A Schematic Presentation Of Ernwaca Colloqium Programme

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Overview of the Colloquium’s Presentations & Introduction to the workshop
Therese M.S. Tchombe, President of the Regional Scientific Committee of ERNWACA 20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17

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A Schematic Presentation Of Ernwaca Colloqium Programme

  1. 1. Overview of the Colloquium’s Presentations & Introduction to the workshop <ul><li>Therese M.S. Tchombe President of the Regional Scientific </li></ul><ul><li>Committee of ERNWACA </li></ul><ul><li>20 th Anniversary International Colloquium </li></ul><ul><li>Theme: Educational Research </li></ul><ul><li>on Policy and Practice in Africa </li></ul><ul><li>Bamako, Mali 15-16-17 </li></ul>
  2. 2. Introduction <ul><li>During this 20 th Anniversary Celebration African </li></ul><ul><li>senior and young scholars, including International </li></ul><ul><li>scholars will present 31 scholarly papers addressing </li></ul><ul><li>different issues. </li></ul>
  3. 3. Cont. <ul><li>These presentations have employed research </li></ul><ul><li>methodology and methods to demonstrate the </li></ul><ul><li>visionary leadership ERNWACA /ROCARE has </li></ul><ul><li>been able to assume in Capacity building in </li></ul><ul><li>order that African Voices form part of today’s </li></ul><ul><li>research dialogue on issues of quality, access, </li></ul><ul><li>relevance for policy decision making in </li></ul><ul><li>education. </li></ul>
  4. 4. The Structure and Functions of the Scientific Committees <ul><li>The National and Regional Scientific Committees are made up of elected members who are registered members of ERNWACA. </li></ul><ul><li>The current Regional Scientific Committee was elected in Ghana in 2007 with a three years mandate renewable once. </li></ul><ul><li>The members of the Committee are Dominic Agyeman, JF Azoh, Ernest Elboudo & Therese Tchombe. </li></ul>
  5. 5. Functions <ul><li>Validate Scientific process of ERNWACA </li></ul><ul><li>Provide in-house style which was reviewed in Abidjan during the launching of JERA 2009 and forwarded to National Coordinators for their input and harmonization. </li></ul><ul><li>The editorial teams for JERA and other such publications should not be mixed up with the day to day validation process of ERNWACA’s Scientific activities by the regional scientific Committee. </li></ul>
  6. 6. Functions Cont. <ul><li>The Scientific Committees at the National and Regional levels under the leadership of the Small Grant Project Manager, NC and RC are involved in the identification and selection of the themes. </li></ul><ul><li>Posts for Capacity Building Trainers are advertised and the best qualified applicants based also on experiences in the specific areas are selected by the Regional Coordination and Scientific Committee. </li></ul><ul><li>Bilingualism is respected. </li></ul>
  7. 7. Paper Presentation <ul><li>31 presentations for 3days </li></ul><ul><li>20 minutes each; 10 minutes presentation and 10 minutes for discussion </li></ul>
  8. 8. Introductive Presentations Tuesday 15 th Dec. 7 papers <ul><li>1. Dayo Odukoya </li></ul><ul><li>The Impact of Educational Researches on Formulation and </li></ul><ul><li>Practice of Educational Policies in Nigeria </li></ul><ul><li>  </li></ul><ul><li>2. Djénabou Baldé </li></ul><ul><li>Impact des recherches ROCARE sur les pratiques et </li></ul><ul><li>politiques éducatives </li></ul><ul><li>  </li></ul><ul><li>3. Célestin Venant C. Quenum </li></ul><ul><li>Analyse critique et comparative des nouvelles politiques </li></ul><ul><li>éducatives des pays de l’Union Économique et Monétaire Ouest Africaine (UEMOA) </li></ul><ul><li>  </li></ul>
  9. 9. Introductive Presentations Tuesday 15 th Dec. <ul><li>4. Norbert Lengha Tohnain </li></ul><ul><li>Educational Research and Policy Reforms in Cameroon </li></ul><ul><li>5. Willibroad Dze-Ngwa (PhD) Educational research </li></ul><ul><li>and the challenges to quality education </li></ul><ul><li>in Cameroon from 1989 to 2009: a historical </li></ul><ul><li>perspective </li></ul><ul><li>6. Thierry Karsenti – ICT: University of Montreal (Canada) </li></ul><ul><li>  </li></ul>
