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Background information
General education situation
Needs to Address
Rescue measures
Highlights of the status report of TVET
Highlights of recommendations for TVET revitalization
Unified Format for Learning Teaching and Training
Materials (LTTM)
Training of Trainers
ECOWAS Policy Implementation Documents
The Way Forward
Partnerships
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Established by our founding fathers on
28th of May 1975, in Lagos, Nigeria
Composed of 15 West African Countries (8
Francophone, 5 Anglophone & 2
Luxophone countries).
With a population of 290 million in 2008
Accounts for 4.6% of the world population
and over 40% of that of sub-Saharan Africa
Land area (5,110,914 km2), stretches from
the Cape Verde archipelago in the West to
Nigeria in the East.
Therefore the most populated Regional
Community in the Continent
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The Vision of ECOWAS towards an ECOWAS
Peoples as against ECOWAS of States is to
achieve “A region without borders in which
the populations can access and are able to
Harness its abundant resources by creating
Opportunities for the population and
sustainable environment”.
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Equality and Interdependence
Inter-state Co-operation
Solidarity and collective self-reliance
Harmonization of Policies and Programmes.
Non-aggression
Regional Peace, Stability and Security
Peaceful Settlement of Disputes
Respect, Promotion and Protection of
Human Rights
Promotion and Consolidation of Democracy
and Good Governance
Accountability, Economic and Social Justice.
To promote cooperation and integration,
leading to the establishment of an Economic
and Monetary Union in West Africa in order to
raise the living standards of its people,
ensure economic growth, foster relations
among Member States and contribute to the
progress and development of the African
Continent.
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Need to recall the general education situation
in Africa – Low enrolment, retention and
completion rates
High adult illiteracy rate (about 39.7% against
average of 23.4% for developing countries)
Twin problems of quality and cost of education
Gender disparity
High teacher-pupil ratio
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High population of youths (about 60%)
Long distances from school
Wide disparities between member states as well
as between rural and urban areas.
Inadequate infrastructure –ICT and others
High teacher-pupil/student ratio
Outmoded teaching materials
Exclusion of people in difficult circumstances
High cost of education-gradually becoming the
preserve of the rich
Unemployment of school leavers
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Extension of education and training
facilities with a bias on ICT facilitated
learning as a means of providing skills,
removing
ignorance
and
causing
a
participation in the information society
Inclusion of the disadvantaged population
Improvement of quality of education
through qualified
teachers, improved
teaching and learning materials and
provision
of
learning
and
training
opportunities
Education to meet the socio-economic
needs of the learners and the larger society
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Priority Areas including TVET adopted by the
First Conference of Ministers of Education in
2002
Adoption of e-Learning as a further priority
by the Second Conference of ECOWAS
Ministers of Education in 2004
Inauguration of a regional e-Learning Task
Force by the President of ECOWAS
Commission in 2006
Survey of e-Learning in 2008
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Renewed commitment in 2009 of the Third
Conference of Ministers of Education and the
36th Ordinary Session of ECOWAS Heads of
State and Government to the promotion of
TVET
Regional consultation that prepared a status
report and made recommendations for
revitalizing TVET in collaboration with
UNESCO-BREDA and other relevant UN
agencies and their allies
Inauguration of Inter Agency Task Team of
TVET partners
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Identification, acknowledgement and
adoption of the outcome of over 10 years of
Collaboration between the government of
Nigeria and UNESCO on online development
and revision of TVET curriculum and Teaching
and Learning Materials
Development of regional e-learning Policy
Statement in 2010
Inauguration of the ECOWAS Committee of
Resource Persons for the revitalization of
TVET through e-learning
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All over West Africa, millions of young people
leave primary and secondary school without
any practical or employable skills to enter the
labour market or the ability to earn an income
The major challenges relate to a socioeconomic environment that is characterised
by slow economic growth, high population
growth, and a growing number of poorlyeducated and unskilled job-seeking school
leavers
Ratio of theory in teaching higher than
practicals
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Over the past couple of years, some countries
have taken steps to streamline and
harmonize their TVET delivery systems by
enacting appropriate laws and regulations.
