In collaboration with
National Early Childhood
Development (ECD)
Advocacy
Workshop
Wednesday 2 December – Friday 4 December
Windhoek, Namibia
In collaboration with
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TABLE OF CONTENTS
Contents
Table of Contents ......................................................................................................................................... 2
Introduction ................................................................................................................................................. 3
Opening Session ........................................................................................................................................... 4
Official Opening ....................................................................................................................................... 4
Workshop Objectives ............................................................................................................................... 5
Creating a Common Understanding ............................................................................................................ 5
Global Perspective ................................................................................................................................... 5
Namibian Perspective .............................................................................................................................. 6
Communicating for Change ..................................................................................................................... 8
Analysis of desired changes ..................................................................................................................... 8
Learning From Others .................................................................................................................................. 9
Lessons learnt from ECD advocacy in Kenya ............................................................................................ 9
Lessons learnt from ECD advocacy in Zambia .......................................................................................... 9
Lessons learnt from ECD advocacy in Turkey ........................................................................................ 10
Lessons learnt from advocacy efforts in other sectors .......................................................................... 10
Designing an Advocacy Strategy ................................................................................................................ 11
Way Forward .............................................................................................................................................. 16
Annex I: Final Programme .......................................................................................................................... 17
Annex II: List of Attendances ..................................................................................................................... 20
In collaboration with
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INTRODUCTION
In the framework of the UNESCO/China Funds-in-Trust project ‘Capacity Development for Quality in Pre-
and Lower Primary Teacher Education in Namibia”, UNESCO, in close collaboration with the Ministry of
Education, Arts and Culture (MoEAC), the Ministry of Higher Education, Training and Innovation
(MoHETI) and the University of Namibia (UNAM) Faculty of Education, with additional support of the
Open Society Foundations (OSF), the European Union (EU) Delegation to Namibia and UNICEF Namibia,
is now organizing an Advocacy workshop to build capacity of relevant officials to advocate for the Early
Childhood and Pre- and Lower Primary teaching profession.
The University of Namibia (UNAM) is the main institution for teacher education and training, following
the merger of the Teacher Education Colleges with UNAM in 2010. UNAM offers a Bachelors of
Education in different specializations; one of them focuses on Early Childhood and Lower primary
education. According to the UNAM 2013 Annual report, only 14.2% of B Ed students opted for the Early
Childhood and Lower Primary specialization. Improving trends regarding the intake of students to this
specialization cannot be denied, but the demand for teachers at this level is at the same time also
increasing. Since 2008, the government is introducing pre-primary classes in a phased, pro-poor
sequence, while free primary education was introduced in 2013. These developments have increased
the demand for pre- and lower primary education – and thus also for qualified teachers at these levels.
When it comes to quality, Namibia has made significant strides in training most of its teachers. It is a fact
however, that the most poorly trained teachers are still found teaching the lower grades of primary
education. Insufficient numbers of teachers specializing in this level of education have been trained, and
the trend of prioritizing the deployment of qualified teachers at the higher levels is real. The training and
qualification of the caregivers is even more of a concern.
These aspects of limited interest and insufficient quality are inherently intertwined with the existing
image of ECD, the ECD profession and status of its workforce. In order to attract the most qualified and
motivated early childhood educators, the need to alter the overall image of the ECD in Namibia is
rising. Considering the involvement of multiple stakeholders, the project is planning a national workshop
to strengthen the capacity of relevant government officials, UNAM and others to advocate and create
awareness to attract competent people into the ECD profession, with the long term objective of
contributing towards enhanced professionalization of the Early Childhood Development workforce. The
envisioned outcome document is a national advocacy strategy for enhanced awareness of the
fundamental importance of ECD.
In collaboration with
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OPENING SESSION
Official Opening
The participants were officially welcomed by Dr Jean-Pierre Ilboudo, Head of Office and UNESCO
Representative to Namibia, who acknowledged the benefits of the broad partnership that UNESCO was
able to establish for this workshop. “Addressing the systemic nature of education requires the
involvement of many stakeholders, to ensure desired positive outcomes. Therefore, with joined hands,
we hope that the outcome of this workshop will lay the foundation for improving the overall image of
the ECD profession in Namibia, thereby contributing towards increased quality of Namibia’s education
system.”
