ERNWACA Strategy Session 2002-05

Educational Research Network for West And Central Africa

Réseau Ouest et Centre Africain de Recherche en Education

ERNWACA Strategy Session 2002-05 IDRC Regional Office, World Bank Distance Learning Center

Dakar, Senegal February 18-21, 2002

Report Writers: Deborah Glassman, Consultant Irene Efua Irene Barry-Amenyah, ERNWACA-Togo

ERNWACA / ROCARE • Tel: (223) 221 16 12 / 674 83 84, Fax: (223) 221 21 15 • BP E 1854, Bamako, MALI • Email: [email protected]

Benin • Burkina Faso • Cameroon • Cote d’Ivoire • Gambia •Ghana • Guinea• Mali • Nigeria • Senegal • Sierra Leon • Togo www.ernwaca.org / www.rocare.org

ERNWACA REGIONAL STRATEGY SESSION, Dakar, Senegal, 18-21 Feb. 2002

TABLE OF CONTENTS

1- INTRODUCTION......................................................................................................... 3 1.1 Strategic Planning Objectives .............................................................................. 3 1.2 Participants........................................................................................................... 3 1.2.1 ERNWACA National Coordinations .......................................................... 3 1.2.2 Partners ........................................................................................................ 3 1.2.3 Resource People .......................................................................................... 4 1.3 Opening Ceremony .............................................................................................. 4

2- THE ERNWACA VISION........................................................................................... 6 2.1 Mission................................................................................................................. 6 2.2 Members ............................................................................................................... 6 2.3 History.................................................................................................................. 6 2.4 ERNWACA Today, ERNWACA Tomorrow ..................................................... 6

3- ERNWACA NATIONAL COORDINATION PRESENTATIONS ASSESSING THE PAST, PROJECTING THE FUTURE ....................................... 7 3.1 Country Reports ................................................................................................... 7 Benin .................................................................................................................... 7 Burkina Faso ........................................................................................................ 7 Cameroon............................................................................................................. 8 Côte d'Ivoire ......................................................................................................... 8 Gambia ................................................................................................................. 8 Ghana ................................................................................................................... 8 Guinea ................................................................................................................. .9 Mali ..................................................................................................................... .9 Niger ..................................................................................................................... 9 Nigeria................................................................................................................10 Senegal...............................................................................................................10 Togo ...................................................................................................................10 3.2 Discussion Issues................................................................................................10 3.2.1 Using National Languages in Schools ......................................................10 3.2.2 French/English language issue ..................................................................11 3.2.3 Other Discussion Issues ............................................................................11

4- EDUCATION AND GENDER ..................................................................................11

5- INSTITUTION-BULDING........................................................................................12 5.1 ERNWACA Members' Self-Assessment ...........................................................12 5.2 Institution-Building: Presentations by Resource Persons ..................................13 5.3 Mobilizing Resources.........................................................................................14

6- IMPLEMENTING THE VISION .............................................................................14 6.1 Defining the Research Agenda 2002-05 ............................................................14 6.2 National and Regional Capacity-Building .........................................................17 6.3 Information and Communication.......................................................................17

7- ANNEXES ...................................................................................................................19

ANNEX A: STRATEGY SESSION PROGRAM ....................................................20

ANNEX B: PARTICIPANTS, PARTNERS, RESOURCE PERSONS .................22


ANNEX C: REGIONAL COMMITEE MEMBERS...............................................27

ANNEX D: PROFESSIONAL DEVELOPMENT SEMINAR...............................28

1- INTRODUCTION

1.1 Strategic Planning Objectives Convened by the regional coordinator and under the auspices of the Minister of Education of Senegal, ERNWACA held its strategy session on February 18-21, 2002 with national coordinators and international partners at the IDRC Regional Office in Dakar. The meeting culminated in a professional development seminar on Internetworking and PowerPointing for education research at the World Bank Distance Learning Center. Three overarching objectives guided the meetings.

- Build consensus for the 2002-05 program by defining a research agenda reflecting national and regional education priorities.

- Raise ERNWACA's national, regional, and international visibility, and consolidate its role as a pivotal actor in education research in Africa.

- Pursue dialogues with longstanding partners and initiate dialogues with new partners to pool expertise and resources.

1.2 Participants

1.2.1 ERNWACA National Coordinations The following countries were represented at the meeting by their national coordinators: Benin, Burkina Faso, Cameroon, Côte d'Ivoire, Gambia, Ghana, Guinea, Mali, Nigeria, Senegal, Togo. Niger does not yet have a ENRWACA chapter, but the director of the Ecole Normale Supérieure attended the meeting and plans to open a national office. Mauritania has expressed interest in opening a national chapter but was not represented. Sierra Leone was not represented because of communication problems.

1.2.2 Partners ERNWACA has a long history of cooperation and support with numerous partners. Besides ERNWACA Coordinators, the following were present at the opening ceremony and throughout the meetings reiterated their commitment to the Network.

- Minister of Education of Senegal, represented by his Cabinet Director - Ministry of Solidarity and Social Development also representing the Forum for African

Women Educators (FAWE) - UNESCO/Regional Office for African Education Development (BREDA), Director - Association for the Development of Education in Africa (ADEA), Executive Secretary - International Develo pment Research Centre (IDRC), Regional Director - USAID/Sara Project and Academy for Educational Development, Washington, D.C.,

Education Advisor - New Economic Partnership for African Development (NEPAD) (excused) - Forum Africain des Parlementaires pour l'Education (FAPED) (excused) - Paul Gerin-Lajoie Interuniveristy Center for International Education at the University of

Quebec at Montreal (UQAM) (participated in planning but unable to attend).


1.2.3 Resource People Representatives from the Conseil pour le Développement de la Recherche en Sciences Sociales en Afrique (CODESRIA), Network for Environment and Sustainable Development in Africa (NESDA), Winrock International, and two report writers attended the meeting, on a volunteer basis, as resource persons in the areas of gender and education; resource mobilization and institution-building, and new information and communication technologies (NICTs).

