Colloque International du ROCARE, Bamako 2015

1. Peer Review inPeer Review in
Education in AfricaEducation in Africa
ByBy
Pr Ibrahima Bah-Lalya, CoordinatorPr Ibrahima Bah-Lalya, Coordinator
WGNFE/ADEAWGNFE/ADEA
AndAnd
ADEA Peer Review ProgramADEA Peer Review Program

2. Greetings fromGreetings from
1.1. The Executive Secretary Mrs. Oley Dibba WaddaThe Executive Secretary Mrs. Oley Dibba Wadda
and the ADEA Secretariat based in Tunisand the ADEA Secretariat based in Tunis
2.2. The Peer review Teams (from Mr N’Doye, DrThe Peer review Teams (from Mr N’Doye, Dr
Cherif Diarra, Ms Ann Houraye, Dr Moussa, DrCherif Diarra, Ms Ann Houraye, Dr Moussa, Dr
Jalloh, Pr Fonkoua, to name a few in this room)Jalloh, Pr Fonkoua, to name a few in this room)
3.3. WGNFE team based in Ouagadougou (Eléonore,WGNFE team based in Ouagadougou (Eléonore,
Mme Koné and others in this room)Mme Koné and others in this room)

3. BackgroundBackground
 An Idea from late Pr. Ulla Kann (former member ofAn Idea from late Pr. Ulla Kann (former member of
the SC-WGESA) to give a concrete form to twothe SC-WGESA) to give a concrete form to two
policy directives: (1)policy directives: (1) Africanizing ADEA programsAfricanizing ADEA programs
and (2) Having African MOE on the driving seatand (2) Having African MOE on the driving seat..
 The concept was presented in Mauritius , presentedThe concept was presented in Mauritius , presented
to ADEA Caucus of African Ministers, & to ADEAto ADEA Caucus of African Ministers, & to ADEA
Secretariat and approved by the ADEA/SCSecretariat and approved by the ADEA/SC
 The ADEA Executive Secretariat was mandated toThe ADEA Executive Secretariat was mandated to
run a pilot phase in 3 countries:run a pilot phase in 3 countries: Mauritius, Gabon,Mauritius, Gabon,
and Nigeria selected out 14 countriesand Nigeria selected out 14 countries
 The pilot phase outcomes were so revealing that 3The pilot phase outcomes were so revealing that 3
more countries are added: Burkina , Congo, andmore countries are added: Burkina , Congo, and

4. WHY PEER REVIEWS ?WHY PEER REVIEWS ?
With Peer reviewWith Peer review ADEAADEA expects toexpects to
1.1.Promote Inter-country policy dialogue onPromote Inter-country policy dialogue on
education deliveryeducation delivery;;
2.2.Strengthen African expert networks;Strengthen African expert networks;
3.3.Promote South / South cooperation.Promote South / South cooperation.

5. Through PR,Through PR, countriescountries expect toexpect to
1.1. provideprovide workable policy optionsworkable policy options to MOEsto MOEs
for the improvement of system andfor the improvement of system and
subsystem performances;subsystem performances;
2.2. setset foundation for effective implementationfoundation for effective implementation
of suggested policy options;of suggested policy options;
3.3. develop nuclei of national cadresdevelop nuclei of national cadres aroundaround
the policy initiatives; andthe policy initiatives; and
4.4. Improve capacitiesImprove capacities of these cadres toof these cadres to
perform sector analysis and conductperform sector analysis and conduct
program operations.program operations.

6. 1. With Peer review1. With Peer review ADEA WGNFEADEA WGNFE
and WGMPSand WGMPS expectexpect
1.1. Provide a support to ADEA PolicyProvide a support to ADEA Policy
Dialogue ofDialogue of country ownership,country ownership,
leadership, and adequacyleadership, and adequacy with nationalwith national
agendas;agendas;
2.2. Meet country’s needs and demands;Meet country’s needs and demands;
3.3. Ground the key part of the review inGround the key part of the review in
local realitieslocal realities;;

7. 4.4. Focus on implementationFocus on implementation withwith
recommendations that have a highrecommendations that have a high
likelihood of effective use by countries;likelihood of effective use by countries;
5.5. Utilize and engagingUtilize and engaging country’scountry’s
capacitiescapacities;;
6.6. Try out aTry out a field driven s. a.field driven s. a. that shiftsthat shifts
away from traditional, donor-driven andaway from traditional, donor-driven and
overly technical reviews.overly technical reviews.