Ms Edda Bohn, Director Programmes and Quality Assurance, on behalf of the Permanent Secretary of
the Ministry of Education, Arts and Culture, highlighted the importance of quality early childhood and
pre- and lower primary education in her opening address. She connected the quality challenge with the
lack of awareness of the importance of educational foundations in the early years. “We need to urgently
educate our learners who will be in the long run mothers and fathers about the importance of the first
1000 days.” Dr Charmaine Villet, Dean Faculty of Education, University of Namibia addressed the status
of the pre- and lower primary teacher and the challenge of attracting students to this particular career
path.
Picture: From left to right: Dr Jean Pierre Ilboudo, Head of Office and UNESCO Representative to Namibia; Dr
Charmaine Villet, Dean Faculty of Education, University of Namibia; and Ms Edda Bohn, Director Programmes and
Quality Assurance, Ministry of Education, Arts and Culture.
In collaboration with
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Workshop Objectives
Ms Gertie Steukers, UNESCO Windhoek, set out the background and objectives of the workshop. The
UNESCO/China Funds-in-Trust project is focused on improving education at the foundational level, by
focusing on the quality of pre- and lower primary education, in-service as well as pre-service. The
existing image of education in the early years is however hampering quality. Lack of quality of education
and care in the early years will impact the whole education system, since learners will graduate to
higher levels with compromised foundations.
Both UNESCO as well as the Namibian policy framework considers Early Childhood Education as the
years between 0 and 8. Therefore, when we talk about strategizing to advocate for the importance of
ECD, we will include the 0-4 informal ECD structures as well as the 5-8 formal pre- and lower primary
education.
The following were the objectives for the three-day workshop.
Overall objective:
- To contribute to enhanced awareness of the fundamental importance of ECD; - To contribute to improving the quality of early childhood, pre-primary and lower primary
education. Specific objectives:
- To build capacity to develop advocacy messages and materials in order to raise awareness of the importance of ECD, the importance of the profession and to attract able students to the B. Ed with specialization in Early Childhood and Lower Primary;
- To develop an advocacy strategy for enhanced awareness of the fundamental importance of ECD.
CREATING A COMMON UNDERSTANDING
Global Perspective
Ms Yoshie Kaga, ECD specialist at the UNESCO Headquarters,
contextualized ECD as a global concern. She highlighted the
importance of the early years. “Human brain development starts
before birth and continues into adulthood. The quality of the brain
architecture is affected by early childhood experiences, resulting in a
strong or a fragile foundation for the learning, health and behaviour
that follow.” Ability gaps therefore, start early.
When it comes to global trends, Ms Kaga informed the participants
that the number of stunted children has not declined. Access to pre-
primary education has been improving globally but unequally, and not
enough. Namibia’s progress towards integrating ECD with the
education ministry also corresponds to a global trend.
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Within the new Sustainable Development agenda, target 2 of SDG 4 focuses on ECD (By 2030, ensure
that all girls and boys have access to quality early childhood development, care and pre-primary
education so that they are ready for primary education). Many of the other goals however also include
elements related to Early Childhood Care and Education.
The below graph clearly indicates that investing in the early years creates the most returns.
Namibian Perspective
Ms Edda Bohn, Director PQA, Ministry of Education, Arts and Culture, and Dr Aune Victor, Education
Specialist, UNICEF Namibia, set out the Namibian context for the participants (Ms Eline Nghiitwiikwa,
Ministry of Gender Equality and Child Welfare, was prohibited from attending and presenting).
Dr Victor explained that ECD has long-lasting impacts on cognitive,
emotional and psycho-social development with long-term benefits for
later success in school, and society more broadly. ECD provides a strong
foundation for lifelong learning and significantly contributes to reducing
poverty, the overarching objective of Namibia’s Vision 2030, and the
Sustainable Development Goals.
Namibia’s Integrated Early Childhood Development (IECD) Policy (2007)
Promotes a rights-based approach to early childhood development,
premised on the principles of equal access, quality, sustainability,
flexibility, diversity and inclusion.