1.3 Opening ceremony Joseph Pierre Ndiaye, Cabinet Director representing Moustapha Sourang, Minister of Education of Senegal, and ERNWACA Regional Steering Committee Member Choosing Dakar as a venue for this meeting reflects ERNWACA's desire for synergy in helping the African continent to meet development challenges that require democratic, effective education systems. Your research demonstrates the dynamism of your network. Your studies on the impact of community participation in Togo and Senegal; community contributions to running schools; girls' education in West and Central Africa; the effects of community participation in basic education on access and quality in Benin, Cameroon, Ghana and Mali; and the factors influencing access and retention in Côte d'Ivoire and the Gambia, among others, make it clear that your work is necessary for ensuring quality education for all. Your approach banishes sectarianism, and looks to innovative solutions that take into consideration the concerns of our people, the quality of our human resources, and the social and economic constraints impinging on us. Your objectives dovetail with those of NEPAD, which sees social development through education as a major program axis. Your strategic objectives of building capacity in research and evaluation, improving the quality of research, facilitating exchange and collaboration among researchers, actors, and policymakers in education, contribute to promoting African expertise. This, in turn, should have a positive impact on educational policy and practice. Armogum Parsuramen, Regional Director, UNESCO/BREDA I would like to pay warm tribute to Mr. Moustapha Sourang, Minister of Education of Senegal, for all of the dynamic actions he has undertaken on behalf of education in Africa, and particularly for his contribution to ERNWACA. I would like to thank the network for its contributions and recall that our cooperation dates to 1996, when BREDA helped finance a regional study on the contribution of local communities to education quality in Togo, Guinea, and Senegal. UNESCO/BREDA's highest priorities are to coordinate efforts aimed at achieving Education for All as a follow-up to the Dakar 2000 conference. Our organization is committed to working within the NEPAD context; collaborating with national EFA coordinators on plans that will be due by December 2002; launching FAPED; and organizing MINEDAF VIII (Meeting of African Ministers of Education). ERNWACA's themes overlap with those of the Dakar Forum and NEPAD: capacity-building, gender and education, HIV/AIDS, and NICTs. ERNWACA has given two scholarships to our staff to attend your professional development seminar (Internet, Powerpoint). A Memorandum of Understanding between UNESCO/BREDA and ERNWACA is imminent. Note: UNESCO/BREDA is a corporate member of ERNWACA's scientific committee in Senegal.


Mamadou N'doye, Executive Secretary, ADEA ADEA has a commitment to ERNWACA. It is our duty and in our interest to support the Network's new phase. African countries have become dependent upon aid, which has made appropriation a central issue. No real development took place so long as no real partnership existed between the North and Africa. ADEA was created in 1988 by education funders whose primary message was appropriation and partnership. ADEA began a dialogue and coordination between funders and education ministers on education policy to see what reforms should be promoted, and to make aid strategies synergistic rather than competitive in order to promote internal capacity. We have since expanded to include representatives from civil society. Reform needs to be informed by research and reliable data on education systems. ERNWACA's professional researchers can contribute by evaluating educational practices, providing conceptual and methodological frameworks for analytic rather than descriptive case studies, disseminating their lessons, and participating in ADEA Working Groups. Gilles Forget, Regional Director, IDRC IDRC has partnered with ROCARE since its creation in 1989 to help it construct and make viable a network operating in 12 countries. ERNWACA's 3rd phase is concluding as IDRC is entering a 5-year plan focusing on the environment, on social equity, and on NICTs. As IDRC does not currently have an education program, we encourage and support ERNWACA in achieving greater autonomy. IDRC considers the following ERNWACA objectives to be important for improving education policy in West and Central Africa:

- orient educational policies and education people - train researchers - make results easily available - promote policy dialogue - capitalize on the national production of studies.

Yolande Miller-Grandvaux, Education Advisor USAID, Africa Bureau/SD/ED AED/SARA Project, Washington, D.C. USAID, in collaboration with IDRC, has provided technical and financial support to ERNWACA virtually from its inception. Together with the Academy for Educational Development (AED) and its SARA project (Support for Analysis and Research in Africa), we have contributed to the publication and dissemination of several studies and have helped organize training workshops on public policy and advocacy for ERNWACA members and partners. Like IDRC, USAID strongly encourages ERNWACA to expand its base of partners and to seek new sources of support as it enters its fourth phase. We are currently supporting the Regional Coordination in its efforts to restructure and mobilize resources. We know that ERNWACA plays a key role in promoting discussions on education that focus on the most pressing issues requiring research. Baye Niass Cissé, Technical Advisor, representing Aminata Tall, Senegalese Ministry of Social Development and Solidarity and Forum for African Women Educators (FAWE). Madame Aminata Tall expressed her commitment to working with ERNWACA both in her capacity as minister and as the representative of FAWE. She stressed the importance of research to the development process underway in our societies.


2- THE ERNWACA VISION

2.1 Mission Build a culture of research and promote African expertise to positively influence educational practices and policies.

2.2 Members ERNWACA membership includes individuals, institutions (teacher training colleges, research institutes, universities, ministries, international organizations) and civil society. Members are professionally diverse, work independently of any political agenda, and therefore offer a multiplicity of perspectives and expertise.

2.3 History Education researchers created ERNWACA in 1989 at a meeting in Freetown. IDRC recognized the need and value of the initiative to strengthen education research by Africans in Africa, and solely provided initial funding. USAID was soon to follow lending both technical and financial support. 1989-1992: ERNWACA created national offices, made an inventory of African research in education, and published a synthesis of 1056 studies (Overlooked and Undervalued). 1993-1997: ERNWACA undertook transnational studies focused primarily on community participation in education, and consulted with African ministries of education, the World Bank, UN organizations, NGOs and bilateral agencies, among others. ERNWACA organized the Segou Perspectives meeting to harmonize regional education policies, and was instrumental in launching the action plan for the Decade of Education. 1998-2001: ERNWACA began to focus on the fundamental issue of policy dialogue, actively participated in international education conferences, and organized public advocacy seminars for its members and partners.

2.4 ERNWACA Today, ERNWACA Tomorrow, Regional Coordinator, Kathryn Touré What Will ERNWACA Emphasize in its Next Phase? - Breaking with failed models, - Opening to new members, partners, and ways of thinking, to more women and more

disciplines, including communicators, establishing better institutional linkages, - Communicating more broadly and strategically, using traditional and modern technologies.

Role of the Researcher. Education must respond to the real needs of our communities. This means not only understanding the daily world of curriculum, books, students, teachers, families, and communities but also interacting with ministries and policymakers, and dialoguing with researchers nationally and internationally in order to share experience and be in a position to contribute expertise. ERNWACA’s presence in 12 countries in West and Central Africa gives it


the requisite regional perspective in the educational process and those involved in it for successful development work. Power of Networking. Networking multiplies communication vectors and the impact, efficiency, cost-effectiveness, and representativeness of research. Communication can move outwards from a center (regional office-members), or be bilateral (member- member-center) or multilateral (direct communication among national offices, the center working back and forth to all members.) Networking with other networks of researchers, donors, and partners further multiplies the numbers of voices promoting similar actions to improve education systems. Our Partners. We partner with individuals, institutions, and networks to better coordinate efforts to improve education systems, to avoid redundancy, and ultimately to ensure a good return on research investments. Partnering also implies an integrated approach to programs such as NEPAD.

