small minority accessing post-school 4

6 education. Prof. Aitchison emphasised the need to shift the shape of education to create a situation in which the largest group are those who access secondary education and an increased amount of people access post-school education. The NEETs, those not in employment or education or training, are both our future and our disaster. It is estimated that 21-60% of youth and adults in the five surveyed countries are currently unemployed and 9.1 million adults and 2.4% of youth are illiterate. Compounding the situation is the extremely limited number of places for school leavers to enter. For example in Namibia, of the annual 47,000 school leavers annually, only 1,500 (3.1%) are able to access vocational education and training (VET) facilities. There is an urgent need to rethink policy around youth and adult learning and education to address the needs of the high percentage of youth that are not in education, employment and training (NEET). In addition to these challenges, there is a critical lack of data on YALE in the surveyed countries. This is compounded by poor capacity to generate, maintain, update and analyse data. When research is done it is seldom updated and there is virtually no data on what is annually spent on YALE. These factors contribute to the lack of big picture analysis. The regional context: The surveyed countries exhibit several common characteristics, including having relatively poor and predominantly young populations; high levels of unemployment; low average schooling levels; a looming problem of male under education; education taking a high proportion of national budgets and totally inadequate vocational education and training facilities. Conclusion: There is an urgent need to rethink policy around youth and adult learning and education to address the needs of the high percentage of youth that are not in education, employment and training (NEET). As well as addressing the systemic and endemic issues facing the sector and shifting the current shape of education. Recommendations: A detailed set of 45 recommendations are listed in the report. These recommendations have been grouped into 12 sections: Policy legislation and governance the need to develop a comprehensive, consolidated youth and adult education policy for each country and ensure effective implementation; Awareness and recognition of youth and adult education agencies at all levels, including government ministries, to more overtly identify themselves as providers of YALE; Literacy and language to overhaul the conceptualisation, curriculum and materials of national literacy, to observe international and regional conventions and to promote the use of mother-tongue as the medium of instruction; Curriculum customise curriculums to respond effectively to learners needs; revise practices and develop a unified national curriculum for literacy and adult basic education; Data, information and research to standardise the data required from youth and adult education providers, digitise access to reports, research and evaluations and to strengthen the capacity to conduct research that is able to inform policy and practice; Quality assurance, monitoring and evaluation to develop a framework for youth and adult education validation which is equivalent to the system for formal education; Funding urgently increase the percentage of national budgets allocated to the adult education and training sector and consider a skills development levy on the private sector; Programmes and infrastructure extend the duration of rural and income generating community projects to allow for deeper ownership and greater likelihood of sustainability; 5

7 Qualification frameworks establish and support an appropriate national qualifications framework (NQF) to ensure access to and recognition of prior learning of adults and simplify the registration process for existing NQFs, especially for smaller organisations; Practitioners and their development to develop and implement a capacity building plan for YAE practitioners, harmonise conditions of service with those of conventional educators and trainers, encourage Open and Distance learning and ensure universities and research institutions provide YAE practitioners with support; Out-of-school youth to explore the provision of separate programmes for out-of-school youth and ensure NGO programmes include both out-of-school and employed youth; Mobilisation, cooperation and networking both government and civil society to commit to reforming and revitalising youth and adult education, to strengthening its capacity and to developing an action agenda. YALE Roundtable Meeting delegates discussing the report findings Ways forward: The following next steps were identified in the report: Long term and systematic work needed in the field of adult and youth education; A suitable quick action agenda and programme is vital, both as a follow up to the five studies; and as an initiator of longer term programmes; A process, including use of media, to develop more awareness of youth and adult education; An early start to bring youth and adult education issues to the government s policy and legislative agenda and attention of national budget decision makers. Group Dialogue Working in groups, delegates discussed the report findings and collectively raised the following key points: Comprehensive YALE policy coordination is essential if there is no YALE policy it will be impossible for governments to coordinate strategies and ensure implementation. Governments lack capacity to implement policies, as well as inspirational leadership. Commitment by Governments of the Southern African region to address. YALE is often compromised by inadequate allocation of resources. Typically only 0.5-1% of the national education budget is allocated to YALE. YALE tends to be assigned to the Ministry of Education in most countries, yet it is a cross- cutting issue and requires concerted YALE is often compromised by inadequate allocation of resources. Typically only 0.5-1% of the national education budget is allocated to YALE. 6

