African Governments asked to promote skills development

NAIROBI – Education Cabinet Secretary, Amb. Amina Mohamed has called on African Governments to promote skills development through basic education and training institutions to facilitate growth, technological transformation, trade and development.

“Our focus needs to be on addressing the unfinished business in Education For All (EFA) through promoting access to quality and equitable education at all levels,” Mohamed noted, saying there was need to facilitate inclusion of the marginalized, vulnerable and learners with special needs to ensure that no one is left behind.

She made the remarks when she officially closed a three day Pan African Conference on Education (PACE 2018) in Nairobi yesterday. The CS was flanked by Prof Sarah Anyang Agbor Commissioner for Human Resources, Science and Technology African Union Commission and

Firmin Edouard Matoko, the UNESCO Assistant Director-General for Education.

Th Conference was attended by over 40 Ministers of Education from African Countries and discussed the state of African Education against national, regional and international commitments to “equitable inclusive quality education and lifelong learning opportunities for all.”

The Ministers came up with a 17-point Declaration which outlines the policy actions and initiatives that African governments should undertake to align Education policies, goals and plans to the Sustainable Development Goals, 2030, and Continental Strategy for Education in Africa 2016-2025 (CESA 16-25), the entire world and Africa committed to realise less than three year ago.

Among the commitments the Ministers resolved on was to ensuring adequate recruitment and deployment, motivation and professional support of teachers, and to strengthening teacher training and professional.

Others include the development of programmes at all levels including early childhood education,

non-formal education; recognizing teachers as full-fledged professionals and agree on common qualification frameworks; and strengthening dialogue and partnership with teacher organization; to make the learning and teaching environment more healthy, inclusive and safe through adequate responses to school-related violence and discrimination based on gender, disability, origin, race, ethnicity, religion or any other factor.

The Ministers also resolved to increase equitable access to quality Technical and Vocational Education and Training in all its forms, and recognizing that TVET should be crosscutting and encompass continuous learning towards entrepreneurship, employability, capacity building, retraining, and versatility.

On the language of instruction, a crucial policy issue among educationists, the Ministers resolved to promote teaching and learning in the mother tongue, especially in early years of education; and developing policies to safeguard and raise the status, esteem and value of indigenous African language.