3- ERNWACA NATIONAL COORDINATION PRESENTATIONS :

ASSESSING THE PAST, PROJECTING THE FUTURE

3.1 Country Reports The situation of ERNWACA national offices is extremely varied. To prepare for the regional strategy session, national offices were asked to report on their situation, on ERNWACA's contributions to research, and on their current plans. The following briefly summarizes national chapter reports.

Benin The first ERNWACA study evaluated the state of education research in Benin. During Phase 2, a roundtable on education in Benin was organized and supported, and provided another opportunity to bring together funders, researchers, and policiticans. Phase 3. A study with Togo on professional training in the informal sector in Africa. The transferability of fieldwork served as a basis for reforming technical training and introduced a dual system of professional training. We undertook a transnational study on community participation and another study on the quality of basic education to examine the impact of decentralization of the education system (USAID). A new education system reform was announced in 1990 and implementation began in 1995. USAID provided financial assistance of $59 million for primary education; the effort resembles an Education for All program insofar as the education system is beginning to implement Dakar conference principles, and to assess the state of education in Benin after 10 years of reform. The most interesting issues are girls' education and the articulation between informal and formal education.

Burkina Faso ERNWACA participated in meetings and studies organized for the Ministry of Education, especially to prepare the 10-year plan, and the ERNWACA coordinator was named as a ministerial advisor. In 2000-01 we participated in and distributed the results of a transnational study on community participation in education for the Paul Gérin-Lajoie Foundation. The Burkina Faso office needs to formalize, become visible and promote itself more actively. National education priorities are :


- Make Basic education reach 70% enrollment by 2010, improve the quality of instruction, link school to production needs, and improve school system management.

- Non-formal education should provide 40% literacy, better infrastructures, and decentralization. - Secondary education: improve access, quality and management. - Higher education: manage flows, make instruction more professional, introduce more

privatization, increase infrastructures.

Cameroon ERNWACA was solicited to consult on the strategic orientation of the education reform, we helped to decentralize the system and to pass several laws concerning textbooks, the status of teachers, school buildings, good governance, and private education.

Cote d'Ivoire Educational spending in Côte d'Ivoire is rising, but dropping as a percentage of GNP. Child mortality rates and life expectancy are both dropping but the incidence of malaria and AIDS are increasing. Primary school enrolment rates are slowly rising for boys and girls: from 57.5% in 1992 to 62% in 1998 for girls and from 77.4% to 83.5% for boys. Our position on the Human Development Index rose from no. 154 /174 to no. 134 in 1997. Between 1996-1998, ERNWACA produced six studies with three types of impact: 1/ reducing the cost of education for parents in some regions, 2/ positioning ERNWACA as a strategic partner for education decision-making processes within government, and 3/ attracting new consultancy work that will feed into administrative decisions in educational systems. Since 2001 we have been working on a study to examine public financial aid to private education. Education is poorly adapted to the needs of the labor market and education research is not sufficiently centered on development issues. Our priorities are to improve girls' participation in education, reduce regional inequities, and to conduct a labor market analysis with ministries, funders, development partners, and NGOs.

The Gambia ERNWACA was established in the Gambia in 1993 and housed at the Technical Training Institute. Since 2000, ERNWACA is a not-for-profit organization whose office is provided by the Secretary of State for Education. ERNWACA has secured consultancies from ActionAID for primary education and has good strategies for disseminating research findings. We received $20,000 to review the faculty of education at Gambia College, looking specifically at management and curriculum issues. We are planning two research training workshops, subject to availability of funds, to build research capacity to meet the growing demand for education research.

Ghana We evolved our local structure to integrate researchers, policy makers, and funders. We have a National Coordinator and an Alternate Coordinator who is the Director General of the Ghana Education Service, which gives us a foot in policy implementation. Every study involves all actors in the research process to facilitate subsequent implementation. Our study on the effects of community participation on access and quality has made people understand that cost-sharing is essential given that the Ministry of Education has insufficient budget. The study enhanced efforts to mobilize parents, communities and local governments to join hands with the central government. In 2000, we prepared the State of Education in Ghana


Report for the Ghana National Education Coalition Campaign, which became the main tool in a campaign for the allocation of more resources to basic education. The education reform in Ghana will not achieve its goals of universal basic education for all in 2004, however. The rates of access and quality improvement are static. Parents prefer private schools despite their higher costs. The government therefore created a national committee to review the reform program, and invited two ERNWACA members to participate. An ERNWACA member chairs the committee. The ERNWACA report on ‘the State of Education in Ghana,’ is being extensively used by the national committee. Our future priorities are to improve educational quality, especially in rural areas; reduce education costs; promote girls' education; pursue science and technology; and improve the management of mission schools.

Guinea ERNWACA participated in several studies that informed the government's education vision. Sexual discrimination has become a subject of government concern and attention. The issue is to fuse research and training to better target teacher training. Teacher training rates have increased to 56%+, but the quality must be improved and materials (books, curriculum) need to change. ERNWACA participated in a study on the relationship between curriculum and training and recommended strategies for improvement. ERNWACA worked with the World Bank on a successfully completed project to have teachers define their needs. We participated in a USAID project on on-site teacher training and are currently assessing its impact. We have increased girls' enrollment rates in Guinea through very strong funder support by redeploying teachers and creating new schools and classes. New programs have helped to increase enrolment rates but quantity and quality don't go together. Our 10-year. program focuses on quality. Mali ERNWACA was involved in the preparatory studies for Mali's decade-long education reform, PRODEC. We participated in the transnational study on community participation and in national studies for Plan International, World Education, Africare, Save the Children and other NGOs including the Paul Gérin-Lajoie Foundation and the University of Quebec at Montreal. These later studies made it possible to define how to improve the quality of education in community schools and how to encourage community participation in education. Our most recent study is on NGO participation in education, which has helped to reveal respective perceptions of NGO and government and how to evolve them through more dialogue and interaction. Carrying out studies financed by others raises the question of the objectivity of paid research. We plan to carry out more independent studies. We organize research methodology workshops for our young researchers when we undertake studies, and all members have received public advocacy training.