8. D.D.
Designing the modelDesigning the model

9. 1.1. Initiate the reviews from country requestsInitiate the reviews from country requests
in order to:in order to:
 legitimate the process,legitimate the process,
 specify domains of inquiry,specify domains of inquiry,
 pinpoint basic research questions,pinpoint basic research questions,
 discuss conditions for operation,discuss conditions for operation,
 provide a forum for a meaningful policyprovide a forum for a meaningful policy
dialogue within the national stakeholders anddialogue within the national stakeholders and
the peer experts;the peer experts;

10. The model (contd):The model (contd):
2.2. Design it as a review , not anDesign it as a review , not an
evaluationevaluation
 More formative less summativeMore formative less summative
 Less emphasis on hard dataLess emphasis on hard data
 Non-adversarialNon-adversarial

11. The model (contd):The model (contd):
3.3. Qualitative as much as possibleQualitative as much as possible
 Interviews among professionals of similarInterviews among professionals of similar
levels and fieldslevels and fields
 Seeking Community of values andSeeking Community of values and
convergencesconvergences
 View points are valuedView points are valued

12. The model (contd):The model (contd):
4. Emphasis on praxis4. Emphasis on praxis
. i.e.,
• national experts to learn by doing,
• international experts to read from the
field,
• the whole exercise to gear toward
developing workable recommendations;

13. The model (contd):The model (contd):
5. Draw from African5. Draw from African
country expertisecountry expertise
• with the support of international
expertise and
• Collegiality from start to finish between
national, African and international
team experts.

14. The model (contd):The model (contd):
6.6. A Participative ProcessA Participative Process
 An African led Team of Experts with sound experienceAn African led Team of Experts with sound experience
in policy formulation and implementationin policy formulation and implementation;;
 Collegiality and national full participation at all stages;Collegiality and national full participation at all stages;
 Public debates for both the process of the review andPublic debates for both the process of the review and
its findings;its findings;
 Sampling wide and beyond the policy makers.Sampling wide and beyond the policy makers.

15. The model (contd):The model (contd):
7.7. Focusing on processFocusing on process
rather than productrather than product
With five gradual steps:With five gradual steps:
1.1. Preparation phase launched by country;Preparation phase launched by country;
2.2. National self evaluation leading to a report that isNational self evaluation leading to a report that is
integral part of the overall report;integral part of the overall report;
3.3. International review to complete step 2;International review to complete step 2;
4.4. Validation/dissemination; andValidation/dissemination; and
5.5. Impact review.Impact review.

16. The model (contd):The model (contd):
8.8. A thorough disseminationA thorough dissemination
planplan
Initiate a public debate on findingsInitiate a public debate on findings
Disseminate recommendations through public mediaDisseminate recommendations through public media
Impact review to be conducted beyond and above theImpact review to be conducted beyond and above the
reportreport

17. The model (contd):The model (contd):
9.9. Sound CountrySound Country
Identification / SelectionIdentification / Selection
ProcessProcess Countries were proposed to apply to ADEA andCountries were proposed to apply to ADEA and
15 showed interest;15 showed interest;
 A subcommittee designed to select pilotA subcommittee designed to select pilot
countries;countries;
 3 selected using following main criteria: regional3 selected using following main criteria: regional
location, complexity of school environment,location, complexity of school environment,
language used for teaching learning, size)language used for teaching learning, size)
 Mauritius, Gabon and NigeriaMauritius, Gabon and Nigeria

18. E. Implementation andE. Implementation and
major outcomesmajor outcomes

19. GabonGabon
 A central Africa wealthy small sizeA central Africa wealthy small size
country, not too populated with a Grosscountry, not too populated with a Gross
Enrolment Rate above 130% a NetEnrolment Rate above 130% a Net
Enrolment Rate of about 93%, and aEnrolment Rate of about 93%, and a
gender parity difference of less than 1,5%.gender parity difference of less than 1,5%.
 But a few enduring problems:But a few enduring problems:

20. Gabon (contd)Gabon (contd)
In Pre-primary educationIn Pre-primary education::
 inadequate infrastructures,inadequate infrastructures,
 insufficiently trained staff andinsufficiently trained staff and
 a policy framework that lacks clarity on thea policy framework that lacks clarity on the
relationship between the various servicerelationship between the various service
providers (mainly ministries).providers (mainly ministries).