However progress is slow
TVET in most ECOWAS countries still suffer
from inadequate financing, poor
management, inadequate qualified teachers,
weak organisational structures
marginalization and limited use of ICT in the
delivery processes
lack flexibility, relevance and responsiveness
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TVET teachers and practitioners do not derive
adequate socio-economic benefit from their
services
Recruitment of qualified TVET teachers
cannot match the better remuneration
packages offered by industries
One possible strategy to improve the
practical skills and retain the services of
qualified teachers is to arrange periodic
upgrading courses and enterprise-based
internships for those at post
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Curriculum and Learning Materials
development and revision
Development of Regional and National
Qualifications Frameworks
Establishment of regional observatories
Promotion of apprenticeship and skills
training programmes
Technical Teacher Training and the Training
of Trainers
Integration of ICT and entrepreneurship
education into TVET
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The availability of curriculum development
experts, skilled instructors and competent
teachers with workplace experience is central
to the acquisition of employable skills by all
categories of learners.
After series of consultation, ECOWAS experts
adopted the outcome of decades of
collaborative efforts with developing
countries like Nigeria, Ethiopia, Libya,
Djibouti, Bahrain and Iraq to adapt existing
practice in Member Statesto the unified
format for curriculum and learning materials
development and revision
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The seven columns format which combines
all the elements required in curricula are
developed using Gloom’s taxonomy of
knowledge comprehension, application,
analysis, synthesis and evaluation
Competency Based Contents
General Objectives of subjects reflecting the
Job description or Occupational Standards
Specific Learning Outcomes
Time allocation and breakdown by weeks
(e.g. Semester:15 weeks)
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Detailed Specific Learning Outcome;
Suggested Teacher Activity; Required
teaching and training Resources for both
practicals and theory
Assessments Guidelines
40-60% Practical Contents
Includes Entrepreneurship and starting small
projects
Integrated ICT in all subjects as well as basic
ICT training.
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Simple Layout
Time Allocation for each learning outcome
Clear Coordination and harmonisation of
Theory-Practical
Readily Converted to Textbook -List of
Contents
Horizontal & Vertical coordination for al
subjects
Promotes learner competency and
employability
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Easy Quality Assurance on Implementation
Identifies resources and equipment
Provides Guidelines for Assessments
Affords the teachers opportunity of
contributing to curriculum revision
Handy for coordination and harmonisation at
national and regional levels
flexible and adaptable to existing curricula in
Member States
Promotes the use of animations
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This entails the development or revision of
Learning, Teaching and Training Materials
(LTTM ) indicating generic features for all the
programmes e.g cover Page with
appropriate photos, list of Contents, weekly
Content, activities, references
First edition of LTTM will be ready for use by
teachers and students after being reviewed (Peer
Review) and edited for consistency
All documents preferably converted to PDF and
Compiled on CDs
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Best to upload to a dedicated Website using
open source platform
Evaluation and Revision
Once implementation of the curricula and the
use of LTTM commence, feedback from TVET
institutions, Teachers and students regarding
suggestions for improvements, new material
to be added, and possible inclusion of
Animation and Multimedia should be
collected and analysed.
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Role of the teachers remains that of:
Developing detailed Personal Lesson Plan &
Material
Adding Examples & Other Supplementary
Material
Adding practical exercises & Activities
Introducing Animation & Multimedia
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8 sessions of TOTs were organized for
240 teachers and administrators in
2010
16 Sessions for 480 Participants
planned for 2011- 2 sessions for 60
already conducted
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PIDs developed from the ECOWAS e-learning
Policy Document for the promotion of TVET
delivery and entrepreneurial skills in Member
States
Though still undergoing adoption procedure
include:
Cyber Corps
Community Colleges Concept
Technical and Vocational Skills and
Entrepreneurship Development
Career and Professional Development for the
Public Service
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Excellence in E-Learning Awards
Career and Professional Development in the
Private Sector
ICT Entrepreneurship Development
E-learning Content Development Training
All these projects are designed to be
implemented through e-learning bearing in
mind critical success factors such as
electricity supplies, high cost of bandwidth,
infrastructure and general resistance to
modern technologies.
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Adoption of the PS and PIDs by members of
Ministers in charge of Education, ICT and Labour
in September 2011
Vetting by ECOWAS Parliament
Resource Mobilization
Establishment of Coordination mechanism
Actual implementation of the PIDs
Monitoring and Evaluation
Implementation of the ECOWAS Roadmap for
TVET Revitalization
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ECOWAS acknowledges the fact that the
peculiarities of the challenges confronting eLearning in the region requires divers
partnerships and collaboration among key
stakeholders
ECOWAS acknowledges and appreciates
exiting
collaboration
with
national
governments, UNESCO and other Sister
organizations and their allies, COL, ACCC, EU,
ADB, the Private Sector, NGOs and donor
organizations
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THANK YOU
JE VOUS REMERCIE
MUITO OBRIGADO