REPORT
GROUP 2 – CURRICULUM,
TEXTBOOKS, TEACHER
TRAINING
15.03.06
D. Georgescu, Khartoum
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Participants
MoE (Secondary education; Girls
education)
 Teachers
 Curriculum developers
 UNICEF
 UNESCO
 USAID
 Save the children
 SIL

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1. Background and context

Situation to date in the North and South
What is common and what is
different
What changed
What needs to be changed
Need to base decision
making on sound research
Many players
 Different systems of training (confusing)

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Issues

Links between North and South

Language policy

Curriculum: values and principles

Displaced people: setting equivalences (common
outcomes?)

Institutional development

Challenges (financial; capacities; expertise)
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2. JAM & UN Work Plan

SWAP (e.g. resource allocation for teacher
salaries & teacher training)

Strategic planning led by the government

Sustainable structures

System monitoring (e.g. UNICEF/UNESCO:
gender issues in the curriculum)
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3. Partners and stakeholders

UNICEF: pre-school and primary (Teacher
training; curriculum; back to school; nonformal literacy; fast-track learning; childfriendly school model; HIV/AIDS; Peace
education; Life skills; Policy dialogue;
Standards & competencies;)

USAID: Teacher education; non-formal
ed.; curriculum; Distance education/Radio;
System building/EMIS; Institutional
development
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D. Georgescu, Khartoum
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3. Partners and stakeholders

SIL: Mother tongue education in
primary schools

Save the children

Many others…
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4. UNESCO: expertise and
areas of competence
To fill/bridge the gap…
 ECE; primary (with UNICEF);
secondary education
 UNESCO Cairo: Teacher training
(training of trainers)
 Division of labour (Go to the South…)
 Convergence and coordination
 General curriculum framework

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UNESCO

Build on strengths (planning;
curriculum development; teacher
training; HRE; technical assistance;
secondary education)

Consultancy
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5. Inter-agency cooperation
and networking
Continuity
 Sustainability
 Time schedule
 Clear division of tasks


How: e.g. SWAP – sharing resources, tools,
consultants; joint projects/action;
exchanges; assisting the government on
long-term)
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6. Conclusions and
recommendations

1. Visioning exercises (vision helps
you plan)

2. Taking stock: where we are…
(curriculum assessment; TT;
assessing processes and products)

3. SWAP: things that we can do
together
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Conclusions and
recommendations

4. Technical assistance: capacity building
(MoE; Curriculum & textbook
development; TT; Institutional
development)

5. Developing a Curriculum Framework
(common quality standards; unity and
diversity)

6. Improve dialogue with stakeholders
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7. Follow-up to the workshop
and new steps

Consolidated work plan for short-,
medium- and long-term

Capacity building

Institutional development
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