21. Gabon (contd)Gabon (contd)
In Primary educationIn Primary education::
 Inadequate distribution of the teachingInadequate distribution of the teaching
staff,staff,
 internal inefficiency, andinternal inefficiency, and
 a new curriculum that is not fully testeda new curriculum that is not fully tested
and endorsed by teachers and otherand endorsed by teachers and other
stakeholders.stakeholders.

22. Gabon (contd)Gabon (contd)
In Secondary educationIn Secondary education::
 the 1966 compulsory education law notthe 1966 compulsory education law not
fully implementedfully implemented
 Students with special needs not fullyStudents with special needs not fully
mainstreamed,mainstreamed,
 Difficult transitions from primary toDifficult transitions from primary to
secondary, within secondary, fromsecondary, within secondary, from
secondary to tertiary and from the firstsecondary to tertiary and from the first
year of university to the next level.year of university to the next level.

23. Gabon (contd)Gabon (contd)
 The peers examined these pitfalls,The peers examined these pitfalls,
proposed 23 practical recommendationsproposed 23 practical recommendations
to policy makers focused on newto policy makers focused on new
directions regarding to follow in order todirections regarding to follow in order to
improve both the management of theimprove both the management of the
system and the financing.system and the financing.

24. NigeriaNigeria
 A Federal State country, the most populated inA Federal State country, the most populated in
Africa, with a complex educational systemAfrica, with a complex educational system
mostly run from Ste and local Governments .mostly run from Ste and local Governments .
 But 55.7 million illiterates and a non-formalBut 55.7 million illiterates and a non-formal
education subsector characterized by theeducation subsector characterized by the
following:following:
Low perception of A/NFE,Low perception of A/NFE,
Weak funding of the subsector,Weak funding of the subsector,
Limited scope and breadth of theLimited scope and breadth of the
subsector,subsector,
Management problems,Management problems,
Limited use of the donor’s assistance.Limited use of the donor’s assistance.

25. Nigeria (contd)Nigeria (contd)
26 Recommendations were made to address26 Recommendations were made to address
the problems, including 8 major:the problems, including 8 major:
1.1. Provide political and technical support toProvide political and technical support to
the system and reorient the people’sthe system and reorient the people’s
perception regarding the non-formal sub-perception regarding the non-formal sub-
sector through advocacy and other means;sector through advocacy and other means;
2.2. Better integrate vocational offerings in theBetter integrate vocational offerings in the
curriculum of the non-formal sub-sector;curriculum of the non-formal sub-sector;

26. Findings-Nigeria (cont.)Findings-Nigeria (cont.)
3.3. Recognize and mainstream the variousRecognize and mainstream the various
alternative/indigenous education strategiesalternative/indigenous education strategies
utilized by Nigerians to educate their people;utilized by Nigerians to educate their people;
4.4. Improve the delivery of nomadic educationImprove the delivery of nomadic education
through a comprehensive and integratedthrough a comprehensive and integrated
approach to service delivery;approach to service delivery;
5.5. Improve the working conditions of teachers inImprove the working conditions of teachers in
A&NFE;A&NFE;
6.6. Better manage current fund allocationBetter manage current fund allocation
disbursement and use;disbursement and use;
7.7. At the same time,At the same time, increase funds allocated to non-increase funds allocated to non-
formal education;formal education;
8.8. Find strategies to attract and better coordinateFind strategies to attract and better coordinate
donor assistance.donor assistance.

