A Schematic Presentation Of Ernwaca Colloqium Programme

Overview of the Colloquium’s Presentations &

Introduction to the workshop

Therese M.S. Tchombe President of the Regional Scientific

Committee of ERNWACA

20th Anniversary International Colloquium Theme: Educational Research on Policy and Practice in Africa Bamako, Mali 15-16-17

IntroductionDuring this 20th Anniversary Celebration Africansenior and young scholars, including Internationalscholars will present 31 scholarly papers addressingdifferent issues.

Cont.These presentations have employed researchmethodology and methods to demonstrate thevisionary leadership ERNWACA /ROCARE hasbeen able to assume in Capacity building inorder that African Voices form part of today’sresearch dialogue on issues of quality, access, relevance for policy decision making in education.

The Structure and Functions of the Scientific Committees

The National and Regional Scientific Committees are made up of elected members who are registered members of ERNWACA.

The current Regional Scientific Committee was elected in Ghana in 2007 with a three years mandate renewable once.

The members of the Committee are Dominic Agyeman, JF Azoh, Ernest Elboudo & Therese Tchombe.

Functions

Validate Scientific process of ERNWACAProvide in-house style which was reviewed in

Abidjan during the launching of JERA 2009 and forwarded to National Coordinators for their input and harmonization.

The editorial teams for JERA and other such publications should not be mixed up with the day to day validation process of ERNWACA’s Scientific activities by the regional scientific Committee.

Functions Cont.The Scientific Committees at the National and

Regional levels under the leadership of the Small Grant Project Manager, NC and RC are involved in the identification and selection of the themes.

Posts for Capacity Building Trainers are advertised and the best qualified applicants based also on experiences in the specific areas are selected by the Regional Coordination and Scientific Committee.

Bilingualism is respected.

Paper Presentation

31 presentations for 3days

20 minutes each; 10 minutes presentation and 10 minutes for discussion

Introductive Presentations Tuesday 15th Dec. 7 papers

1. Dayo OdukoyaThe Impact of Educational Researches on Formulation andPractice of Educational Policies in Nigeria 2. Djénabou Baldé Impact des recherches ROCARE sur les pratiques etpolitiques éducatives 3. Célestin Venant C. QuenumAnalyse critique et comparative des nouvelles politiqueséducatives des pays de l’Union Économique et Monétaire Ouest

Africaine (UEMOA) 

Introductive Presentations Tuesday 15th Dec.

4. Norbert Lengha Tohnain

Educational Research and Policy Reforms in Cameroon

5. Willibroad Dze-Ngwa (PhD) Educational researchand the challenges to quality education in Cameroon from 1989 to 2009: a historicalperspective

6. Thierry Karsenti – ICT: University of Montreal (Canada) 

Sub-theme I : Research and Capacity Building in Africa Tuesday Dec.15th 9 papers

1. Daniel YelkpieriThe State of the school plant and its impact of senior high schools inBrong-Ahafo Region of Ghana 2. Serge AttenoukonQuel lien entre TIC et rendement académique en contexteuniversitaire béninois? 3. Ousmane Moussa TessaImpacts de l’intégration pédagogique des TIC sur le sentiment decompétence des étudiants à l’apprentissage des mathématiques auNiger

Sub-theme I : Research and Capacity Building in Africa

4. Nora AllekiYouth employment and alternating educationtraining in time of crisis in Africa5. Babalola, Folaranmi DapoConservation Education: Roles of indigenousknowledge and cultural beliefs in southwestNigeria

ROUND Table Discussion Wednesday

Moderator: M. Maxime SOME, Minister ofBurkina Faso Round Table on “The educational research onpolicy and practice in Africa” with ERNWACANational Coordinators & Policy-makers(Ministries of Education and of ScientificResearch) and ERNWACA Partners

Sub-theme I : Research and Capacity Building in Africa

6. Haoua Kone Tago La contribution des TIC au développement et àla qualité de l’alphabétisation et de l’éducationnon formelle au Burkina Faso : le cas du Centrede ressources, d’Echanges et de Formation enAlphabétisation et Education NonFormelle(CREF/AENF/DRINA)

Sub-theme I : Research and Capacity Building in Africa

7. Joseph Koffi Nutefé Tsigbe Les établissements d’enseignement secondaire du Togo faceà la problématique des bibliothèques et laboratoires 8. Gnebora OmarouLes initiatives alternatives de lutte contre la baisse desniveaux scolaires dans les ménages au Nord-Cameroun 9. Anne OgunsolaConstraints faced during field work: the case of Nigerianpostgraduate students

Sub-theme 2: Research , Curricula Development and Labour Market in Africa,

Wed. 16th 5 papers1. Willibroad Dze-NgwaIntroducing Peace Education in CameroonSchools: A Blueprint for Sustainable Development 2. Mamadou Lamine SanogoDe la contribution de l’éducation non formelle à lacrise des systèmes éducatifs en AfriqueSubsaharienne

Sub-theme 2: Research , Curricula Development and Labour Market in Africa

3. Yaovi AkakpoDe l’innovation des offres pédagogiquesdans les universités africaines : Réalitéset possibilités

Sub-Theme 2nd Cont.4. Bouréma KansayeBilinguisme dans l’enseignement (la pédagogieconvergente) et difficultés scolaires des élèves ausecond cycle du groupe scolaire de Boulkassoumbougouen commune I du District de Bamako 5. Innocent FozingMarché du travail en période d’ajustementstructurel:quelques résultats d’analyse du comportement des demandeurs d’emplois au Cameroun

Sub-theme 3: Research on Access, and Quality, Relevance ,Equity, Retention Thursday, 17th , 10 papers

1. Guy Rostand Pandji Kawe

Politiques publiques des travaux de recherche en éducation au

Cameroun : Redéfinir l’importance et la prise en compte des mémoires,

étude de cas à l’Université de Ngaoundéré

2. Manager MhangamiThe Zero Grade Challenge- Enabling Equitable Access to Early

Childhood Development and Education programmes in Zimbabwe

 3. G M Joachim Boko

Responsibility Leadership and Politics: Why Benin May not

Achieve Universal Education by 2015?