8 input and support from a wide range of other ministries. It is impossible for YALE to be adequately addressed by the Ministry of Education only; it requires a sector-wide approach. There is a need for a working definition of key terms for countries to adopt e.g. collective understanding of what is meant by youth, education and non-formal education. Quality assurance tends to be perceived as a fault finding exercise, there is a need to shift perceptions and adopt a more positive and supportive approach to this process. SADC has made a decision to develop an integrated regional qualification framework can non-formal education be included in this process? There is urgent need to explore how the non-formal sector can be engaged in this process. Global campaigns such as Education for All and the Millennium Development Goals have placed too much emphasis on universal primary education at the expense of quality and ensuring completion of education. Need to ensure that the post 2015 global agenda adopts a more holistic approach to education. More research is needed regarding the dynamics of drop outs or push outs e.g. are more children dropping out of poor state schools or non-formal schools and why this trend is happening? YALE Roundtable Meeting delegates discussing the report findings Key Action Points In plenary, delegates identified and agreed eleven key action points to be taken forward: 1. We will ensure current YALE campaigns are enhanced to engage and influence key decision makers 2. We will lobby key policy makers to allocate additional resources to promote YALE 3. We will identify and share good practices of YALE within the region and beyond 4. Civil society within the region will step up YALE lobby and advocacy activities 5. We will ensure legislation is in place to establish private sector levies to support YALE 6. We will lobby for more holistic education for all 7. We will ensure that YALE is prioritised in ongoing consultations for the post 2015 Millennium Development Goals and Education For All agendas 7

9 8. We will encourage a similar research process to be conducted in other countries and regions 9. We will ensure the creation of a template for the collection of key YALE data 10. We will lobby for the creation of national YALE programmes in our countries 11. We will form a regional network to take forward key YALE issues. Mr. Vally thanked delegates for their valuable inputs and requested everyone to sign the statement of commitment to actively advancing the youth and adult learning priorities in Southern Africa. Panel Discussion Mr. Chris Maroleng chaired the media conference and introduced the group of panellists, which included: Professor Ibrahima Bah-Lalya, Coordinator of NFE Working Group Association for the Development of Education in Africa (ADEA); Ms. Wongani Grace Nkhoma, Education Programme Manager OSISA; Ms. Gina Mumba Chiwela, Executive Member International Council for Adult Education (ICAE) and Mr. Wolfgang Leumer, Regional Director dvv international Southern Africa. The Panellists: (left to right) Mr. Wolfgang Leumer, Ms. Gina Mumba Chiwela, Ms. Wongani Grace Nkhoma, Professor Ibrahima Bah-Lalya, and Mr. Chris Maroleng, facilitator. The following is a summary of questions responded to by the panellists: Why should we care about youth and adult education and learning? Education is more than attending school; it is about values, learning for life and employment. However, formal education does not always provide these skills and is not always adequate, for example there are 11 million children in Nigeria who are not in school. Therefore we need to make sure that children and youth are provided with appropriate knowledge to be functional in society. This is why YALE is so important. 8