Niger Our situation resembles that of Burkina Faso. Our chapter has no legal status and has been inactive since 1996, when ERNWACA was being established and Niger had a revolution. School enrolments in the Sahel are 34%. The bulk of the education budget goes to salaries with little earmarked for research. Sub-regional cooperation is important for us, therefore, and we are concerned with ongoing teacher training, education reform, and appropriate textbooks.


Nigeria ERNWACA-Nigeria seeks to help repair the foundations of the education system. Some researchers are working on developing and validating a productivity-oriented self-learning kit, the Pneumasoft Tutor that includes a mini-lab and is expected to cover several subjects at all levels. We would like also to propose a national science and technology invention competition to spur indigenous science and technology development. The Nigeria office is one of the youngest in the network and became active when we held a workshop at the University of Lagos last November to launch the Small Grants Program for Education Research. We are setting the stage for developing our statutes and by-laws and our first General Assembly meeting and elections.

Senegal Education in Senegal is ill adapted to our social needs. Education policies, programs and strategies are outdated and the current reform seeks to ameliorate this situation. Many schools are empty, there are not enough teachers or staff. Girls' enrolment and retention rates are lower than those of boys. Current projects: a study, partnering with PDEF Health/Nutrition and the World Bank, on the prevalence of AIDS in schools; and helping to prepare advocacy tools for FAPED.

Togo Demographic pressures (36% of the population is between 3-11 years old) in Togo are driving enrolments, but there are not enough trained teachers. The Togolese education system is attempting to decentralize. An ERNWACA study on professional training in the informal sector, for the Hanns Seidel Foundation and UQAM, described an alternative model for professional training that had an impact on Togo's regional centers for technical and professional training. We undertook a study on community participation in school administration and finance which affected the government's role in education. After the study on cooperation in primary education involving community financial contributions, a managerial structure that included parents was created. The National Ministry of Education and Research and the Ministry of Technical and Professional Training are the main clients for ERNWACA research. The Ministries of Health, Environment, Women, and Literacy have been interested in studies on NICTs. Less money has been available for research in Togo since the suspension of French Cooperation. The Hanns Seidel Foundation is defining its research agenda and could be an effective ERNWACA partner. An evaluation committee is being formed to identify the principal education problems in Togo. ERNWACA has engaged in informal discussion with several ministries to position itself to define the priority research areas for the next decade.

3.2 Discussion Issues National presentations elicited considerable discussion around issues.

3.2.1 Using National Languages in Schools Niger's educational reform promotes national languages, even in kindergarten, and bilingual teaching. In Burkina, pilot schools use national languages -- a convergent pedagogy -- but there is no follow-up in secondary schools for lack of funds. In Mali, PRODEC integrated teaching in national languages based on a two-school, six-year study that produced extraordinary results. In Ghana, grades 1-3 began to be taught in local languages in 1996, but today, parents feel this is hampering educational quality. Private school students do better, but they start learning in English. There is popular pressure to reverse the situation and to begin training in English.


3.2.2 French/English language issue The legacy of our French and English colonial pasts on education systems makes it particularly important to share experiences. The apparent advances in Anglophone countries could serve Francophone countries seeking to implement crucial innovations in evaluation, in creating generally recognized certificates, in assessment procedures, and in involving policymakers. In furtherance of easy communication and exchange of ideas between the Anglophone and Francophone divides, a research proposal with focus on bilingualism- promotion among members of the Network, developed by Mr. Joshua J.K. Baku of the Ghana chapter, was generally hailed to be worth pursuing by the Regional Coordination.

3.2.3 Other Discussion Issues - Making girls' access and retention equitable - Public health and its impact on education - Education budgets - Teacher quality and training - Private v. public schools - Planning and implementing innovative programs and their impact - Relations with donor agencies - Decentralizing the education system

4- EDUCATION AND GENDER Development seeks to increase the capabilities of human beings. Development can only make a difference and bring change if it integrates gender issues. ERNWACA must train its members in gender issues to promote development. Three resource persons addressed the gender issue and a lively discussion ensued. Isidore Boutchué and Vicki Walker, Winrock International If your research approach does not incorporate gender, it will be impact-neutral. Our underlying philosophy is that research must incorporate gender, which provides an approach to development by allowing for disaggregated data. Women must not only be involved in the research process but must also conceive projects and lead research teams. Sheila Bunwaree, CODESRIA Gender-sensitive research gives us the tools to present reality to policymakers, which can only be done by using disaggregated data. We can take as a concrete example our coordination of an ADEA working group on finance and education that has developed a tool to analyze education budgets through a gender lens. Pan-African organizations can only engage in knowledge-production by breaking barriers. Current discourse makes minimal reference to the donor landscape and to the North/South divide. NEPAD acknowledges that women are marginalized but makes no statement about how women's participation will be increased. ERNWACA can make a difference in terms of research findings and dissemination, but it must organize specific methodology workshops on gender-sensitive educational research methods to ensure that gender is present in analytical approaches.


Koura Diallo, Malian Ministry of Education Dr. Diallo presented some of her community-based fieldwork and research on a ten-year retrospective of girls' education in Mali. She described the results of her interviews with girls, parents, and teachers and the simulation techniques she used to determine the most promising ways of systemically promoting girls' education in Mali. Discussion The general consensus was that we fail in our ability to encourage access and in our efforts to go forward. As researchers, we must take gender into account by seeking equality of opportunity in terms of access/process/results. However, gender is generally perceived as a way of promoting women rather than promoting social equity. Education research is insufficiently gendered and disaggregated, and gendered research must be presented in such a way that it does not provoke defensive reactions.

5- INSTITUTION-BUILDING

5.1 ERNWACA Members' Self-Assessment National coordinators were surveyed about their perceptions of ERNWACA's continued relevance as well as its strengths and weaknesses. The overwhelming response to the question of whether the Network should continue was that ERNWACA is necessary more than ever before. Human development depends on the production of knowledge, which makes education critical. In a world where globalization both erases and emphasizes regional boundaries, regionalization becomes a response to globalization by consolidating resources and helping to level the playing field. Regional networking consolidates individual and national resources and increases capacity.