27. MauritiusMauritius
 AA small island country, but densely populatedsmall island country, but densely populated
with some of the highest GER and NER inwith some of the highest GER and NER in
Africa. The review paid particular attention toAfrica. The review paid particular attention to
the ongoing reform 2000-2005.the ongoing reform 2000-2005.
In pre-primary educationIn pre-primary education, to examine, to examine
 the provision of facilities, teachers andthe provision of facilities, teachers and
teaching programs, with particular attention toteaching programs, with particular attention to
children with specific needschildren with specific needs;;

28. Mauritius (contd)Mauritius (contd)
In Primary EducationIn Primary Education to review policies andto review policies and
practices regarding:practices regarding:
 automatic promotion,automatic promotion,
 language of instruction,language of instruction,
 the role of private tutoring,the role of private tutoring,
 transition to secondary education andtransition to secondary education and
 pre-vocational education;pre-vocational education;

29. Mauritius (contd)Mauritius (contd)
 3.3. In secondary educationIn secondary education to examine theto examine the
issue of the national master plan with specialissue of the national master plan with special
attention to shared responsibility betweenattention to shared responsibility between
private and public providers of education;private and public providers of education;
 4.4. In Tertiary educationIn Tertiary education to review the role ofto review the role of
the subsector in the national reform processthe subsector in the national reform process

30. Mauritius (contd)Mauritius (contd)

 The peers examined these matters,The peers examined these matters,
proposed recommendations to policyproposed recommendations to policy
makers and suggested directionsmakers and suggested directions
regarding both policy formulation, theregarding both policy formulation, the
management of the system and the role ofmanagement of the system and the role of
its various components.its various components.

31. In Burkina Faso (BF)In Burkina Faso (BF)
the country had launched a major
educational reform known as the
Continuum reform to
1. create a holistic basic education system,
2. articulate the various sub-sectors, levels
and types of education (i.e. Non-Formal
Education).

32. Burkina (suite)Burkina (suite)
However country faced with challenges,
including three
1. Building a comprehensive curriculum that
encompasses all learning and teaching
processes,
2. Introducing pre-professional training at school,
3. Linking (mainstreaming) non-formal education
into the overall educational system.

33. Burkina (suite)Burkina (suite)
The Peer review assessed options there
and come up with workable options for the
improvement of its system’s performances
in the three areas, including six that are
critical.

34. TheThe Congo RepublicCongo Republic
 Training of teachers has been identified as the main
factor that impeded the full realization of EFA goals.
Therefore MOE-Congo called on ADEA to
1. review the system’s performance,
2. set the foundation for effective implementation of
suggested policy options,
3. develop nuclei of national cadres around the policy
initiatives, and
4. improve capacities of these cadres to perform sector
analysis and conduct program operations.

35. E.E. Peer review KeyPeer review Key
challenges encounteredchallenges encountered
during implementationduring implementation

36. Peer review exercise: KeyPeer review exercise: Key
challengeschallenges
1.1. Balance between international and localBalance between international and local
expertiseexpertise
2.2. Individual experts that reflect diversity andIndividual experts that reflect diversity and
suitability of experiences at country levels.suitability of experiences at country levels.
3.3. Sensitivity to national agendas and contextsSensitivity to national agendas and contexts
4.4. Peer review processes and products toPeer review processes and products to
legitimize the reformslegitimize the reforms
5.5. Peer reviews processes and product toPeer reviews processes and product to
challenge current orthodoxies.challenge current orthodoxies.

37. Peer review exercise: KeyPeer review exercise: Key
challengeschallenges
6.6. Snapshot international PR - full fledgedSnapshot international PR - full fledged
national self evaluations.national self evaluations.
7.7. National agendas and the ADEA time frameNational agendas and the ADEA time frame
8.8. Regular changes of leadership at national levelRegular changes of leadership at national level
and need for programme continuityand need for programme continuity
9.9. Stand alone character of the peer review andStand alone character of the peer review and
national government frameworksnational government frameworks

38. 1.1. Disseminate the initial Peer Review reports;Disseminate the initial Peer Review reports;
2.2. Completion of the on-going reviews (step five);Completion of the on-going reviews (step five);
3.3. AngolaAngola
4.4. ADEA to develop policy options for reviewedADEA to develop policy options for reviewed
country and countries in similar conditions;country and countries in similar conditions;
5.5. Support Peer Review in countries on requestSupport Peer Review in countries on request
6.6. Other suggestions to make during thisOther suggestions to make during this
conference.conference.
The way forwardThe way forward

39. For more informationFor more information
 See:See:
 www.ADEA.net.org
www.gtenf.org

40. Thank youThank you