In pursuit of its vision of promoting dialogue for education and leadership, ADEA has proposed various mechanisms for reflection, engagement and action. The inter-country quality nodes (ICQNs) are a part of this drive. The ICQNs serve as catalysts for the capitalization of innovative educational experiences in Africa and for the implementation of the lessons that each country or group of countries draws from these experiences in order to improve their programs. The Inter-Country Quality Node on Literacy and National Languages (ICQN-LNL) was created to bring together African countries, strategic partners and experts to consider these two topics in order to promote dialogue, collective learning and collaboration. The inception of the ICQN-LNL dates from the Bamako meeting in 2007, where an ICQN on Literacy was created. Since the ICQN initiative is primarily driven by the countries concerned and involves several steps, the ministers identified the theme of literacy as a challenge common to several countries. After discussions with their peers, they initiated the various steps and procedures required to develop this ICQN. Subsequently, at a meeting held in Lyon, the minister of education of Burkina Faso was designated by her peers to take over the leadership of the ICQN.
A workshop was held in Ouagadougou in December 2010 with representatives of 13 countries to try to build a consensus on what the various parties involved could and should contribute to this process. The workshop was also supposed to identify ways and means of providing non-formal education of good quality in Africa. One of the tangible outcomes achieved was a draft three-year program for the ICQN.
In 2011, the Minister of Education and Literacy of Burkina Faso agreed to add the issue of national languages to this quality node, giving rise to the new Inter-Country Quality Node on Literacy and National Languages.
What are the objectives of the ICQN-LNL?
To contribute to the achievement of inclusive, efficient development of literacy training and national languages as a catalyst for social, economic and cultural development in Africa.
- To support the implementation of policies aimed at developing lasting, inclusive literacy within education sector programs and national development programs;
- To build countries’ capacity to design strategies, mobilize funding and efficient management;
- To facilitate transnational cooperation through projects and networks for sharing know-how, successful experiences and innovative practices.
The national languages issue
The Windhoek conference of August 2005 on bilingual education and the use of mother tongues, as well as the 2010 regional conference in Ouagadougou on African languages and cultures in education, both recognized that the integration of African languages, multilingualism and cultural diversity into the education process were vital conditions for improving educational access, quality and efficiency in Africa. The Ouagadougou Conference of January 2010 also contributed to this process. It was the starting point for the development of a policy guide on the integration of African languages into education that proved highly useful for the promotion of African languages and the recognition and utilization of cultural diversity.
The priority areas of the ICQN-LNL program
1. Capacity building
- Training of stakeholders.
- Development of financing mechanisms for non-formal education.
3. Monitoring, evaluation and capitalization
- Collection and processing of statistics;
- Stabilization of literacy indicators.
4. Quality of provision
- Design, development and dissemination of teaching/learning materials;
- Research on common themes;
- Implementation of an effective editorial policy.
- Implementation of a more participatory and more effective system of guidance and management;
- Support for the formulation of language policies.
6. Promotion of the holistic vision
- Smooth integration of the various educational sub-systems.
What are the expected outcomes?
- The technical and institutional capacity of literacy stakeholders is strengthened, thus enabling training programs to be designed and conducted in a more professional manner;
- Increased resources are allocated to the literacy sector;
- For their mutual enrichment, the member countries of the ICQN share successful experiences and good practices concerning literacy;
- Indicators of literacy performance improve in all members countries of the ICQN in the medium term.
What implementation strategies are being considered?
The strategies of the quality node are based on the priorities and strategic areas defined in the follow-up to the ADEA Triennale in Ouagadougou.
Which countries are members?
Benin, Burkina Faso, Cameroon, Cape Verde, Central African Republic, Chad, Gabon, Gambia, Mali, Mozambique, Niger, Senegal, Togo and Zimbabwe.
The ICQNLNL is open to other countries for whom literacy and national languages are centers of interest.
What about partnerships?
The main partners of the ICQNLNL are:
APENF • CREAA • ACALAN • KARANTA Foundation • DDC • UNESCO: UIL and BREDA • GIZ
The ICQNLNL is open to other partners for whom literacy and national languages are centers of interest.
How to contact the ICQN-LNL
Ministry of Education and Literacy
03 BP 7032 Ouagadougou 03
Tel. : +226 25 30 80 52
Website : www.mena.gov.bf
Mr. Rémy Habou
BP 642 Ouagadougou 01
Tel. : +226 25 37 52 91
Mobile : +226 70 26 93 51
Fax : +226 25 37 57 30
Email : email@example.com