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ECD for ages 0-4 falls under the Ministry of Gender Equality and Child Welfare and is catered for by an
informal structure; the Namibian Government does not own any of the ECD centres. ECD centres charge
fees (no standard fees applicable). Monthly rates of 10 NAD are often not affordable for parents. The
lack of qualified caregivers is a significant concern.
Graph: Rates of enrolment in ECD centres by age and gender (2012)
Ms Bohn explained that the ages 5-8 are considered pre- and lower primary education and fall under
the Ministry of Education, Arts and Culture, within the formal structure. Pre-primary education (for ages
5-6) is being rolled out since 2008 in a pro-poor sequence (100 classes per year). Enrolment has been
significantly increasing calling for an increased number of qualified teachers. This gap and the need for
qualified human resource is significantly growing.
The challenges regarding the quality of ECD services in Namibia can be summarized as follows:
Infrastructure
Qualified teachers
Material resource provision
Monitoring and Evaluation
The transition plan outlines the transition of ECD responsibilities from the Ministry of Gender Equality
and Child Welfare to the Ministry of Education, Arts and Culture. This transition is planned to be fully
implemented in 2016.
2.1
9.4
24.6
18.7
2.4 2.3
9.5
25.6
19.5
2.7 1.8
9.2
23.6
18.0
2.1 -
5.0
10.0
15.0
20.0
25.0
30.0
0-2 years 2-3 years 4-5 years 6.7 years >7 years
Both sexes Girls Boys
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Communicating for Change
In light of understanding communication and advocacy,
Prof Akpabio, Communication Specialist, UNAM,
explained to the participants the characteristics of
communicating with the aim of creating changes.
He explained that the human behaviour is complex and
that providing information and increasing knowledge
does not necessarily lead to attitude and behavioural
change. Prof Akpabio advocated for the use of
participatory communication which implies a strong
context- and need-driven approach. Participatory
communication is a bottom-up approach which takes
contextual factors into consideration and attempts to
empower the beneficiaries of change.
Prof Akpabio gave a few examples of successful campaigns but also highlighted that transplanting
changes and successes will not work; the advocacy strategy needs to respond to the needs and the
context.
Analysis of desired changes
In group work, the participants identified the priority areas for change, the obstacles preventing the
desired changes and suggestions to overcome these changes. Consolidation of participants’ inputs
results in the below table.
Priority areas for change
Coordination – fragmented system
Training opportunities
Existing image – mind-set and perception
Standardized curriculum implementation
Obstacles preventing the desired changes
Funding
Absence of clear coordination framework – non-formal structure
Lack of ECD experts
Lack of training opportunities
Suggestions for overcoming these obstacles
Reinforce curriculum implementation
National ECD coordination mechanism
Increase training opportunities
Sensitization
Monitoring and evaluating
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LEARNING FROM OTHERS
In this session, the participants learned from ECD advocacy efforts in other countries and from advocacy
efforts in other sectors.
Lessons learnt from ECD advocacy in Kenya
Ms Lynette Okengo, Open Society Foundations, presented different ECD advocacy campaigns carried
out in Kenya. The main lessons learnt are indicated below.
Beyond Zero Campaign (health) – Initiative by the First Lady to address the plight of women and
children in need of quality health care:
Involve different and multiple actors - joining with others leads to greater impact (public, private, faith based, communities);
Build on what already exists - building upon existing structures is good for greater acceptability.
Malezi Bora Campaign (nutrition) – Ministry of Health initiative to improve child and maternal health
and nutrition:
Find the best advocator;
Be persistent;
Know the decision makers and target them.
UWEZO Campaign (early learning) – Citizen-driven approach to social change:
Use local champions to get the message through to the communities - invest in empowering advocates at different levels;
Use a variety of communication materials - a variety of tools and strategies is critical for greater impact.
One of the main lessons Ms Okengo transferred was that change does not happen with one shot; it
needs to be sustained. If we want to advocate for change, we need to be in it for the long run.
Lessons learnt from ECD advocacy in Zambia
Ms Hanne Huysmans, VVOB Zambia, presented highlights of the work that
VVOB has been doing in Zambia. The main lessons learnt are indicated
below.