  10. 10. Sub-theme I : Research and Capacity Building in Africa Tuesday Dec.15 th 9 papers <ul><li>Daniel Yelkpieri </li></ul><ul><li>The State of the school plant and its impact of senior high schools in </li></ul><ul><li>Brong-Ahafo Region of Ghana </li></ul><ul><li>   </li></ul><ul><li>2. Serge Attenoukon </li></ul><ul><li>Quel lien entre TIC et rendement académique en contexte </li></ul><ul><li>universitaire béninois? </li></ul><ul><li>  </li></ul><ul><li>3. Ousmane Moussa Tessa </li></ul><ul><li>Impacts de l’intégration pédagogique des TIC sur le sentiment de </li></ul><ul><li>compétence des étudiants à l’apprentissage des mathématiques au </li></ul><ul><li>Niger </li></ul>
  11. 11. Sub-theme I : Research and Capacity Building in Africa <ul><li>4. Nora Alleki </li></ul><ul><li>Youth employment and alternating education </li></ul><ul><li>training in time of crisis in Africa </li></ul><ul><li>5. Babalola, Folaranmi Dapo </li></ul><ul><li>Conservation Education: Roles of indigenous </li></ul><ul><li>knowledge and cultural beliefs in southwest </li></ul><ul><li>Nigeria </li></ul>
  12. 12. ROUND Table Discussion Wednesday <ul><li>Moderator: M. Maxime SOME, Minister of </li></ul><ul><li>Burkina Faso </li></ul><ul><li>  </li></ul><ul><li>Round Table  on “The educational research on </li></ul><ul><li>policy and practice in Africa” with ERNWACA </li></ul><ul><li>National Coordinators & Policy-makers </li></ul><ul><li>(Ministries of Education and of Scientific </li></ul><ul><li>Research) and ERNWACA Partners </li></ul>
  13. 13. Sub-theme I : Research and Capacity Building in Africa <ul><li>6. Haoua Kone Tago </li></ul><ul><li>La contribution des TIC au développement et à </li></ul><ul><li>la qualité de l’alphabétisation et de l’éducation </li></ul><ul><li>non formelle au Burkina Faso : le cas du Centre </li></ul><ul><li>de ressources, d’Echanges et de Formation en </li></ul><ul><li>Alphabétisation et Education Non </li></ul><ul><li>Formelle(CREF/AENF/DRINA) </li></ul>
  14. 14. Sub-theme I : Research and Capacity Building in Africa <ul><li>7. Joseph Koffi Nutefé Tsigbe </li></ul><ul><li>Les établissements d’enseignement secondaire du Togo face </li></ul><ul><li>à la problématique des bibliothèques et laboratoires </li></ul><ul><li>  </li></ul><ul><li>8. Gnebora Omarou </li></ul><ul><li>Les initiatives alternatives de lutte contre la baisse des </li></ul><ul><li>niveaux scolaires dans les ménages au Nord-Cameroun </li></ul><ul><li>  </li></ul><ul><li>9. Anne Ogunsola </li></ul><ul><li>Constraints faced during field work: the case of Nigerian </li></ul><ul><li>postgraduate students </li></ul>
  15. 15. Sub-theme 2: Research , Curricula Development and Labour Market in Africa, Wed. 16 th 5 papers <ul><li>Willibroad Dze-Ngwa </li></ul><ul><li>Introducing Peace Education in Cameroon </li></ul><ul><li>Schools: A Blueprint for Sustainable Development </li></ul><ul><li>  </li></ul><ul><li>2. Mamadou Lamine Sanogo </li></ul><ul><li>De la contribution de l’éducation non formelle à la </li></ul><ul><li>crise des systèmes éducatifs en Afrique </li></ul><ul><li>Subsaharienne </li></ul>
  16. 16. Sub-theme 2: Research , Curricula Development and Labour Market in Africa <ul><li>  </li></ul><ul><li>3. Yaovi Akakpo </li></ul><ul><li>De l’innovation des offres pédagogiques </li></ul><ul><li>dans les universités africaines : Réalités </li></ul><ul><li>et possibilités </li></ul>
  17. 17. Sub-Theme 2 nd Cont. <ul><li>4. Bouréma Kansaye </li></ul><ul><li>Bilinguisme dans l’enseignement (la pédagogie </li></ul><ul><li>convergente) et difficultés scolaires des élèves au </li></ul><ul><li>second cycle du groupe scolaire de Boulkassoumbougou </li></ul><ul><li>en commune I du District de Bamako </li></ul><ul><li>  </li></ul><ul><li>5. Innocent Fozing </li></ul><ul><li>Marché du travail en période d’ajustement </li></ul><ul><li>structurel:quelques résultats d’analyse du comporte </li></ul><ul><li>ment des demandeurs d’emplois au Cameroun </li></ul>