Sub-theme 3: Cont.

4. Moussa Lonkila ZanProfil de genre et profil régional du parcours

scolaire 5. Eric Montcho-Agbassa L'impact de l'exode des cerveaux (brain drain) sur

la recherche enéducation dans les pratiques et politiques en Afrique.

Exemple du Bénin

Cont.6. Honoré MimcheFaciliter l’accès à l’école sans compromettre laqualité de l’éducation : Gratuité de l’enseignementprimaire public et nouvelles stratégies familiales enmatière de scolarisation en milieu urbaincamerounais 7. Thierno Moussa Diaouné La place des universités privées en Guinée ou versune privatisation

Sub-theme 3:Cont.

8. Joseph Bomda

Pratiques de l’orientation scolaire et

aggravation de la pauvreté dans les ménages

Camerounais

9. Dramane BolyL’accès à l’enseignement supérieur au BurkinaFaso : Mythe ou réalité ?

Sub-theme 3: Cont.

10. Moustapha DIACK- Moustapha DIACKUniversity Southern University - Baton Rouge,

LA(USA)International Research Collaboration

US/Africa:Integrating Open Education in theScience/Math Curriculum/

A Schematic Presentation of the Theme and Sub-themes of the 20 th Anniversary Celebration Colloquium: Educational Research on Policy and Practice in Africa

Seven Introductive Presentations:These authors will be setting the platform for our discussions :Illustrate the role of research in formulating educational policies Present critical analysis and comparative statements on the new educational policies of countries in the Economic and Monetary Union in AfricaHighlight the importance of educational research and challenges to quality educationReiterate the fact that education can be improved through research particularly with the use of ICT to enhance pedagogy

Sub-Theme 1 Research & Capacity building in Africa

The diversity of research to be reported in the 9papers highlight the urgent need on research capacity building.

Quality concerns are raised as:

School infrastructure , libraries and laboratories

Home school partnership

Integration and use of ICTs

Indigenous knowledge and beliefs

Searching for alternative ways of training, youth employment& field experiences

Sub-theme 2: Research , Curricula Development and Labour Market in Africa, Wed. 16th 6 papers

In addressing sustainable education the focus will be on;

The role of peace education ,

Nonformal education ,

Bilingualism,

Innovative pedagogy and the realities ,

Identifying lessons to be learnt from structural adjustment for employment

Sub-theme 3: Research, Access and Quality Relevance & Retention

The ten papers in this sub-theme will be touching on the following:

Critical policy issues ; we are hoping that the policy makers with us today will embrace ROCARE/ERNWACA’s vision.

Problems facing African education today are quality, relevance, access, retention, equity, integration of ICT as pedagogical support

What are the Engines for Growth and Change in research in Africa?

An increased awareness and a sense of purpose in Africentric concerns

Model in training transformational leadership in research

Adoption of a different approach for research and for capacity building

Round Table  on “The educational research on policy and practice in Africa” with ERNWACA National

Coordinators & Policy-makers (Ministries of Education and of Scientific Research)

and ERNWACA Partners

Emerging Concerns

Emphasize the importance of the role of research in this age of rapidly changing technologies and the changing face of the world generally and Africa in particular.

Highlight the need for transformative research leadership to enhance regional collaborations, institutional and international partnerships.

Cont.

Increasing resources for Young and old scholars to develop capacity to focus on the relevance of contextual and cultural issues using appropriate research methods

Encourage mentorship model

Cont.

The utility value of research outcomes is a function of the researcher’s capability to follow strictly the processes and procedures in the conduct of research based on prescribed scientific standards.

The need for continuous upgrading and development of the research capacity of researchers cannot be over-emphasised.

The ProblemAfrican scholars’ direct application of

mainstream research process without addressing the realities of the research context is a cause for concern.

The absence of situated knowledge affects African scholars’ situatedness in research practices.

There is the absence of a sense of ownership of context specific knowledge and building self confidence in research.

Problem Cont.

The reductionist perspective where research knowledge produced fails to give a real account of the issues that shape the nature of knowledge produced and meanings that can set the stage for real change in peoples’ lives and impact world view about Africa.

“ Scientific Processing” of Indigenous Knowledge

Knowledge is a product of science.All knowledge however is not scientific, only

knowledge acquired through the scientific method is scientific knowledge.

This raises the question about the scientificnature of indigenous knowledge.African scholars must review their approachto research.

Network as an Empowerment Research Strategy

The Thought Questions What does 20th years anniversary celebration means for an

African Research structure? To what extent has ERNWACA’s research findings inform

Policy? How do we advocate for strong partnerships between

Government and universities and also with development partners for better functioning?

What models for Capacity building and for whom? What is the way forward????

END

CONGRATULATIONS!!!!!!!!! Thank You for Listening!