Reach multiple stakeholders;
Make stakeholders aware of ECD classroom realities;
Take context and culture on board; but use innovative and new messages;
Be consistent with a few key messages, brought in a way that appeals to selected target groups;
Avoid confusion: be clear and consistent with the terminology used.
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Lessons learnt from ECD advocacy in Turkey
Ms Yoshie Kaga, UNESCO HQ, presented the ‘7 is Too Late’ campaign in Turkey, aimed at raising public
awareness on the importance of early childhood education and increasing government response, and
influencing change in education policy. The main lessons learnt are indicated below.
Success of a phased approach (first access, then quality);
Identify the decision-makers; identify what kind of information they need; and deliver the
information at the right time and directly to them;
Maintain momentum in the media by constantly finding, packaging and releasing information;
Plan and budget realistically to achieve objectives;
Track progress.
Lessons learnt from advocacy efforts in other sectors
Prof Akpabio shared a few lessons from advocacy efforts in other sectors. The main lessons learnt are
indicated below.
Use humour - positive effect of using humour and comedy to get sensitive messages through;
Bring the campaign close to the target group;
Use pictures - pictures speak a thousand words;
Use celebrities and political champions;
Use music and popular songs;
Use technology.
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DESIGNING AN ADVOCACY STRATEGY
In group work, the participants initiated the development of an ECD advocacy strategy. They identified
the following ten potential target groups:
1. Political leaders at national and regional levels 2. Parents and Guardians 3. Youth (in – grades 10 and 12, and out of school youth) 4. Teachers– caregivers, teachers in other levels and principals 5. Communities 6. Traditional leaders 7. Private sector 8. Children 9. Pregnant women
10. Churches
For each of these target groups, the participants identified:
The key message for each group;
How to best communicate the key messages to these target groups;
The responsible stakeholder for delivering the message to the target group;
A way of monitoring the delivery of these messages.
The outcome of this exercise can be found in the following table.
In collaboration with
Target Groups Key messages Communication Strategy Responsible Stakeholder Ways of monitoring
1. Political leaders at national and regional levels
ECD is important for children and society and has great investment returns Make ECD funding a priority
High level advocacy meetings (breakfast meetings) with media TV and Radio interviews with First Lady, Ministers of Education and Gender, Regional and Community TV and Radio interview slots for Constituency Councilors. Community development committees (CDC) Education Forum Visits to ECD centers by CDC and Education Forum
ECD representatives in the two line ministries (Gender and Education) Community development committees (CDC)
Media monitoring Minutes of meetings Plan of Action Progress Reports Financial Reports Monitoring tools
2. Parents and Guardians
Complement children’s upbringing with ECD
Parents Teacher Association (PTA) meetings Radio; TV; advertisement, social media, newspaper; website; Open Days Adult Education literacy programmes
Teachers Principals School board members Education Officers
Minutes of PTA meetings Surveys
3. Youth (in – grades 10 and 12, and out of school youth)
Importance of ECD to children’s development and wellbeing Foster sense of pride in ECD Profession and its contribution to national wellbeing ECD profession as a viable career option Foundation for success in every discipline ECD is a viable career option
Social media Career Fair School Visits TV and radio interviews with ECD experts Advertisements featuring BA ECD holders and successful ECD teachers Road Shows YouTube and Vine videos on ECD Motivational speakers Career guidance Successful ECD role models Youth forums
Youth Forums Life skills teachers Marketing and Communication Department Faculty of Education/Departmental coordinators Regional school councilor Subject Advisers National Youth Council Student organizations
Number of students enrolled in Diplomas, certificates, degrees in Education Number of students enrolled in diplomas, certificates, degrees in education
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4. Teachers– caregivers, teachers in other levels and principals
Importance of ECD to children’s development and wellbeing ECD is the foundation for lifelong learning and poverty reduction
Fliers Brochures Meetings Symposia Educational conferences addressed by PSs, Directors, ECD experts Research papers on importance of ECD Capacity building workshops and trainings for teachers Educational ECD conference
Regional Directors Subject Advisers and other Education Officers Permanent Secretaries Directors PROs in the three ministries ECD Education Officers ECD Experts Permanent Secretaries
Establishment of national and regional monitoring and evaluation committees Workshop evaluation Classroom observations
5. Communities Access to quality and sustainable ECD programs where communities take ownership
Radio and TV channels, Billboards, messages through schools, newspaper inserts, community meetings, health faculties (pamphlets), constituency and regional council meetings, open community days (dramas, plays, painting) to raise awareness.