  18. 18. Sub-theme 3: Research on Access, and Quality, Relevance ,Equity, Retention Thursday, 17 th , 10 papers <ul><li>Guy Rostand Pandji Kawe </li></ul><ul><li>Politiques publiques des travaux de recherche en éducation au </li></ul><ul><li>Cameroun : Redéfinir l’importance et la prise en compte des mémoires, </li></ul><ul><li>étude de cas à l’Université de Ngaoundéré </li></ul><ul><li>  </li></ul><ul><li>Manager Mhangami </li></ul><ul><li>The Zero Grade Challenge- Enabling Equitable Access to Early </li></ul><ul><li>Childhood Development and Education programmes in Zimbabwe </li></ul><ul><li>  3. G M Joachim Boko </li></ul><ul><li>Responsibility Leadership and Politics: Why Benin May not </li></ul><ul><li>Achieve Universal Education by 2015? </li></ul>
  19. 19. Sub-theme 3: Cont. <ul><li>4. Moussa Lonkila Zan </li></ul><ul><li>Profil de genre et profil régional du parcours scolaire </li></ul><ul><li>  </li></ul><ul><li>5. Eric Montcho-Agbassa </li></ul><ul><li>L'impact de l'exode des cerveaux (brain drain) sur la recherche enéducation </li></ul><ul><li>dans les pratiques et politiques en Afrique. Exemple du Bénin </li></ul><ul><li>  </li></ul>
  20. 20. Cont. <ul><li>6. Honoré Mimche </li></ul><ul><li>Faciliter l’accès à l’école sans compromettre la </li></ul><ul><li>qualité de l’éducation : Gratuité de l’enseignement </li></ul><ul><li>primaire public et nouvelles stratégies familiales en </li></ul><ul><li>matière de scolarisation en milieu urbain </li></ul><ul><li>camerounais </li></ul><ul><li>  </li></ul><ul><li>7. Thierno Moussa Diaouné </li></ul><ul><li>La place des universités privées en Guinée ou vers </li></ul><ul><li>une privatisation </li></ul>
  21. 21. Sub-theme 3:Cont. <ul><li>8. Joseph Bomda </li></ul><ul><li>Pratiques de l’orientation scolaire et </li></ul><ul><li>aggravation de la pauvreté dans les ménages </li></ul><ul><li>Camerounais </li></ul><ul><li>9. Dramane Boly </li></ul><ul><li>L’accès à l’enseignement supérieur au Burkina </li></ul><ul><li>Faso : Mythe ou réalité ? </li></ul>
  22. 22. Sub-theme 3: Cont. <ul><li>10. Moustapha DIACK- Moustapha DIACK </li></ul><ul><li>University Southern University - Baton Rouge, LA </li></ul><ul><li>(USA) </li></ul><ul><li>International Research Collaboration US/Africa: </li></ul><ul><li>Integrating Open Education in the </li></ul><ul><li>Science/Math Curriculum/ </li></ul>
  23. 23. A Schematic Presentation of the Theme and Sub-themes of the 20 th Anniversary Celebration Colloquium: Educational Research on Policy and Practice in Africa <ul><li>Seven Introductive Presentations: </li></ul><ul><li>These authors will be setting the platform for our discussions : </li></ul><ul><li>Illustrate the role of research in formulating educational policies </li></ul><ul><li>Present critical analysis and comparative statements on the new educational policies of countries in the Economic and Monetary Union in Africa </li></ul><ul><li>Highlight the importance of educational research and challenges to quality education </li></ul><ul><li>Reiterate the fact that education can be improved through research particularly with the use of ICT to enhance pedagogy </li></ul><ul><li>Sub-Theme 1 Research & Capacity building in Africa </li></ul><ul><li>The diversity of research to be reported in the 9papers highlight the urgent need on research capacity building. </li></ul><ul><li>Quality concerns are raised as: </li></ul><ul><li>School infrastructure , libraries and laboratories </li></ul><ul><li>Home school partnership </li></ul><ul><li>Integration and use of ICTs </li></ul><ul><li>Indigenous knowledge and beliefs </li></ul><ul><li>Searching for alternative ways of training, youth employment& field experiences </li></ul><ul><li>Sub-theme 2: Research , Curricula Development and Labour Market in Africa, Wed. 16 th 6 papers </li></ul><ul><li>In addressing sustainable education the focus will be on; </li></ul><ul><li>The role of peace education , </li></ul><ul><li>Nonformal