ROCARE Colloquium Bamako 2009 Programme Orientation et Conseil pour le Développement de la Jeunesse Africaine (POC) Bamako, Mali Guidance, Counselling and Youth Development Programme in Africa (GCYD) Lilongwe, Malawi Dr Raul KASSEA University of Helsinki / University of Yaoundé I
UNESCO launched, in 1996, the Guidance, Counselling and Youth Development Programme for Sub Saharan Africa (GCYD) as an opportunity to reach teacher trainers with, not only the content of guidance, counselling and youth development, but also with learning techniques and methods that would be non-threatening and geared towards changes in behaviour. It also provided an avenue for preparing teachers that is more sensitive to the needs of children, particularly girls, and more effective in promoting academic achievement.
Anglophone group 18: Botswana, the Gambia, Ghana, Kenya, Lesotho, Liberia, Malawi, Mozambique, Namibia, Nigeria, Sierra Leone, Seychelles, South Africa, Swaziland, Tanzania (and Zanzibar), Uganda, Zambia and Zimbabwe (18 countries).
Francophone group 10: Burkina Faso, Burundi, Cameroon, Cote d’Ivoire, Guinea, Mali, Niger, Rwanda, and Senegal (9 countries). Cameroon participates in both language groups. Chad joined the programme in 2003.
Assist the African education system to provide guidance and counselling services in schools so that education for girls and boys will be more holistic and will give them the tools to become fully functioning and contributing citizens in society;
Promote a more caring school environment, thus reducing dropout rates, improving attendance, academic achievement and the registration of girls, in particular.
Contribute to the empowerment and social well being of African girls through broadening their education to address their developmental needs in a rapidly changing society.
Contribute to the empowerment and well being of the children and young people orphaned by the death of their parents by HIV/AIDS in the Sub-Saharan Africa with a special emphasis on girl orphans.
This evaluation is informed by reports from external evaluators' visits to, Cameroon, Malawi, Mali, Tanzania /Zanzibar and Zambia in 2004 and visits in 2002 to Burkina Faso, Kenya, Malawi, Mali, and Namibia.
The evaluators studied a range of reports made available by UNESCO in Paris to familiarise themselves with the history of the programme and the progress to date.
Evaluators visited government officials, graduates of the GCYD programme, Non Government Organisations (NGOs), and a range of educational institutions in urban and rural areas.
This paper brings together the main findings, conclusions and recommendations of the evaluations. In doing that, generalisations have been made and it is important that the reader is conscious of the diversity of the countries involved and that the more detailed specific country reports are given due consideration.