Regional councilors Principals and teachers Church leaders Traditional leaders
Visitations Focus group discussions Interviews Follow-up meetings
6. Traditional leaders Educate a child in the ECD programme for the benefit of the child, the community and the nation at large ECD complements the mores and values of the community
Council of traditional rulers Community meetings
Senior education officers (EDUCATION) Community liaison officer (ECD-GENDER)
Minutes Interviews Document Analysis
7. Private Sector Meaningful private sector funding of ECD (not social corporate responsibility in addition to our own fundraising
Billboards, targeted discussions though the Chamber of Commerce, Round Table discussions, public Lecturers through UNAM, Adverts, NGOs, Pupkewits Foundation and B2Gold, toy and educational shops (ECD leaflets, play corners with videos about ECD play).
Representatives from Ministries of Education, gender, Health First Lady Office Communities
Research and publications and reports
8. Children Holders of Rights to education, health, hygiene, care, protection
Games Stories Books
Parents Educators and teachers
Surveys on health status Assessment
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9. Pregnant parents Importance of early years of children
Posters, pamphlets, booklets delivered at hospitals and youth centres (for young mothers)
Representatives of Ministry of Education, Gender and Health
Surveys Interviews to mothers
10. Churches ECD teaching standards & curriculums Church roles in a child’s early education The Church has an important role to play in a child’s early education
Church Council (CCN) Church publications Church seminars
Ministry of Education National Council Regional Council Council of Churches of Namibia
Church publications
In collaboration with
Following the above table, the participants also identified a few possible catch phrases to demonstrate
the relevance of ECD:
- Every Child Deserves ECD: Laying a Solid Foundation - Early childhood development today, poverty free nation tomorrow - Strong Foundation for a better future - ECD: Pathway to Future Success
One of the groups also designed a poster for an ECD campaign:
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WAY FORWARD
The participants of this workshop designed a very comprehensive, broad and holistic ECD advocacy
strategy, taking into consideration the multiple layers of stakeholders involved and the varied target
audience.
It became evident throughout the workshop that in order to create progress in the area of ECD
awareness, we need to find ways to shift unified messages through a fragmented system. We need to
create dialogue and celebrate a bottom-up approach by showcasing exemplary situations: successfully
managed ECD centres, effective ECD caregivers or teachers and specialists among others.
The outcome of this workshop intends to be the starting point of a joint effort towards enhanced
awareness of the fundamental importance of ECD. The development partners involved in the
organization of this workshop, together with the project implementing partners – the Namibian
Government and the University of Namibia – will continue to strive towards combined efforts in the
area of ECD advocacy and awareness.
Follow-up activities: - Sensitize different stakeholders involved on the developed advocacy strategy; - Promote the establishment of an ECD advocacy task force; - Organize targeted follow-up meetings.
In collaboration with
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ANNEX I: FINAL PROGRAMME
National ECD Advocacy Workshop Wednesday, 2 December 2015 Overall objective:
- To contribute to enhanced awareness of the fundamental importance of ECD; - To contribute to improving the quality of early childhood, pre-primary and lower primary education.
