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South-South Cooperation Programme for the Right to Education in Lusophone Countries

South-South Cooperation Programme for the Right to Education in Lusophone Countries. SSCP- Lusophone diagnosis on the situation of education. Phase 01. Phase 01. 2007-10

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South-South Cooperation Programme for the Right to Education in Lusophone Countries

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  1. South-South Cooperation Programme for the Right to Education in Lusophone Countries

  2. SSCP-Lusophonediagnosis on the situation of education

  3. Phase 01

  4. Phase 01 2007-10 First discussions between the BCRE and OSF about a Cooperation Programme and dialogues with the Lusophone coalitions at GCE meetings 2012 SSCP-Lusophone (cont) 2011 Beginning of the South-South Cooperation Programme for the Right to Education in Lusophone Countries 2013 End of the first phase of the Programme(March)

  5. Phase 01 2011 Beginning of the South-South Cooperation Programme for the Right to Education in Lusophone Countries 2012 SSCP-Lusophone (cont) 2013 End of the first phase of the Programme (March) 2ndGroup Meeting: Programme Review, (May 2012 - South Africa) Country visits (September 2011 - March 2012) 1stGroup Meeting: Consensus-building Workshop (May, 2011 – Brazil) 3rdGroup Meeting: Local Plans Workshop (Oct/Nov, 2012 – Cape Verde) • Programme midterm evaluation – BCRE and OSF (March, 2012 - South Africa)

  6. Phase 01 Phase 01 Programme evaluation Incipient Lusophone network on Right to Education Different concepts of Advocacy C. Absence of reliable data D. Need for Institutional strengthening of coalitions

  7. Phase 02

  8. Phase 02 :: project proposal Developing an analysis of the situation of education in each of the participant countries. Specific Objective 1 Strengthen the advocacy of civil society in national education policy arenas. Overall objective Contribute to the expansion of access and improvement of quality of education in the participating countries. • Reviewing, developing and implementing advocacy strategies of each civil society coalitions. Specific Objective 2 Encourage the establishment of a Lusophone network on the right to education. Transversal Area: promote and increase participation and visibility of the Lusophone coalitions in national and international spaces for debate on the right to education.

  9. Phase 02 :: diagnosis (a) Developing an analysis of the situation of education in each of the participant countries These activities will generate new information and new analyses to support and improve the work of the national coalitions, contributing to the development and strengthening of advocacy actions and deepening the debate on education.

  10. Phase 02 :: advocacy (b) Reviewing, developing and implementing advocacy strategies of each civil society coalition The second phase proposal intends to continue the process of elaboration and implementation of the Local Plans, with ongoing advice and direct support to help coalitions to identify advocacy opportunities and to implement political actions.

  11. Diagnosis on the situation of education

  12. Diagnosis • Research structure • Common basis research • Characterization of the Lusophone countries, the structure and situation of the educational system in each of them • Specific research • The EFA coalition would chose a theme to a specific research, in dialogue with the actions they were already developing nationally • Discussion with the networks to identify research focus area

  13. Diagnosis • Workshop: preparation of the diagnosis on • the situation of education • Definition of the research theme and a common work plan • May, 2013 - Baturite/ Ceará, Brazil 1. Discussions on the problems of the educational system in the Lusophone countries 2. Identifications of the main themes relevant to each coalition 3. Defining the criteria that should influence the theme choice 4. Debate: common theme to all countries x different theme for each coalition

  14. Diagnosis • Angola: Teachers Training, Early Childhood Education and Automatic Progression; • Cape Verde: Early Childhood Education, Inclusive Education and Teachers Training; • Guinea-Bissau: Education Financing, Permanence, Access to Education (Early Childhood Education); • Mozambique: Lifelong Education, Teachers Training and Early Childhood Education; • Sao Tome and Principe: Teacher Training and Access to Education (Early Childhood Education).

  15. Specific research topics

  16. Specific research topics • Meeting of the SSCP consultants for the research • Construction of methodological proposals for the research in each country • July 23rd to 26th, 2013 - Porto, Portugal • Researchers involved • Researchers from Universidade do Porto • Field researcher for Angola and Mozambique • Field researcher for Cape Verde, Guinea-Bissau and Sao Tome and Principe Topics Specific research topics Methodological proposals Data collection instruments

  17. Specific research topics Angola, Mozambique and Cape Verde what guarantees access to a quality Early Childhood Education?

  18. Specific research topics Sao Tome andPrincipe what guarantees access to a quality Early Childhood and Primary Education?

  19. Specific research topics Guinea-Bissau what characterizes the demand and supply of Early Childhood Education in the country?

  20. Methodology

  21. Methodology • Research methodologies • semi-structured interviews • focus groups • visit to key places (nurseries, kindergartens, schools) • document analysis

  22. Methodology • Country Workshops • Mozambique • Cape Verde • Guinea-Bissau • Sao Tome and Principe

  23. Emerging Issues

  24. Emerging Issues • How is quality defined and is it contextual? • What is the influence of the World Bank and other actors on the ECDE agenda in the participating countries? • What is the civil society landscape on ECDE and are they sufficiently organised/engaged in policy dialogue? • How to advocate for ECDE in countries where the government is unable to guarantee basic education? • How to provide ECDE in crisis affected settings such as Guinea Bissau?

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