Guidance, Counselling And Youth 2009


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Guidance, Counselling And Youth 2009

  1. 1. 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
  2. 2. 1996 LAUNCHING GCYD <ul><li>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. </li></ul>
  3. 3. 28 Participating countries <ul><li>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). </li></ul><ul><li>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. </li></ul>
  4. 4. OBJECTIVES of the GCYD <ul><li>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; </li></ul><ul><li>Promote a more caring school environment, thus reducing dropout rates, improving attendance, academic achievement and the registration of girls, in particular. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  5. 5. LES DIX MODULES du POC <ul><li>1: Organisation Personnelle de sa Vie </li></ul><ul><li>2: Droits et Devoirs de la Fille et de la Femme </li></ul><ul><li>3: Santé Génésique et Sexuelle des Adolescent(e)s </li></ul><ul><li>4: Evaluation de la Relation Elèves-Maîtres, Particulièrement du Point de Vue des Filles </li></ul><ul><li>5: Participation de la Femme à la Vie Publique </li></ul><ul><li>6: Préparation à la Vie Economique et à l’Insertion Socio-Professionnelle </li></ul><ul><li>7: Gestion de la Vie Familiale, Domestique et Personnelle </li></ul><ul><li>8: Guide d’Initiation au Conseil et à la Relation d’Aide </li></ul><ul><li>9: Mise en Place d’un Programme de Conseil et d’Orientation </li></ul><ul><li>10: Principes Directeurs pour l’Administration et la Conduite d’un Atelier </li></ul>
  6. 6. BENEFITS of the GCYD <ul><li>Child centered approach and community adjustable </li></ul><ul><li>a) INCREASING COMPETENCE </li></ul><ul><li>Gains in confidence and competence for those working with young people in education, youth work and community work. </li></ul><ul><li>Increasing confidence for young people in their ability to learn resulting in positive outcomes in behaviour and attitudes to schooling </li></ul><ul><li>b) ACADEMIC ACHIEVEMENT </li></ul><ul><li>Positive attitudes to participation in learning by young people and consequent improvement in academic achievement and the whole school learning environment. </li></ul><ul><li>c) SUPPORT FOR SPECIFIC GROUPS </li></ul><ul><li>Spread of awareness of the child centred approach and the effectiveness of a guidance and counselling approach to personal and community life and in particular </li></ul><ul><li>Listening to and valuing the views of young people </li></ul><ul><li>Supporting orphans of HIV/AIDS and </li></ul><ul><li>Supporting the education of girls. </li></ul>
  7. 7. THE EVALUATION PROCESS <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Evaluators visited government officials, graduates of the GCYD programme, Non Government Organisations (NGOs), and a range of educational institutions in urban and rural areas. </li></ul><ul><li>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. </li></ul>
  8. 8. EVALUATION ACTIVITIES <ul><li>A desk research undertaken in Yaoundé and at the GCYD sub-regional coordination Centre in Bamako </li></ul><ul><li>Interviews with the Coordinator in Bamako </li></ul><ul><li>Focus groups with facilitators and trainers in Bamako </li></ul><ul><li>An evaluation of the regional training programme </li></ul><ul><li>Interviews with the focal point in Yaoundé </li></ul><ul><li>Focus groups with facilitators and trainers in Yaoundé </li></ul><ul><li>Interviews with Programme participants, school principals in Bamenda, Bertoua, and Maroua. </li></ul><ul><li>Discussions with educational system stakeholders in Bamenda, Bertoua, Maroua, and </li></ul><ul><li>Preparation of the final evaluation report. </li></ul>
  9. 9. CHALLENGES AND DEVELOPMENTS <ul><li>Focus on 5 connected and interdependent areas: </li></ul><ul><li>1. The Promotion, Co-ordination and Management of the Programme </li></ul><ul><li>2. Training matters including use and development of materials </li></ul><ul><li>3. The relevance of the programme to the situation of HIV/AIDS in particular to orphans </li></ul><ul><li>4. The relevance of the programme to the enhancement of girls’ education in the context of Education For All (EFA) </li></ul><ul><li>5. The professional development of staff: support and supervision. </li></ul>
  10. 10. EVALUATION SUMMARY FROM TERMS OF REFERENCE Rating Scale : -2 = highly unsatisfactory, -1 = unsatisfactory, +1 = satisfactory, +2 = highly satisfactory +1 +1 -1 +1 -2 -1 -1 +1 SUB-REGION -1 +1 -2 -1 -2 -1 -2 +1 CAMEROON -2 +2 -1 -1 +1 +1 -2 +2 MALI +1 +1 +1 +2 -1 -1 1 +2 MALI REGIONAL HQ 2004   2002 2002-2004 2000-2002 2002-2004 2000-2002 2002-2004 2000-2002 Outcome Management and Networking Activities and Materials related to HIV/AIDS Training in Guidance and Counselling
  11. 11. SOME ACHIEVEMENTS <ul><li>2002: GCYD Board (Ministers of education) </li></ul><ul><li>2000-2002: 127 trainers of trainers 27 countries </li></ul><ul><li>Lilongwe Center built and active </li></ul><ul><li>2001 Bamako Center inaugurated </li></ul><ul><li>2002 African Association of Guidance Counsellors </li></ul><ul><li>Radio and TV programs launched </li></ul><ul><li>2004 13 countries funded 2,000 US$ each </li></ul><ul><li>2005 Ministers adopt GCYD into curriculum </li></ul><ul><li>2009 Cameroon GC national policy by Min. Labour </li></ul>
  12. 12. SOME PROBLEMS <ul><li>The original budget was 1.120.873 $US (2000-2005), slashed to 407.429 $US (2000-2002). </li></ul><ul><li>Low communication between Lilongwe and Bamako; liaison officer required. </li></ul><ul><li>No inter-country networking. </li></ul><ul><li>No country appropriation of Programme. </li></ul><ul><li>Country contribution $10.000/year not paid </li></ul>
  13. 13. RECOMMENDATIONS <ul><li>Promote and display GCYD in all events </li></ul><ul><li>Equip the facilitators with modern media </li></ul><ul><li>Network Lilongwe and Bamako, then others </li></ul><ul><li>Integrate GCYD into the school curriculum </li></ul><ul><li>Associate all training Ministries </li></ul><ul><li>Create a national GCYD coordination </li></ul><ul><li>Associate NGOs as FAWE, PLAN, ROCARE </li></ul><ul><li>Network Youth related NGOs </li></ul><ul><li>Bring back the multilateral donors </li></ul><ul><li>Harness the assets of e-learning </li></ul><ul><li>African Union may help revamp GCYD </li></ul>
  14. 14. Thanks & Keep the Flame Burning!