Specific objectives:
- To build capacity to develop advocacy messages and materials in order to raise awareness of the importance of the profession and attract able students to the B. Ed with specialization in Early Childhood and Lower Primary;
- To develop an advocacy strategy for enhanced awareness of the fundamental importance of ECD. OPENING SESSION
Ch
air:
Mr
Ro
d A
pri
l
09:00 – 09:05 National and AU Anthems
09:05 – 09:15 Welcoming remarks Dr Jean Pierre Ilboudo, Head of Office and
UNESCO Representative to Namibia
09:15 – 09:25 Statement Dr Charmaine Villet, Dean Faculty of
Education, University of Namibia
09:25 – 09:35 Opening address Ms Edda Bohn, Director, PQA, Ministry of
Education, Arts and Culture
09:35 – 09:40 AU and National Anthems
09:40 – 09:50 Group Photo
SESSION 1: Background and creating a common understanding
Ch
air:
Dr
Ch
arm
ain
e V
illet
09:50 – 10:00 Objectives, participants and programme Ms Gertie Steukers, UNESCO Windhoek
10:00 – 10:20 Creating a common understanding of the envisioned changes – Global perspective
Ms Yoshie Kaga, ECD Specialist, UNESCO HQ
10:20 – 10:40 Current status of ECD in Namibia (0-4) Ms Eline Nghiitwiikwa, Director Community &
Integrated Early Childhood Development,
Ministry of Gender Equality and Child Welfare
10:40 – 11:00 Tea/Coffee
11:00 – 11:20 Current status of pre-primary education in
Namibia
Ms Edda Bohn, Director, Programmes and
Quality Assurance, Ministry of Education, Arts
and Culture
11:20 – 11:40 Creating a common understanding of the
envisioned changes – Namibian perspective
Dr Aune Victor, ECD Specialist , UNICEF
Namibia
11:40 – 12:00 Discussion Plenary
12:00 – 12:40 Communicating for change Prof. Eno Akpabio, UNAM
12:40 – 13:00 Discussion Plenary
13:00 – 14:00 Lunch
Ch
air:
Ms
Yo
shie
Kag
a 14:00 – 15:00 Analyzing the desired changes and obstacles
Group Work
Group Work
15:00 – 15:40 Report back from group work
15:40 – 16:00 Tea/Coffee
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National ECD Advocacy Workshop Thursday, 3 December 2015 SESSION 2: Learning from others
Ch
air:
Ms
Ger
tie
Steu
kers
08:30 – 08:50 Recap Ms Gertie Steukers, UNESCO
08:50 – 09:20 Lessons learnt from ECD Advocacy in Kenya Ms Lynette Okengo, Open Society
Foundations
09:20 – 09:50 Lessons learnt from ECD Advocacy in Zambia Ms Hanne Huysmans, VVOB Zambia
09:50 – 10:20 Lessons learnt from ECD Advocacy in other regions
Ms Yoshie Kaga, ECD Specialist, UNESCO HQ
10:20 – 10:50 Tea/Coffee
10:50 – 11:20 Lessons learnt from Advocacy efforts in other sectors
Prof. Eno Akpabio, UNAM
11:20 – 12:00 Discussion Plenary
SESSION 3: Identifying Advocacy Characteristics
Ch
air:
Ms
Son
ia G
od
inh
o
12:00 – 13:00 Work session I
Target audience and messages
Group Work
13:00 – 14:00 Lunch
14:00 – 14:30 Report back from group work Plenary
14:30 – 15:30 Work session II
Responsibilities and monitoring
Group Work
15:30 – 16:00 Tea/Coffee
16:00 – 16:30 Report back from group work Plenary
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National ECD Advocacy Workshop Friday, 4 December 2015 SESSION 4: Designing a national advocacy strategy
Ch
air:
Ms
Ger
tie
Steu
kers
09:00 – 09:20 Recap Ms Sonia Godinho, EU Delegation
09:20 – 10:00 Desired elements for a national advocacy strategy
Prof. Eno Akpabio, UNAM
10:00 – 10:30 Discussion Plenary
10:30 – 11:00 Tea/Coffee
11:00 – 12:10 Brainstorming a national advocacy strategy
Group work
Group work
12:10 – 13:00 Report back from group work and discussion Plenary
13:00 – 14:00 Lunch
SESSION 5: Summary and way forward
Ch
air:
Ms
Ger
tie
Steu
kers
14:00 – 14:40 Presentation of the consolidation of the group
work and discussion
