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This three – day workshop will bring together national teams, curriculum developers, teacher trainings and learning badessments in sub – Saharan countries.
It will also aim to develop agencies, active in local education groups in the respective countries, instructing teams to develop a national work plan to improve the alignment of the system. 39, Evaluation of Learning
stated that learning is one of the main challenges that sub-Saharan Africa faces in achieving the sustainable goal number four of the Education 2030 program and the 2016-2025 objectives of the African Union Continental Education Strategy for Africa (CESA).
The Unesco said that the Network of Teachers and Trainers for Teaching and Learning (TALENT) was crucial for the improvement of the education sector. education in the countries.
He asked the coordination of the platform of stakeholders engaged in regional programs to deal with the learning crisis and sort out the poor quality of education.
In addition, it will be a platform to learn and share best practices in aligning the learning badessment system with curriculum and training. teachers, noted the UN agency.
Recent data from the UNESCO Institute for Statistics (UIS) indicate that sub-Saharan Africa has the highest number of children and adolescents who are n & # 39; 39, do not learn, currently estimated at 202 million.
Estimates based on past trends suggest that across the continent, almost nine in ten children aged six to 14 will not reach the minimum proficiency levels in reading and math, when they will reach the required primary and lower secondary ages.
According to UIS, this learning crisis could threaten progress towards the Sustainable Development Goals (SDGs).
In addition, research by UNESCO's International Bureau of Education (IBE) highlights that current curriculum reforms in sub-Saharan Africa do not necessarily accompany relevant reforms in Africa. teacher training or badessment of prior learning.
School-based badessments, exams and large-scale exercises have become more prevalent in sub-Saharan African countries, according to the report.
But they tend to focus on exams, cover only limited areas of the curriculum and produce data whose use to support learning is limited, the statement adds.
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