Network Strengths Specificity: ERNWACA is the only bilingual network of its type in the region to focus on education research. Its 12-country coverage is unique and fosters fruitful exchange between Anglophone and Francophone methodological traditions. ERNWACA is a platform for building capacity and for transmitting acquired capacity. Members Expertise, Diversity (gender, age, discipline), and Commitment. Experienced researchers produce high-quality work that is independent of political pressure, which has made a real impact on education. Knowledge of the education context makes the network a gateway into education systems of the region. Competitive consultants can help attract international expertise to transnational studies. Partners: Financial and technical partners (IDRC, USAID) are committed to ERNWACA's development.

Network Weaknesses

Financial constraints: result in inadequate materials in national offices. Communication: National offices need more strategic linkages with national institutions and greater visibility, need to be more pro-active at national and regional levels in mobilizing resources, and need more regular communication, meetings, and training workshops with each other and with the regional level. ERNWACA needs to better communicate researchers' results. (Action: Publish a peer-reviewed professional journal). Breadth of Network: More Central African countries should be attracted into the Network. Legal status of national offices: All National offices have acquired legal status in their countries. Offices yet to achieve this should re-double their efforts. Similarly, the Regional Coordination should work towards achieving full diplomatic status for the Network in Mali.


Perception of the Regional Office

Members expect the lion's share of resources to be mobilized at this level. They expect the regional coordination to promote ERNWACA competencies and image, to communicate interactively, to respond quickly, to develop partnerships, and to promote regional and international credibility.

Evaluation Indicators for National Coordination Impact on Education

Members: diversity, expertise, productivity. Productivity and Visibility: numbers of projects, presentations, published reviews, public visibility, networking with other national chapters and with the regional coordination. Partners: contacts with national authorities and international partners. Resource Mobilization: local resource mobilization, capacity for self-financing. Administration: democratic elections, legal basis for the organization, democratic distribution of responsibilities and rewards.

5.2 Institution-Building: Presentations by Resources Persons Prepared by Joe Coblentz, Academy for Educational Development (AED), Washington, D.C., presented by Yolande Miller-Grandvaux, SARA/AED/USAID Sustainability means continuation. For an organization, sustainability means that it has the elements necessary to carry on and constantly enhance its activities in pursuit of a defined mission. Sustainable organizations are not necessarily financially self-sufficient but they are financially self-reliant. Organizational sustainability represents an ongoing process rather than a state of perfection, and requires strategic team planning, competent management, visionary leadership, commitment, networking and grantsmanship and a positive attitude. It is like a plant: it will grow and prosper if watered and cared for, but wither quickly if it is not. Organizations are like a body: if one part is ill, the rest will not function like it should. If too many parts fail at once or in quick succession, the body dies. Keeping an organization sustainable requires constant effort and unity of purpose focused on one overarching mission. Abou Bamba, Network for Environment and Sustainable Development in Africa (NESDA) Why work in a network? A network provides visibility, helps individuals or programs mobilize funds, and is essential for the survival of the enterprise. The institutional dimension is important. ERNWACA needs to update its statutes and bylaws, ensure appropriate national accreditation, and strengthen its national offices and governing bodies. This means clearly defining membership criteria and developing a database of experts. Members must be motivated by having the Network help find consultancies and by developing their sense of belonging to a valuable organization. More local/national/international partnerships should be developed, with, for example, ECOWAS, SADC, African Development Bank, Islamic Development Bank, World Bank, ECOSOC. ERNWACA must be visible in solutions and have a media strategy. For example, be involved in NEPAD by helping to develop the education strategies. A new world economic, social, and environmental agenda will be defined at the World Summit on Sustainable Development (Johannesburg, September 2002). ERNWACA should get involved in the preparation and follow-up to that meeting. Involve decision-makers in your activities and take a stance on education issues.


5.3 Mobilizing Resources General Objective: Train national offices to build their capacity to mobilize resources. Create synergistic communication to maximize results. National offices need information from the regional level on potential funding opportunities and priorities, and the regional level needs to be aware of and regroup national concerns and priorities and benefit from national contacts for regional and international fundraising. Small group discussions suggested the following activities to support resources mobilization. Specific Activities:

- Establish and collect membership fees and annual dues. - Contribute 20% of consultant fees to the network to cover administrative costs and help

build the institution. - Encourage national institutions to contribute materials (office space, utilities,

computer, Internet connection, administrative support, etc.) - Cultivate proximity to education ministries, find points of entry into their programs, and

sign MOUs. - Seek funds from foundations and bilateral and multilateral agencies. - Seek funds from the private sector including pan-African businesses. - Disseminate a database of education experts for anyone seeking research competence. - Cooperate with other programs and regional and international organizations on

fundraising (PASEC, Program for Evaluating Education Systems, BREDA, NEPAD, ADEA, ECOWAS, IIRCA (International Institute for Capacity Building in Africa) for capacity building activities, etc).

6- IMPLEMENTING THE VISION How will ERNWACA meets its three objectives of increasing research capacity, improving the quality of research, and communicating findings to impact positive change over the next four years ?

6.1 Defining the Research Agenda 2002-05 At the launch of its Phase II, visionary ERNWACA researchers selected research themes related to community participation in education at a time when the topic had not yet become common coin in the education world. ERNWACA researchers and partners present at the strategy session 2002-05 were invited to define an equally visionary research agenda for Phase IV. Before proceeding to the strategy session, national co-ordinations had met and interviewed government officials and civil society partners in their home countries to better assess their research needs. At the strategy session, participants divided into three working groups to define the most important research needs and to harmonize them within national and regional contexts. The results were presented in a plenary, and reporters of the small group remained after the meeting to make a synthesis. In subsequent plenary sessions, the common issues were identified and their relative priorities assessed, to produce a final list of research themes. Each country was then invited to indicate its interest in specific themes. The table on the next page summarizes this process. The Regional Coordinator was asked to work with regional committee members to develop strategies for funding transnational studies on several of the priority research topics.


The discussion about research priorities inevitably led to the question of which values should frame educational policy, should underpin education systems, and should be promoted in order to build an education program that provides children with the "life skills" necessary in African contexts. The lively debates overflowed the formal plenary discussion and led to the first ERNWACA Café in the evening of February 20, at the Maison de l'Etudiant at Cheick Anta Diop University of Dakar. After dinner, kora music, and dancing, thirty ERNWACA members, partners and friends gathered to discuss the dilemmas: education systems are in crisis and reforms have failed. What works and does not work? How do we move from education debates to concrete improvements? How do we ensure that our schools transmit to our children the values that inform our own lives? How do we ensure that these values will help build tomorrow's society? How do we ensure that we maintain cultural integrity while engaging in educational borrowing? National coordinators left the first ERNWACA Café convinced of the benefits of repeating the exercise at the national level to nourish reflections and perhaps even influence papers on such topics. This was one example of a new space that ERNWACA wants to create for reflection and discussion on education.


