| Project | Synopsis |
|---|---|
Parliament Education Committee Symposium on Education and Conflict |
The Permanent Committee on Education, Culture, Tourism and Human Resources approved the idea of holding a symposium on education systems in conflict and post-conflict countries. The Education sector in many African countries affected by conflict is currently under developed, and allows the continuity of early school drop out. There is also reduced of education budgets, and the international aid mostly concentrates on relief and humanitarian programmes. |
Promoting Access to Education for Out of School Girls in Binga District in Zimbabwe |
This project by the Forum for African Women Educationalists (FAWEZI) seeks to raise awareness among out of school girls, parents and community stakeholders on the need to support out of school girls to have access to second chance education and to influence Ministry of Education officials to provide educational opportunities for out of school girls within selected communities in Binga District. |
Raising Awareness and Improving the Quality of Early Childhood Care and Development in Lesotho |
The project seeks to support the implementation of the Integrated Early Childhood Care and Development (IECCD) Policy and Strategic Plan in Lesotho. The policy and strategic plan is currently in draft form. The final version will be completed by October, 2012 and implementation will start at the beginning of 2013. The lack of a comprehensive ECDE policy and plan has been an outstanding challenge that has hindered the promotion of more and better quality early childhood services. |
Raising Awareness and Improving the Quality of Early Childhood Care and Education in Swaziland |
The proposed project seeks to improve the quality of early childhood development, and begin the process of establishing Grade 0 in public primary schools, and will also sensitise local leaders, and parents on the impacts that early childhood development and education has on later life and learning. This is a capacity building project.
In Swaziland ECDE is under the Ministry of Education and Training. The ECDE department has 21 personnel: One Senior Inspector is based in the headquarters and in each region there is one inspector and four coordinators. |
Review and Development of the Southern Africa Development Community (SADC) Education Portfolio: Phase 2 |
As part of the process of supporting the improvement in the efficiency and effectiveness of the Southern Africa Development Community’s (SADC) education and training portfolio it has been proposed by SADC with the support of the Open Society of Southern Africa (OSISA) to contract the Centre for Education Policy Development (CEPD) to develop a youth education and development strategy for the region. |
Roll out of Reflect Methodologies in Zimbabwe |
This project is a continuation of a project run by PENYA in Zimbabwe, which was to train REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) facilitators in 2010. The REFLECT approach combines PRA techniques with FREIREAN literacy methods and is at the same time a rights based approach. |
Roll Out of the Critical Thinking Pedagogical Approach in Malawi |
Reviews of the education system in Malawi have done little to improve content quality, and have fallen short of creating teaching processes, that help learners develop high order thinking skills. This project stems from the introduction of the Critical Thinking teaching methodologies, during a workshop held with the technical and financial support from the Open Society Initiative for Southern Africa (OSISA) in 2010, which provided a policy level platform for discussions on how the concept could be integrated into the Malawian education system. |
School Governance Project |
School Governance Project (SGP) is a project being implemented by the Namibia Development Trust (NDT). This project intends to respond to the low level of education outcomes in the northern region of Namibia by improving school governance through active involvement and participation of school boards, principals, parents, communities and other civic bodies in selected local communities. NDT will implement activities to raise the awareness on the role of parents, communities and school boards in education management and governance and build their capacity to carry out this role. |
Second Chance Learning and Skills Programme for Out of School Youth in Botswana |
Currently there is a high dropout rate in Botswana, where only 46.2 percent of learners completed Form 5 in 2007, from those who started Grade 1 in 1996. The most often-cited reason for secondary school dropouts in 2007 were desertion at 54.5 percent and pregnancy at 31.6 percent. The Aflateen programme brings social and financial education to young people ages 14 – 18+. Aflateen connects the transformative potential of young people and enables them to be key change agents in their own lives and in the lives of their community. |
Situational Analysis of Financial Barriers to Accessing Quality Education in Zimbabwe |
In 2001 the Zimbabwean government created the Basic Education Assistance Module (BEAM) to help poor and marginalized children to access quality education, and ensure they do not drop out of school. However, since the economic meltdown, the Zimbabwean government has reneged on its promise to make education free citing other pressing issues. Fees and levies have been implemented by the government increasing in the process school dropouts especially in rural areas where people have no access to meaningful income. |
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