Mr Dickson Kasote, UNESCO
14:40 – 15:30 Summary, way forward and closing Ms Gertie Steukers, UNESCO
15:30 – 16:00 Tea/Coffee
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ANNEX II: LIST OF ATTENDANCES
Nr Name Position Institution Email 2 Dec 3 Dec 4 Dec
1 Mr Fritz David SEO MOEAC - NIED [email protected]
2 Ms Bertha Tobias SEO: JP MOEAC - NIED [email protected]
3 Ms Rochester Mushabati CEO MOEAC - NIED [email protected]
4 Ms Victoria Shikwambi SEO: CPD MOEAC - NIED [email protected]
5 Mr Raymond T Simanga SEO MOEAC - NIED [email protected]
6 Ms Kay Wentworth Administrator MOEAC [email protected]
7 Ms Edda Bohn Director MOEAC - PQA [email protected]
8 Ms Thembi Liwakala SEO: JP MOEAC Zambezi [email protected]
9 Ms Betty Mujohn SEO: JP MOEAC Zambezi [email protected]
10 Ms. J. Oosthuizen SEO: PP MOEAC Erongo [email protected]
11 Ms Heidi Labuschagne SEO MOEAC Hardap [email protected]
12 Mr Jeremias Goeieman SEO MOEAC Karas [email protected]
13 Ms Hildefonsia Haingura SEO: PP MOEAC Kavango [email protected]
14 Ms Milka Khoeses SEO MOEAC Khomas [email protected]
15 Ms Marietjie van der Byl SEO: JP MOEAC Khomas [email protected]
16 Ms Jochobeth Dawids SEO MOEAC Kunene [email protected]
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17 Mr Malakia P. Angula SEO: JP MOEAC Ohangwena [email protected]
18 Ms Hedwig Kauaria SEO: PP MOEAC Omaheke [email protected]
19 Ms Paulina Neingo SEO: PP MOEAC Omusati [email protected]
20 Ms Paulina Hamukonda SEO: JP MOEAC Oshana [email protected]
21 Mr Moses N Ugwanga SEO: JP MOEAC Oshikoto [email protected]
22 Ms Mariane Kapepu SEO: PP MOEAC Otjozondjupa [email protected]
23 Mr Rod April Deputy Secretary General NATCOM UNESCO MoHETI [email protected]
24 Mr Shahid Dickson Assistant-Director UNAM Com and Marketing [email protected]
25 Ms Linda Schultz Marketing Officer UNAM Com and Marketing [email protected]
26 Ms Karen Mubonenwa Marketing Officer UNAM Com and Marketing [email protected]
27 Mr Simon Namesho Marketing Officer UNAM Com and Marketing [email protected]
28 Mr Linus Hamunyela Marketing Officer UNAM Com and Marketing [email protected]
29 Dr Charmaine Villet Dean Faculty of Education UNAM FoE [email protected]
30 Ms Olia Ghiassi-Razavi Coordinator ECLPE HP UNAM FoE ECLPE [email protected]
31 Ms Theresia Siyave Coordinator ECLPE Rundu UNAM FoE ECLPE [email protected]
32 Mr Kenneth Nzwala Coordinator ECLPE Katima UNAM FoE ECLPE [email protected]
33 Ms Taimi Nghikembua Lecturer UNAM FoE ECLPE [email protected]
34 Dr Trudie Frindt Lecturer UNAM FoE ECLPE [email protected]
35 Ms G Tuli-Mevava Nghiyoonanye
Special Advisor Office of the First Lady [email protected]
36 Mr Justin Ellis Consultant [email protected]
37 Ms Jemina Beukes Journalist Namibian Sun [email protected]
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38 Ms Hanne Huysmans In-service Teacher Training Advisor
VVOB Zambia [email protected]
39 Ms Lynette Okengo Open Society Foundation [email protected]
40 Prof Eno Ime Akpabio Communication specialist UNAM [email protected]
41 Ms Sonia Godinho ED programme manager EU delegation [email protected]
42 Ms Susan-Marie Lewis Communications officer EU delegation
43 Dr Aune Victor Education Specialist UNICEF Namibia [email protected]
44 Dr Jean Pierre Ilboudo Head of Office and Representative to Namibia
UNESCO Windhoek [email protected]
45 Ms Yoshie Kaga ECD Specialist UNESCO Headquarters [email protected]
46 Ms Gertie Steukers CFIT Project Coordinator UNESCO Windhoek [email protected]
47 Mr Dickson Kasote ED Consultant UNESCO Windhoek [email protected]
48 Ms Ana Gomez ED Assistant UNESCO Windhoek [email protected]