ERNWACA Research Agenda 2002 - 05

Objective : Improve Education Quality in West and Central Africa to Promote Greater

RESEARCH THEME By priority

Benin Burkina Faso

Cameroon Cote d'Ivoire

Guinea Mali Niger Senegal Togo Gambia Ghana Nigeria

Improve the Quality of Education to Increase Productivity and Functionning

10

8

9

10

7

10

10

10

10

Impact of HIV /AIDS on Education System Management

6

9

9

10

6

10

9

8

7

7

7

Teacher Training and Management

10 5 9 9 9 6 10 6 6

Education in Countries in Crisis or Conflict

7

8

7

8

9

4

8

New Information and Communication Technologies and Teaching

9

6

7

8

1

1

8

9

Use of National Languages in Formal Education

5

6

2

8

6

7

6

3

Reform Processes, Decentralization, and Education

7

7

10

3

8

4

Link Between Formal and Alternative Education

8

4

6

4

9

6

The Real Costs of Free Education

8 1 5 2 9

Lessons from Training Programs for Girls that Have Left School

3

2

7

5

5

10 = high research priority.


6.2 National and Regional Capacity-Building General Objective: The ERNWACA Network, unlike a private consultants, office has a specific mandate to contribute to building research capacity, even if this may not appear to be immediately profitable on a traditional balance sheet. Many education decision-makers in the region now working in ministries, UN agencies, NGOs and multilateral organizations such as the African Development Bank, credit ERNWACA with giving them some of their first opportunities to accompany experienced researchers into the field. ERNWACA has neglected this responsibility of accompanying younger researchers in recent years, but the Small Grants Program for Education Research is designed for this purpose. Approximately 120 persons responded to the 2002 competition announcement and submitted 60 proposals. Nearly one-third of these were submitted by women researchers, and approximately 45% of the proposals included women researchers. Group Priorities Small group and plenary discussions yielded the following guidelines for future capacity-building activities:

- Continue the Small Grants Program for Education Research (for junior researchers). - Create a fund for transnational and comparative research (for senior researchers). - Create an annual one-month, rotating residential visiting scholars program for 12

fellows. - Establish general standards for research reports so that national chapters can train their

members. - Train researchers to do comparative studies. - Use the media (journals, publications) for ongoing training. - Organize IT training on new applications. - Train members to mobilize donor resources. - Organize communication training among network members. - Transform acquired expertise into disseminated information. - Improve materials and language skills.

6.3 Information and Communication General Objective: To get a return on research investments, research findings must be shared in ways that stimulate public dialogue and inform change. Information and communication represent 2% of the current Regional Coordination budget whereas 25% of the budget would be appropriate. During its fourth phase, therefore, communication through traditional channels and new technologies to raise its visibility, increase its networking activities, and bring the most pressing education questions to the forefront of public discussion will be an ERNWACA priority. In November 2001, ERNWACA launched a modest bilingual Web site and harmonized network email addresses (see participant contact list).

Specific Objectives to Promote Interactive Information and Communication - Hire an information officer. - Launch a monthly electronic newsletter to keep members and partners apprised of

network initiatives and developments. - Increase ERNWACA visibility: inventory work, make researcher profiles and

publication abstracts easily available on line, influence policymakers, target researchers and public opinion makers (labor unions, village leaders, student foyers that can serve


as social partners), donors, other NGOs, education actors, place publications in all university libraries.

- Produce materials: regional reviews, brochures, free public university presentations on ERNWACA research topics.

- Organize national public seminars, live and online, on current issues presenting members' or partners' studies.

- Produce video for education ministers in member countries to present results from study on community participation in education.

- Use digital information centers to disseminate African education expertise. - Create new discussion fora within each member country and at the regional level to

disseminate and discuss the most important education studies. - Create a strategic network with education actors (BREDA, ADEA). - Indicators: ensure that ERNWACA is involved in donor meetings, have the network

solicited; use national offices of institutions such as the Agence Universitaire de la Francophonie, Centres SYFED d'enseignement à distance (Senegal, Ghana); ensure Internet access for training and information.


7- ANNEXES


ANNEX A: STRATEGY SESSION PROGRAM

Primary Objective : Build consensus for 2002-05 Program and determine priority research

agenda. Secondary Objective: Increase ERNWACA visibility, open dialogue with new partners. February 15: Press Conference February 18/19: Meetings at International Development Research Center (IDRC) February 20/21: Meetings/Professional Development seminar at Distance Learning Center of

World Bank at ENA February 22: RC meeting with actual/potential technical and financial partners Monday, February 18 08:30 Opening Ceremony 10:00 Coffee Break 10:30 Presentation of Participants; Reflections by Regional Coordinator 11:30-13:00 (Lunch: 13:00) 14:00-15:30 National Coordinator Presentations 15:30 BREAK 17:00-18:00 GENDER AND EDUCATION PANEL Gender Approach to Research for Sustainable Development: Isidore Boutchué and Vicki Walker, Winrock International, Abidjan and Washington, D.C. Promising Interventions for Girls’ Education: Koura Diallo, ERNWACA-Mali Engendering Education Budgets: report from an ADEA working group: Sheila Bunwaree, Director of Research and Documentation, Conseil pour le développement de la recherche en sciences sociales en Afrique (CODESRIA), headquartered in Dakar, and member of ERNWACA Regional Scientific Committee. Tuesday, February 19 08:00 INSTITUTION-BUILDING PANEL Networking in and for Africa: Perspective from an Environmental Network: Abou Bamba, Coordinator, Network for Environment and Sustainable Development in Africa (NESDA), and ERNWACA Regio nal Steering Committee member. Institution-building: Organizational, Financial, and Moral/Philosophical Aspects: presented by Yolande Miller-Grandvaux, Academy for Educational Development (AED)/USAID 09:00 SMALL GROUP work on Priority Research Agenda 10:30 BREAK 11:00 SMALL GROUP work on Capacity-building 11:45 SMALL GROUP work on Dissemination/Information/Communication 12:30 LUNCH 13:30 SMALL GROUP work on Mobilizing Resources at National Level 14:30 BREAK 15:00-17:00 FOLLOW UP work on Priority Research Agenda