10 Why do governments not prioritise YALE? There are many reasons why YALE is not a priority. Governments have many competing concerns, such as agriculture, security and economic development. As a result they sometimes place less emphasis on education. But it is not only about the proportion of resources that are allocated to education, it is also about how much is allocated to non-formal as opposed to formal education. Non-formal education seldom gets priority. Usually less than 1% of the education budget is allocated to YALE. However, we need to give attention and resources to both formal and non-formal education. Education is a right, therefore, we need to look at how education is provided, who needs what kind of education and to ensure that people have access to a range of different types What is the difference between formal and non-formal of education that will education? meet their needs. Formal education happens in a registered school, in a classroom, with a teacher and a blackboard and is governed by specific legislation. Non-formal education happens outside the school system, through NGOs, churches and communities and tends to involve youth and adults. However, non-formal education complements formal education and is designed to meet the specific needs of a community or group. In this region many children and youth are not in school. Governments need to recognise that both formal and non-formal education is being undertaken and therefore need to allocate sufficient resources to support non-formal education adequately. Is the dichotomy between formal and non-formal education fake or forced? Some government policy makers have had difficulty understanding that the two systems are complimentary or to develop education systems that adequately address the education needs of children, as well as youth and adults. The starting point needs to be recognition that both types of education are happening and being implemented by many service providers. Our role is to help policy makers officially recognise non-formal education. Education is a right, therefore, we need to look at how education is provided, who needs what kind of education and to ensure that people have access to a range of different types of education that will meet their needs. Why doesn t Southern Africa have a standardised qualification framework? Some countries have a national qualification framework, however the need for a regional qualification framework has been identified and some work on this process was initiated by SADC. But progress has been slow. The challenge has been how to make the qualification framework more porous as well as enabling people, who have had non-formal education, to be assessed. YALE delegates listening to the panel discussion Is there enough political will for all of these issues to be addressed by governments? There is strong political will in some countries, while in others more 9

11 needs to be done. In countries currently experiencing conflict or humanitarian disasters, the provision of education is very difficult. Another challenge is that most policy makers are not familiar with non-formal education and do not know how to support it or adequately address the needs of the sector. The Deputy Minister of Education in Lesotho responded that it was very important to get political buy-in from government departments and to ensure an adequate level of understanding of the nonformal education sector by political leaders. He also noted that, Because I have participated in this process I can help to maintain political will. The Minister of Education in Swaziland added that, Formal and non formal education should work hand in hand and children need to have access to both. Why are the formal and non-formal systems of education not integrated? There is (also) a need to The lack of integration is related to how governments are officially recognise structured. In some countries there are clusters of ministries, but if they only operate at a bureaucratic level, they do not help officials non-formal systems of to break down silos or to work with each other in an integrated education as legitimate, manner. There is also a need to officially recognise non-formal complimentary and systems of education as legitimate, complimentary and necessary. necessary. What recommendations emerged from the research regarding the integration of formal and non-formal education? Governments and SADC need to recognise that education must be approached holistically. The Millennium Development Goals have distorted the education agenda by putting too much emphasis on primary schooling and formal education. Access to education has increased but quality has declined. Therefore, achieving quantity is not the answer. Many children go through formal education and emerge neither literate nor employable. There are also virtually no postschool facilities available for those who do complete their education and many children fall out of the system before completion. Therefore, we need a lifelong approach to education. This will require a range of interventions, such as developing policies and action plans to cater for those not in the formal system and providing up to date data on who has dropped out, where and why and how they are being educated. Closing Remarks There is an urgent need to rethink the concept of education and the relevance of the curriculum. We need to ensure that what we teach will prepare children and youth to take their place in an increasingly knowledge orientated economy. This will require a paradigm shift in our approach to education. Furthermore, there has been a dramatic shift in demographics in the region, with a large and growing number of youth. Many people are out-of-school or have been failed by the formal education system. Therefore, they face a bleak future which will affect all aspects of their lives. If we do not revolutionise the design, planning and resourcing of current education systems we will be faced with a ticking time bomb. The numbers of children with no future alternative will continue to increase and we will risk the stability of the whole continent. Therefore, our political leaders urgently need to go back to the drawing board and build bridges between formal and nonformal education systems in order to address the needs for all our children and youth. If we do not revolutionise the design, planning and resourcing of current education systems we will be faced with a ticking time bomb. 10

12 Ms. Yoemna Saint, SARN National Manager, signs the statement of commitment. Mr. Deprose Muchena, Acting Executive Director of OSISA addressing delegates of the YALE Roundtable Meeting 11