education , </li></ul><ul><li>Bilingualism, </li></ul><ul><li>Innovative pedagogy and the realities , </li></ul><ul><li>Identifying lessons to be learnt from structural adjustment for employment </li></ul><ul><li>Sub-theme 3: Research, Access and Quality Relevance & Retention </li></ul><ul><li>The ten papers in this sub-theme will be touching on the following: </li></ul><ul><li>Critical policy issues ; we are hoping that the policy makers with us today will embrace ROCARE/ERNWACA’s vision. </li></ul><ul><li>Problems facing African education today are quality, relevance, access, retention, equity, integration of ICT as pedagogical support </li></ul><ul><li>What are the Engines for Growth and Change in research in Africa? </li></ul><ul><li>An increased awareness and a sense of purpose in Africentric concerns </li></ul><ul><li>Model in training transformational leadership in research </li></ul><ul><li>Adoption of a different approach for research and for capacity building </li></ul>Round Table  on “The educational research on policy and practice in Africa” with ERNWACA National Coordinators & Policy-makers (Ministries of Education and of Scientific Research) and ERNWACA Partners
  24. 24. Emerging Concerns <ul><li>Emphasize the importance of the role of research in this age of rapidly changing technologies and the changing face of the world generally and Africa in particular. </li></ul><ul><li>Highlight the need for t ransformative research leadership to enhance regional collaborations, institutional and international partnerships. </li></ul>
  25. 25. Cont. <ul><li>Increasing resources for Young and old scholars to develop capacity to focus on the relevance of contextual and cultural issues using appropriate research methods </li></ul><ul><li>Encourage mentorship model </li></ul>
  26. 26. Cont. <ul><li>The utility value of research outcomes is a function of the researcher’s capability to follow strictly the processes and procedures in the conduct of research based on prescribed scientific standards. </li></ul><ul><li>The need for continuous upgrading and development of the research capacity of researchers cannot be over-emphasised. </li></ul>
  27. 27. The Problem <ul><li>African scholars’ direct application of mainstream research process without addressing the realities of the research context is a cause for concern. </li></ul><ul><li>The absence of situated knowledge affects African scholars’ situatedness in research practices. </li></ul><ul><li>There is the absence of a sense of ownership of context specific knowledge and building self confidence in research. </li></ul>
  28. 28. Problem Cont. <ul><li>The reductionist perspective where research knowledge produced fails to give a real account of the issues that shape the nature of knowledge produced and meanings that can set the stage for real change in peoples’ lives and impact world view about Africa. </li></ul>
  29. 29. “ Scientific Processing” of Indigenous Knowledge <ul><li>Knowledge is a product of science. </li></ul><ul><li>All knowledge however is not scientific, only knowledge acquired through the scientific method is scientific knowledge. </li></ul><ul><li>This raises the question about the scientific </li></ul><ul><li>nature of indigenous knowledge. </li></ul><ul><li>African scholars must review their approach </li></ul><ul><li>to research. </li></ul>
  30. 30. Network as an Empowerment Research Strategy
  31. 31. The Thought Questions <ul><li>What does 20 th years anniversary celebration means for an African Research structure? </li></ul><ul><li>To what extent has ERNWACA’s research findings inform Policy? </li></ul><ul><li>How do we advocate for strong partnerships between Government and universities and also with development partners for better functioning? </li></ul><ul><li>What models for Capacity building and for whom? </li></ul><ul><li>What is the way forward???? </li></ul>
  32. 32. END <ul><li>CONGRATULATIONS!!!!!!!!! </li></ul><ul><li>Thank You for Listening! </li></ul>

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