Wednesday, February 20 08:30 Conclusions, Closing Ceremony 10:00 BREAK 10:30 PROFESSIONAL DEVELOPMENT SEMINAR ON INTERNETWORKING AND POWERPOINTING PERSUASIVELY FOR EDUCATION RESEARCH, Isidore Boutchué, Winrock International, launched by M. N’Jie, The Gambia, Reflections on the Impact of Public Advocacy training workshops (1999 and 2000) N.B. We will be joined by ministry and institutional partners and journalists 10:30 Internetworking 13:00 LUNCH 14:00 PowerPointing Persuasively begins 16:00 BREAK 16:15-17:30 Individual/team development of presentations of research results/proposals Thursday, February 21 08:30 PowerPointing, Internetworking issues 12:30 Lunch Evening DINNER GALA Friday, February 22 9:00-11:00 Regional Coordinator and two National Coordinators meet with actual/potential technical and financial partners. DEPARTURE


ANNEX B: PARTICIPANTS

REGIONAL OFFICE CONTACT INFORMATION Kathryn TOURE, Regional Coordinator Tel: (223) 221 16 12 / 674 83 84

Fax: (223) 221 21 15 [email protected] or [email protected]

Issa DEMBELE, Administrative and Financial Assistant

Tel : (223) 221 16 12 / 674 85 40 Fax: (223) 221 21 15 [email protected] ou [email protected]

COUNTRY NATIONAL COORDINATOR

EXPERTISE CONTACT INFORMATION

BENIN Naïm Deen SALAMI DESS, Clinical Psychology DEA, Psychology, Education Planning ERNWACA member since 1990; National Coordinator since 2001

Education Decentralization Community Participation Education Institutional Development Educational and Professional Orientation

BP 470 Porto Novo, Benin Tel: (229) 21 39 81 Fax: (229) 21 31 64 [email protected] [email protected]

BURKINA FASO

Ernest ILBOUDO Ph.D., Information System and Economic Planning, Acting ERNWACA National Coordinator since 2000

Education Planning Education Economics Regional Planning Decentralization Designing Local Development Plans

Unité de Formation et Recherche en Sciences Economiques et Gestion (UFR/SEG) Université de Ouagadougou BP 7164 Ouagadougou, Burkina Faso Tel: (226) 31 19 67 (226) 26 08 07 Fax: (226) 33 30 99 [email protected] or [email protected]

CAMEROON Pierre FONKOUA Ph.d., Education Lecturer, Education, Université de Yaoundé I and ENS President, Scientific Committee 1994-1999 National Coordinator since 1999

Education Foundations and Perspectives

Centre National d'Education PO Box 7915 Yaoundé, Cameroon Tel: (237) 231 60 22 (237) 990 03 06 Fax: (237) 223 14 53 [email protected] or [email protected]


COTE D’IVOIRE

François Joseph AZOH Doctorate in Social Psychology, Psychosociology of Education DESS, Clincial and Pathological Psychology

University Access and First-Year Retention Community Participation and Health Alternative Training Public Finance and the Private Sector/Education

Maître Assistant, ENS Tel: (225) 22 44 31 10 Fax: (225) 22 44 42 32 [email protected] or [email protected]

GAMBIA Makaireh N'JIE Master of Education ERNWACA Member since 1983, National Coordinator

Gambia Technical Training Institute

Director, 1982-2002 Gambia Technical Training Institute PO Box 989 Banjul, Gambia Tel: (220) 39 28 41/90 28 67 Fax: (220) 39 27 81 [email protected] or [email protected]

GHANA Joshua BAKU INFO ERNWACA member since 1989, General Secretary since 1992

Educational Evaluation, Curriculum design and evaluation, and Research Methods

West African Examinations Council Headquarters PO Box GP125 Accra, Ghana Tel: (233) 21 76 35 16 (233) 20 81 56 80 4 Fax: (233) 21 22 29 05 [email protected]

GUINEA Ibrahima N. DIALLO Ph.D., Education Lecturer, University of Conakry

Discriminatory Stereotypes Psychology of Learning Curriculum Building Research Methodology in the Humanities

Director, Institut National de Recherche et d'Action Pédagogique BP 823 Conakry, Guinea Tel: (224) 21 28 95 (224) 01 44 37 48 Fax (224) 45 44 05 [email protected] or [email protected]

MALI Bréhima TOUNKARA Ph.D., Education

The Role of NGOs in Basic Education in Mali Education Quality Assurance

Programme de Formation et Information sur l'Environnement (PFIE/INSHA) BP E3386 - Bamako, Mali Tel: (223) 222 12 13 (223) 675 60 17 Fax: (223) 222 12 13 [email protected] or [email protected]


NIGER Maman SALEY Ph.D., Education Director

Project Evaluation Training Trainers

Ecole Normale Supérieure Université de Niamey BP 329 Niamey, Niger (227) 73 33 44 [email protected] or [email protected]

NIGERIA Dayo ODUKOYA, Ph.D, Psychometrics Acting National Coordinator since 2001

Educational Psychology and Psychometrics

Research Dept., West Africa Examinations Council Headquarters Tel (223) 21 76 35 16 [email protected] or [email protected]

SENEGAL Ousmane GUEYE Ph.D. Philosophy National Coordinator since 1998

Gender stereotypes in school textbooks Successful Girls' Education

Université Cheich Anta Diop Dakar, Mali [email protected] or [email protected]

TOGO Philippe AMEVIGBE Ph.D., Education ERNWACA member since 1989 Principal Researcher 1989-1997 National Coordinator since 1997

School Administration and Evaluation Sociology of Education

FASEG - University of Benin, Lomé BP 1515, Lomé, TOGO Tel: (228) 225 50 70 (228) 225 30 45 Fax: (228) 222 04 57 [email protected] or [email protected]


PARTNERS AND RESOURCE PERSONS

ORGANISATION NAME, TITLE EXPERTISE CONTACT INFORMATION

Association for the Development of Education in Africa (ADEA)

Mamadou N’DOYE, Executive Secretary Former Minister of Education, Senegal

ADEA, Paris www.adeanet.org www.unesco.org/iiep

USAID/Africa Bureau SD/ED/AED /SARA Project

Yolande MILLER-GRANDVAUX, Senior Education Advisor

Education USAID/Africa Bureau/SD/ED/AED/SARA 1875 Connecticut Avenue NW Washington, D.C. 20009 202-884 8637 (Tel) 202 884 8447 (Fax) [email protected]

UNESCO/BREDA Armogum PARSURAMEN

UNESCO Regional Office Director Dakar, Senegal [email protected]