13 Appendices 1. Presentation of YALE in Southern Africa Report Findings 12

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18 2. List of YALE Roundtable Meeting Participants (Actual) No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address Resource Persons Graça Machel Trust Mrs. Graça MACHEL Founder PA: PA (Vimla Naidoo): 1 Vimla@nelsonmandela.org 2 3 Burkina Faso Association for the Development of Education in Africa (ADEA) University of KwaZulu- Natal (UKZN) Prof. Ibrahima BAH- LALYA Coordinator NFE Working Group Prof. John AITCHISON Professor Emeritus / Regional YALE Report Author Cell:+ (226) Tel: + (224) Tel:+27 (0) Cell: gtenf@fasonet.bf; lalyabah2@yahoo.com aitchisonjjw@gmail.com ADEA WGENF, 11 BP 692, Ouagadougou CMS 11, Burkina Faso 9 Forest Hill, 165 St. Thomas Road, Durban 4001, 4 5 Zambia International Council for Adult Education (ICAE)/ People's Action Forum (PAF) Centre for Education Rights and Transformation (CERT)- University of Johannesburg International and Regional Delegation United Open Society Kingdom Institute-Education 6 Support Programme (OSI-ESP) Zambia Africa Network Campaign on 7 Education for All (ANCEFA) Malawi ActionAid 8 International Ms. Gina MUMBA CHIWELA Executive Committee Member/Executive Director Tel: / Cell: Mr. Salim VALLY Director Tel: +27 (0) Cell: +27 (0) Dr. Ian MACPHERSON Mr. Limbani NSAPATO Mrs. Julie JUMA Deputy Director Tel: Cell: Policy and Advocacy Manager Education Coordinator Tel: Cell: Tel: Cell: gina.mchiwela@gmail.com PAF, Box 33709, Lusaka, Zambia salimvally1@gmail.com ian.macpherson@osf-eu.org CERT, University of Johannesburg, Private Bag, Johannesburg, 100 Cambridge Grove, London W6 0LE, England Insapato@gmail.com ANCEFA, Box 30774, Lusaka, Zambia juile.juma@actionaid.org P.O. Box 30735, Lilongwe 3, Malawi 17

19 No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address Namibia UNESCO Cluster Office Mr. Samuel Assistant Education Tel: Street UN House, Stein Fernandez DIEKERT Programme Specialist / 7212 P.O. Box Klein Windhoek, Windhoek Namibia 10 Graça Machel Trust Mr. Bernard ORIMBO Child Rights Program Manager Tel: +27 (0) Cell: BernardO@gracamachel.org or onyangobee@yahoo.com National delegations Angola Ministry of Education - Angola: National 11 Directorate of Adult Education Ministry of Education - Angola: National 12 Directorate of Adult Education Sr. Maculu AFONSO Sr. Evaristo PEDRO Director Nacional de Educação de Adultos Chefe de Departmento de Alfabetização e Aceleração Escolar Tel: Cell: Tel: Cell: / valentim.afonso@hotmail.co m evardito@hotmail.com Largo António Jacinto (Largo dos Ministérios), Luanda, Angola Largo António Jacinto (Largo dos Ministérios), Luanda, Angola 13 Lesotho Ministry of Education and Training (MOET) Hon. Apesi RATSELE Deputy Minister Tel: Cell: apesi.ratsele@gov.ls P.O. Box 0313, Maseru 100, Lesotho 14 Ministry of Education and Training (MOET) Mr. Ratsiu MAJARA Chief Education Officer Tel: Cell: ratsiu.majara@gov.ls P.O. Box 44, Maseru 100, Lesotho 15 National Youth Council Mr. Bokang RAMATSELLA President Tel: Cell: / bokangramatsella39@gmail.c om Box 24, T.Y., Maseru, Lesotho Campaign for Education Forum (CEF) National University of Lesotho/Institute for Extra-Muriel Studies (IEMS) Ms. Kholu TSUMANE National Coordinator Tel: Cell: Dr. Setoi SETOI Snr. Extension Educator/YALE Lesotho Researcher Tel: Cell: kholu@live.co.za P.O.Box 12528, Maseru 100, Lesotho smsetoi@yahoo.com IEMS, Private Bag A47, Maseru, Lesotho 18

