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Deputy Permanent Secretary for Education Portfolio, Dr. Avemaria Semakafu, said yesterday in Dar es Salaam the opening of a regional capacity-building workshop on alignment between programs, teacher training and learning assessments. Cultural Organization (UNESCO), the workshop aimed to address the poor quality of education in a system-wide perspective, involving participants from 17 countries in sub-Saharan Africa.
PS MP said that it is very unfortunate that planners talk about passing exams assessment and keep up with the standard that does not fit what they are talking about.
The curriculum framework was not good enough because countries have a great challenge from children and colleagues living with a disability, she said
"We must talk about". access to inclusive education that will facilitate movement with the disabled.She said that a number of children with disabilities are prevented from accessing education because the child has a disability. Inclusive education is poorly understood, asking participants to think about the small community that is able to do anything that is part of the inclusive education framework. "They also need to see how children, despite their physical disabilities, are going
Avemaria showed that most of the students who drop out or are not qualified for the next stage are those who are successful in livelihoods, means that the education system has a lot of p interrogation anoints that need to be addressed.
Learning is one of the main challenges that sub-Saharan Africa faces in order to reach sustainable goal number four on education 2030 and targets 2016-2025 of the African Union Continental Education Strategy for Africa (CESA).
Recent data from the UNESCO Institute for Statistics indicate that sub-Saharan Africa has the largest number, 202 million children and adolescents do not have children. do not learn.
Estimates based on past trends suggest that in the region, almost nine in ten children aged six to 14 will not reach the minimum proficiency levels in reading and mathematics, by the time they reach primary and lower age. secondary education.
According to UIS, this learning crisis could threaten progress towards the Sustainable Development Goals (SDGs).
In addition, a study by UNESCO's International Bureau of Education (IBE) highlights that current curriculum reforms in sub-Saharan Africa do not necessarily accompany relevant reforms in teacher education. or the evaluation of learning.
The three-day workshop brought together national teams, program officers, teacher trainings and learning assessments from sub-Saharan countries, as well as development agencies active in the field of education. local education groups in the area.
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