UNICEF has commissioned 10 Think Pieces by leading researchers and practitioners to stimulate debate around significant educational challenges facing the Eastern and Southern Africa region; a region where most children attend school, but many are not learning the basics.
While the pieces are rooted in evidence, they are not research papers or evidence briefs, nor do they represent UNICEF policy. Rather, they are engaging pieces that aim to inspire fresh thinking to improve learning for all.
The first seven pieces are available now; see below.
1. Girls’ education
Girls’ education is improving, but not for all girls – how can we accelerate change?
Throughout the region, there are countless groups of children who experience significant constraint on their capability to learn. These include children with disabilities, children from an ethnic minority, children displaced by emergency or conflict and children living in extreme rural and/ or impoverished conditions.
While both boys and girls make up these excluded groups, the constraints that are experienced – be it due to extreme poverty, displacement or disability – are compounded and multiplied when they are experienced by girls.
2. Pre-primary education
Quality and equitable access grounded in local knowledge: Bringing pre-primary education to scale
A great deal of evidence demonstrates the significant effects that quality pre-primary education can have on a child’s cognitive, social and emotional development, growth, school readiness and future economic potential.
However, only 42 per cent of children in sub-Saharan Africa participate in any organized pre-primary education before the typical enrolment age for grade one. Such education is often only available to wealthier children, and is not of consistent quality, nor does it incorporate the local knowledge of learning processes that pre-school children should be exposed to before commencement of formal schooling.
3. Parents and caregivers
Leveraging the enthusiasm of parents and caregivers for lifewide learning
Parents and caregivers in every region of the globe enthusiastically support their children’s education, but constraints related to poverty, mobility, doubts about school value or school safety, and myriad other factors can act to limit their positive engagement on a day-today basis.
While enthusiasm for schooling fuelled the incredible increase in primary school enrolment over the past 25 years, more recent priorities highlight not just schooling, but learning.
4. Teacher performance
Putting the spotlight on teacher performance
Despite the significant investments made by governments in the region, supported by development partners, into improving the performance of teachers, evidence that these investments have been successful is sparse.
Indeed, the evidence points in the opposite direction and suggests that there is a crisis in both teaching and learning across ESA countries.
5. Curriculum reform
Busy going nowhere: Curriculum reform in Eastern and Southern Africa
Despite repeated attempts to reform the basic education curriculum in many countries in the region, learning levels have remained stubbornly low.
The general movement away from a traditional curriculum towards a ‘competency’ or ‘outcome’ based curriculum, has disappointingly done little, if anything, to improve learning outcomes. Changes to the curriculum have largely failed to change what goes on in classrooms: teaching remains largely didactic and pupils’ acquisition of basic literacy and numeracy, the foundational skills on which future learning is built, is woefully low.
6. Accountability and the delivery approach
The Delivery Approach: a panacea for accountability and system reform?
UNICEF works with partners to strengthen education systems. Our tools are education sector analysis and plans, however, what can be lacking are frameworks in education to ensure these plans achieve results in the classroom. This Think Piece explores one approach: the delivery approach.
7. Disability inclusion
The challenge of inclusion for children with disabilities – experiences of implementation in Eastern and Southern Africa
Despite the fact that the right to education for all is enshrined in myriad national and international treaties, there are still challenges for children with disabilities with regard to accessing education, being socially included in education and experiencing quality education.
Given the deficiencies in education provision for children with disabilities, the financial and human resource constraints present in many countries, and the unclear discourse surrounding the definition and scope of inclusive education, this Think Piece will present a practical and pragmatic approach to increasing inclusion for both boys and girls with disabilities.