20 No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address NGO Coalition Mr. Makent'si Youth Development Tel: THAMAE Officer 19 Mozambique Ministério da Educação - Mozambique Sra. Maria ZACARIAS Permanent Secretary Tel: Cell: Maria.Zacarias@mined.gov.m z Av. 24 de Julho, 167, Caixa Postal 34, Maputo, Mozambique 20 Ministério da Educação - Mozambique Sr. Laurindo NHACUNE National Director of Literacy and Adult Education Tel: Cell: Laurindo.Nhacune@mined.go v.mz Av. 24 de Julho, 167, Caixa Postal 34, Maputo, Mozambique dvv international - Mozambique Mozambique Education for All Coalition (MEPT) Mr. David HARRINGTON Sr. Reinaldo SIVE Project Director Tel: Cell: Chairperson of the Board RL Consultants Sr. Roberto LUIS Director/ Mozambique YALE Researcher Cell: Tel: Cell: A 1494 Avenida Kwame Nkrumah, Maputo, Mozambique rsive@teledata.mz A.V. Alberto Lithuli, No. 1275, First Flow, Maputo, Mozambique roberto.luismoz@gmail.com R. Simoes da Silva 111, Lo. Ander, Fdlat 2, Maputo, Mozambique Namibia Ministry of Education Ms. Claudia TJIKUUA Under Secretary: LLL tel: claudia.tjikuua@moe.gov.na Private Bag 13186, Windhoek, Namibia Ministry of Education - Directorate of Adult Education National Youth Council of Namibia Namibia Education Coalition for Civil Society Organisations (NECCSO) Namibian Literacy Trust Mr. Beans NGATJIZEKO Director of Adult Education Mr. Mandela KAPERE Executive Chairperson Tel: /88/7 Cell: Tel: /9 Cell: Mr. Uhuru DEMPERS Program Director Tel: Cell: Mr. Simon Michael JIMMY Trust Manager Tel: /3 Cell: beans.ngatjizeko@moe.gov.n a info@youthcouncilnamibia.or g OR: madibak@gmail.com uhurud@hotmail.com smjimmy911@gmail.com P.O. Box 60956, Katutura, Windhoek, Namibia 3 Schonlein Street, Windhoek, Namibia 19

21 No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address University of Namibia Dr. Rakel Kavena OR P.O. Box 4244, SHALYEFU Windhoek, Namibia dvv international- Swaziland Department of Higher Education and Training (DHET) - Vocational and Continuing Education and Training Unit n Qualifications Authority (SAQA) Ministry of Education and Training - Swaziland Ministry of Education and Training - Swaziland Ministry of Education and Training - Swaziland Ministry of Education and Training - Swaziland Swaziland National Campaign for Education For All (SWANCEFA) Director - teaching and Learning Improvement Unit/ Namibia YALE Researcher Tel: Cell: Mr. Farrell HUNTER Project Director Tel: Cell: Ms. Lebogang MOKWENA Mr. Joe SAMUELS Hon. Wilson NTSHANGASE Acting Director - Youth Development Programmes Chief Executive Officer Tel: +27 (0) Tel: Cell: Minister Tel: Cell: Mr. Patrick MUIR Principal Secretary Tel: Cell: Mr. Musa MACWELE Senior Inspector of Schools - Adult & NFE Mr. Mpendulo KHUMALO Mr. Jabulani SHABANGU Chief Inspector for Secondary Schools Tel: (Ext 2120) Cell: Tel: Cell: Vice-Chair Tel: Cell: f.hunter@dvvinternational.co.za mokwena.l@dhet.gov.za PO Box 107, Observatory, Cape Town 7925, South Africa j.samuels@saqa.co.za SAQA House, 1067 Arcadia Street, Hatfield, Pretoria 0083, minister@education.gov.sz Box 39, Mbabane, Swaziland musamacwele@yahoo.com khumalompe@gov.sz jabulang@yahoo.co.uk Box 39, Mbabane, Swaziland Box 39, Mbabane, Swaziland Box 39, Mbabane, Swaziland 20

