History

Following the World Conference on Education For All, held in Jomtien (Thailand) in 1990, the UNESCO Regional Office for Education in Africa (BREDA), in collaboration with the World Federation of UNESCO Associations, Centres and Clubs (FMACU) as well as government services in various countries, launched an initiative consisting in promoting literacy and post-literacy in sub-Saharan African countries through Educational Resources Centres (ERC).

The first ERCs were set up in Senegal within the framework of the movement entitled " Literacy caravan ", which consisted in organising educational materials fairs in all regions of the country. These fairs esentially aimed at promoting literacy, particularly post-literacy, in the rural areas, by improving the relevance and quality of available teaching materials in the national and official languages by strengthening contacts between producers and consumers. These fairs were focused on 4 thematic modules:

1. Be literate, Why ? How ?

2. Be literate , to better work and produce ;

3. Be literate, to better manage your environment and

4. Be literate, to improve your living conditions.

The operational activities for each module consisted in presenting about 25 themes per module, promote exchanges between designers/ producers and users of teaching materials, demonstrate the use of these materials and evaluate them with the visitors to the fair.

It was felt very early that there was a need to leave a " trace " in each village where a fair was organised. Thus, between 1990 and 1995, 10 ERCs were established in the 10 regions of Senegal, thanks to the financial support of external partners, particularly the Nederland UNESCO Centre in Amsterdam, the Japanese Federation of UNESCO Clubs, the Neuss UNESCO Club in Germany and the Zonta Club of Maastricht.

It was with effect from 1995 that this movement started arousing interest in other countries, particularly Burkina Faso, Cameroon, The Gambia, Guinea, Mali and Mauritania.

Current State

At present, twenty ERCs, one of which is still under construction, are in operation in 7 sub-Saharan African countries : Burkina Faso (1), Cameroon (1), Gambia (2), Guinea (1), Mali (2), Mauritania (2) and Senegal (11):

• 1. Kombissiri ERC (Burkina Faso)
• 2. Ngoksa ERC (Cameroon)
• 3. Bajagar ERC (The Gambia)
• 4. Soma ERC (The Gambia)
• 5. Boulivel ERC (Guinea)
• 6. Konobougou ERC (Mali)
• 7. Ouelessebougou ERC (Mali)
• 8. Jidrel Mohguen ERC (Mauritania)
• 9. Maghtalahjar ERC (Mauritania, ongoing project )
• 10. Cherif Lo ERC (Region of Thies, Senegal)
• 11. Keur Madiabel ERC (Region of Kaolack, Senegal)
• 12. Ndondol ERC (Region of Diourbel, Senegal)
• 13. Pare Cisse ERC (Region of Louga, Senegal)
• 14. Thionk Essyl ERC (Region of Ziguinchor, Senegal)
• 15. Dabo ERC (Region of Kolda, Senegal)
• 16. Bamba Thialene ERC (Region of Tamba, Senegal)
• 17. Malika ERC (Region of Dakar, Senegal)
• 18. Bakhoum ERC (Region of Kolda, Senegal)
• 19. Orefonde ERC (Region of Saint-Louis, Senegal)
  
• 20. Diarere ERC (Region of Fatick, Senegal)

With the exception of the Ngoksa ERC in Cameroon and that of Boulivel in Guinea, all the ERCs are build on the same architectural model. It is based on building techniques adapted to the climatic environment, through the use of local sustainable building materials, taking into account the “traditional” building context in the rural zones of Sahelian countries.

For further information on the ERC architecture (technical dossier and specifications), please contact : r.rampin@unesco.org

Prospects

Many countries have shown their interest in ERC. Thus, there are plans to extend the ERC movement with building projects in Benin, Niger and Mauritius. Similarly, an extension of the ERC network is envisaged in The Gambia, Cameroon and Guinea.

To make ERC more operational, there are plans in the very near future, to:

• institute long-distance education programmes by providing ERC with new information and communication technologies;
• strengthen capacities at the grassroots by training managers of ERC and coordinators of UNESCO Clubs in charge of managing ERC;
• develop partnership at the national and international levels.