Even before the COVID-19 pandemic, sub-Saharan Africa was at risk of not achieving the Sustainable Development Goals. The pandemic has reversed gains and deepened poverty, social exclusion and access to critical services. Further, it has adversely impacted socioeconomic, environmental and political conditions which will have a significant impact on children’s rights to develop their full potential. In the following two Learning Briefs, read about how the Care and Support for Teaching and Learning (CSTL) Policy Framework provides a roadmap for Member States to strengthen their educational ecosystems as vehicles for developing human capital, and how the SADC Policy Framework on CSTL is an ideal vehicle for driving the Decade of Action for sustainable development.
MIET AFRICA has developed an advocacy brief to motivate ministries of education across Africa to prioritize the transformation of their education systems within a 21st century learning framework in order to realize children’s civil and political rights in and through education, and in so doing, lay the foundations of sustainable development for the continent.
Save the Children and MIET AFRICA have joined forces to advocate for stronger child-sensitive governance processes and systems across the Eastern and Southern African (ESA) region, including inclusive, child-sensitive, democratic election processes. This advocacy brief provides an overview of the rights and responsibilities of children and state parties in securing the meaningful participation of children in election proceedings. It makes recommendations for developing child-friendly election proceedings in the ESA region, drawing on relevant legal instruments, literature and stakeholder views from 2017 research in Zambia and Tanzania on children’s civil and political rights. Click here to read the advocacy brief.
Even without the imposition of climate change, caring for the environment is a pre-requisite for survival. While many environmental issues may lie in the domain of government control, communities that are better informed about such matters are more able to adapt to catastrophic environmental events.
The education system – and specifically the SADC Care and Support for Teaching and Learning framework – offers an effective vehicle to drive a response to the very real threat of climate change and related anthropogenic impacts on the natural environment.
Download: Learning Brief – climate change
Download: What about the vulnerable boy child?
As SADC’s implementing partner for CSTL, MIET AFRICA is increasingly aware of the paucity of support for boys and young men as compared for that of vulnerable girls and young women.
The paper highlights the vulnerability of boys and young men, and argues that engaging them in a more holistic approach to gender equality, and addressing their own specific vulnerabilities, has the potential to benefit both boys and girls. It concludes with recommendations for strengthening support for boys and young men within the CSTL framework.
Download: Innovative Learning Environments
MIET AFRICA’s Innovative Learning Environments project, implemented in three schools in KZN, South Africa, devised and trialled a range of innovative strategies to improve learning outcomes of seriously underachieving learners. The use of electronic devices proved to be a particularly powerful strategy for learning mathematics, especially when their use was paired with tuition and support by mentor learners.
Download: KGS_Data management
Large development programmes that are heavily data-dependent pose considerable challenges, both logistical and analytical. This paper seeks to highlight the challenges associated with traditional systems (i.e. paper-based) of data collection and analysis, and demonstrates how the utilization of digitized technologies (as demonstrated in the Young Women and Girls Programme [see Keeping Girls in School]) can enhance efficiencies in logistics, analysis and overall project management.