CODERSIA Sheila BUNWAREE CODESRIA Dakar, Senegal [email protected]

IDRC Gilles FORGET IRDC Regional Office Director Tel : (221) 864 00 00 Fax (221) 825 32 55 Dakar, SENEGAL [email protected]

Network for Environment and Sustainable Development in Africa (NESDA)

Abou BAMBA, Coordinator M.A. Enivronmental Economics

Environmental Economics Poverty Reduction ICTs and Development

NESDA Tel: (225) 20 20 40 88 [email protected]

Ministry of Education, Mali

Koura DIALLO Ph.D., Education

Girls' Education Factors Affecting Dropout of Girls from School (Family, Schools, Personal

Centre National de l’Education Tel : (223) 222 42 62 [email protected]

Winrock International Isidore BOUTCHUE DEA, Organizational Psycho-Sociology

Management Project Management, NTICs, Internet, Multimedia

Winrock International 08 BP 1603 Abidjan 08, Cote d'Ivoire Tel:(225) 22 41 86 94 / 22 41 52 52 Fax: (225) 22 41 86 93 [email protected] [email protected]


Winrock International Vicki WALKER, Program Officer. Leadership Development

Winrock International 1621 N. Kent Street, Ste. 1200 Arlington, VA. 22209-2134 USA Tel: (703) 525 9430 Fax: (703) 525 1744 [email protected]

University Cheick Anta Diop of Dakar, Senegal

Ousseynou KANE, ERNWACA Scientific Committee

Philosophy, 17th century, Philosophy and Political Science

Head, Department of Philosophy Universite Cheick Anti Diop, Dakar

Independent Consultant Deborah Glassman, Ph.D. French Literature

Tertiary education

33-1-43-54-98-12 [email protected]

Irene Efua Barry-Amenyah

Health care [email protected] [email protected]


ANNEX C: ERNWACA REGIONAL COMMITTEE MEMBERS

Regional Steering Committee Members

Joshua Baku, ERNWACA-Ghana Secretary General, West African Examinations Council

(WAEC), Accra Abou Bamba , Coordinator, Network for Environment and Sustainable Development in

Africa (NESDA), Abidjan Birger Fredricksen, Senior Education Advisor, Africa Region, World Bank, Washington,

DC, USA Martial Dembele, Associate Director of the Paul Gerin-Lajoie Interuniversity Center for

International Development in Education (CIPGL) of University of Quebec, Montreal, researcher from Burkina Faso and World Bank Consultant

Aicha Bah Diallo, Deputy Assistant Director General for Education, UNESCO, Paris; former Minister of Education, Guinea

Paul Dougna , Education Specialist, African Development Bank, former Professor of Economics at University of Benin at Lome, Togo; formerly with Ministry of Education in Togo; and first ERNWACA Coordinator

Tape Goze , Director of Ecole Normale Superieure (ENS), Abidjan; former Coordinator of ERNWACA-Cote d’Ivoire

Ann Therese Ndong-Jatta, Gambian Secretary of State for Education Moustapha Sourang, Senegalese Minister of Education

Regional Scientific Committee Members Dr. (Mrs.) Sheila Bunwaree (from Mauritius), Director of Research and Documentation,

Council for the Development of Social Sciences Research in Africa (CODESRIA), headquartered in Dakar

Dr. (Mrs.) O.O. Busari (from Nigeria), Associate Professor of Curriculum Studies, Faculty of Education, University of Lagos

Dr. Medjomo Coulibaly (from Cote d’Ivoire), Senior Education Expert, African Development Bank (formerly with USAID Regional office in Dakar)

Dr. Soumaila Diakite (from Mali), Education Advisor, Canadian International Development Agency (CIDA), former Ministry head of Cabinet and former head of Research at National Pedagogical Institute

Dr. (Mrs.) Karin Hyde (from Sierra Leon), Latilewa Consulting Ltd., Nairobi, Kenya, and member of Monitoring & Evaluation Technical Assistance Team of UNICEF’s ESARO Education Unit since 1997

Dr. Ousseynou Kane (from Senegal), Chair, Department of Philosophy, University Cheick Anta Diop, Dakar

Dr. Joel Samoff (from USA), Professor of Political Science and African Studies, Stanford University, Palo Alto, California


ANNEX D:

PROFESSIONAL DEVELOPMENT SEMINAR ON INTERNETWORKING AND POWERPOINTING PERSUASIVELY

FOR EDUCATION RESEARCH Location and Facilities: The professional development seminar was held in the World Bank Distance Learning Center. Computers had high-speed connections to the Internet. Feedback on 1999 and 2000 Training Seminars on Public Advocacy and Lobbying, Dr. Makaireh N'Jie, ERNWACA Gambia National Coordinator. Before launching a new training, we reviewed the impact of previous ERNWACA training via a case study. ERNWACA-Gambia translated public advocacy training into resource mobilization at the national level. Mr. N'Jie presented his successful experience in lobbying government for support to ERNWACA-Gambia. He outlined the steps for targeting the appropriate ministry and persons, presenting and documenting arguments and establishing a legal agreement to consolidate discussions. His experience is an extremely useful model.

Objective: Upgrade the skills of each participant for using Internet to communicate and search for education-related data and documents. Introduce each participant to how PowerPoint can be used as a tool to effectively communicate research findings and present research proposals. Both hands-on Internetworking and PowerPointing sessions interested participants whose levels of expertise were very different. Participants created web-based electronic addresses, exchanged emails, and created group mail lists. They used basic tools for web searches and visited useful education site including: www.ernwaca.org and www.rocare.org, www.unesco.org/iiep, www.oecd.org. Partners' sites: www.idrc.org, www.aed.org, www.winrock.org, www.uquam.ca, www.pathfinder-foundation.org. Other sites of interest: www.ucad.sn, www.uneca.org/nepad . Each participant produced a 6-slide PowerPoint presentation. Joshua Baku of Ghana, for example, presented a Funding Request for a project to train Francophone ERNWACA researchers in English and vice versa. At the end of the Seminar, some Coordinators received CDs for learning French and/or English. Norton 2002 anti-virus CDs were also distributed to all National Coordinators. Participants were pleased with the highly interactive and hands-on sessions and requested that such NTIC training be included as part of all subsequent, ERNWACA meetings.

Internetworking and PowerPointing for Education Research, Facilitator: Isidore Botchué, Winrock International

ERNWACA Strategy Session 2002-05

Documents

Transcript of ERNWACA Strategy Session 2002-05