Challenges facing African Education
Ministers at MINEDAF VIII
African
Education ministers meeting in Dar-es Salaam look optimistic about mobilising
resources towards education for all by the year 2015 and coming up with
policies in line with the international plan of action of the UN Literacy
Decade running 2003-2013.
The 8th conference of Ministers of Education in African Member States
(MINEDAF VIII) comes barely two years after the World Education Forum
in Dakar, Senegal set a deadline to achieve education for all (EFA)
by the year 2015.
But like an Albatross dangling on the necks of the town crier, gigantic
challenges face the conference as the ministers seek the way forward
to education for all in Africa by 2015.
Already staring them in the face is the stark reality, according to
a UNESCO 2002 Education for All Global Monitoring Report, that half
the countries in Africa would not attain the EFA goal. At least, not
in target time.
Worldwide, only 83 countries are on track, while more than 70 other
countries will not make it. Some, most of them in Africa, are even going
backwards.
Another UNESCO report prepared specifically for the MINEDAF VIII says
primary school is accessible to only half of the continent's school-age
children and only half of them complete the full primary course.
In
2002, according to the report, 16 countries achieved or are about to
achieve universal primary education. They include Algeria, Botswana,
Cape Verde, Egypt, Gabon, Libya, Lesotho, Malawi, Mauritius, Namibia,
Rwanda, South Africa, Swaziland, Togo, Tunisia and Zimbabwe.
UNESCO notes that poverty, conflict, external debt and HIV/AIDS dog
Africa, which has one of the highest rates of population growth in the
world (2.6 percent).
The UN agency adds that these problems compound difficulties faced by
education systems, which are already suffocating from lack of qualified
staff and resources.
According to Tanzanian president Benjamin Mkapa who addressed the MINEDAF
VIII opening ceremony on 3 December, Africa would continue to be marginalized
unless countries invest wisely and effectively in education and human
resource development.
Besides those spelt out by UNESCO, Mkapa highlighted five additional
challenges to education in Africa: quality of teachers, low teacher/pupil
ratio, low pupil retention rate, low
capacity of secondary schools to absorb primary school graduates, and
poor or insufficient national funding.
"African countries must show their commitment by putting more resources
in education development. What is expected of nations, regions and the
international community is action. All people must put their money and
time where their mouths are," President Mkapa urged.
"African nations must show firm commitment to these targets by
increasing the share of national expenditure deployed for education.
On their part, rich countries, and international and regional financial
institutions should fill the gap that thwarts the attainment of EFA
goals, through debt relief and new resources," he entreated.
The Tanzanian leader stressed the need for firm commitment from governments,
with at least a quarter of the recurrent budget going towards education.
He said parents should be sensitised to send their children to school,
and that the authorities should encourage local ownership of education
facilities.
The rural poor should also be provided with poverty reduction facilities
to boost incomes. Similarly, partnership with development partners should
be stepped up.
Acknowledging the pertinence of Mkapa's proposals, Swazi MP Mahlaba
Mamba agreed that it would require not only additional funding but also
political will for such lofty ideas to translate into reality.
"This calls for a shift from huge military spending to a focus
on education," Mamba intimated, adding that "the EFA goal
can have the dual benefit of fostering development in Africa and discouraging
wars and civil strife at the same time."
Dar Es-Salaam - 03/12/2002
By Tervil Okoko
PANA Correspondent