22 No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address Swaziland National Mr. Mambandvule Former CEO Tel: P.O. Box 87, Entfonjeni, 38 Campaign for Clifford MAGAGULA Cell: Swaziland Education For All (SWANCEFA) 39 University of Swaziland Dr. David JELE Lecturer/ Swaziland YALE Researcher Tel: Cell: djele@uniswa.sz P.O. Bvox 2828, Manzini M200, Swaziland Host Organisations & Zimbabwe OSISA OSISA OSISA OSISA Mr. Deprose MUCHENA Ms. Wongani Grace NKHOMA Acting Executive Director Education Programme Manager Mr. Justine NGULUBE ECDE Assistant Programme Manager Ms. Yvonne MATHEBULA Education Programme Assistant OSISA Dr. Steffen SAIFER Consultant ECD Specialist Tel: DeproseM@osisa.org Tel: Cell: GraceN@osisa.org Tel: JustineN@osisa.org Tel: YvonneM@osisa.org Tel: SteffenS@osisa.org 148 Jan Smuts Avenue, Rosebank, Johannesburg 2196, 149 Jan Smuts Avenue, Rosebank, Johannesburg 2196, 150 Jan Smuts Avenue, Rosebank, Johannesburg 2196, 151 Jan Smuts Avenue, Rosebank, Johannesburg 2196, 152 Jan Smuts Avenue, Rosebank, Johannesburg 2196, OSISA Ms. Roseline MUIVIA Education Intern Tel: RoselineM@osisa.org 153 Jan Smuts Avenue, Rosebank, Johannesburg 2196, 21

23 No COUNTRY BODY/ORG NAME POSITION TEL/CELL Mailing Address dvv international - Mr. Wolfgang w.leumer@dvvinternational.org.zw Southern Africa LEUMER Regional Director (Southern Africa Resource Centre) Tel: Cell: SARN Ms. Yoemna SAINT National Manager Tel: Cell: SARN Ms. Eulenda SHIRILELE Administrator/ Finance Officer Tel: Cell: Peckham Road, Highlands, Harare, Zimbabwe yoemna.saint@sareflect.org Postnet Suite 28, Private Bag X9, Melville 2109, Johannesburg, eulenda.shirilele@sareflect.or g Postnet Suite 28, Private Bag X9, Melville 2109, Johannesburg, SARN Mr. Sandile ZWANE Reflect Project Coordinator & Shared Learning Officer Tel: cell: SARN Ms. Louise KNIGHT Consultant Tel: Cell: SARN Ms. Dominique MABASO SARN Mrs. Penny WARD Consultant (Rapporteur) Consultant Cell: dominique@thuhlo.co.za Tel: Cell: sandile.zwane@sareflect.org Postnet Suite 28, Private Bag X9, Melville 2109, Johannesburg, louise@rights2change.co.ca Postnet Suite 310, Private Bag X9, Melville 2109, Johannesburg, penny@mutengo.co.za 53 SARN Mrs. Angela Marina LOPES Consultant (Interpreter) Tel: Cell: marinalopes@telkomsa.net OR itranslate@telkomsa.net 54 SARN Mrs. Denise DE COSTA Consultant (Interpreter) Tel: marinalopes@telkomsa.net OR itranslate@telkomsa.net 22

24 3. Brief Profiles of Host Organisations OSISA The Open Society Initiative for Southern Africa (OSISA) is a growing African institution committed to deepening democracy, protecting human rights and enhancing good governance in southern Africa. OSISA s vision is to promote and sustain the ideals, values, institutions and practice of open society, with the aim of establishing a vibrant southern African society, in which people, free from material and other deprivation, understand their rights and responsibilities and participate democratically in all spheres of life. dvv international dvv international is a German non-governmental organisation Institute for International Cooperation of the German Adult Education Association (Deutscher Volkshochschul-Verband e.v., DVV). Its main objective is the promotion of Development through Cooperation in Youth and Adult Education. The domestic and international work of dvv international is guided by a commitment to human rights and the Institute's principles on the promotion of women and gender equality. dvv international operates on a global level, cooperating with more than 200 partners in over 40 countries. The Institute sees itself as a professional partner that brings experience and resources to joint projects and learns, in turn, from its partners. Reflect Network (SARN) The Reflect Network is popularly known as SARN. It is a network of participants, practitioners, organisations, and adult education and development activists across who are either using Reflect or advocate for using Reflect as an accepted and preferred means to contribute to the realisation of the rights of the poor. As such, SARN is a network of like-minded individuals and organisations that aim to strengthen the lives of poor and excluded people and encourage them to become vibrant and vocal members of civil society, through meaningful youth and adult learning and education. Mr Salim Vally, Director of the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg, introducing the programme of the day 23