vol. xviii, no. 1 international institute for educational planning … · 2014. 11. 27. · vol....

Vol. XVIII, No. 1 International Institute for Educational Planning JANUARY – MARCH 2000

ResearchAn IIEP workshop in CostaRica focusses on the role ofcompensatory programmesin the struggle againstsocial exclusion in LatinAmerica.

Inside

All articles may be reproduced without prior authorization, subject to the source being cited.

AIDS and education in Africa

Reviews of two new IIEPpublications and a list of allrecent IIEP books anddocuments published overthe past six months.

As the world enters the new millennium, Africa is facing one ofthe most terrible dramas in its history as AIDS tightens its deadly

grip on the continent. Scenes reminiscent of the plague years inmedieval Europe have become part of everyday life, leaving

behind generations of children without parents, schools withoutteachers, countries without manpower. These tragic circum-stances raise two questions for educational planners. Whatimpact does the disease have on the operation of education

systems? And what can education offer in the fight against thedisease? As one of the main trainers of education managers in

Africa, IIEP is beginning to rethink its role…

13, 15, 16

SeminarIIEP studies communityschools in West andCentral Africa and how theycomplement a statesystem cruelly laggingbehind demand. 73

New publicationsThe ADEA Biennial meetinghighlights experiencesworth sharing and takes alook at the issues wheremore progress is needed.

ADEA

5

ISSN 1564-2356

JUST a decade ago, a visitor torural Uganda could already seethe signs of the horrors to come.

A skeletal man with festering abscesseson his skin… a spindly grandmotherwho had lost her four sons anddaughters-in-law to the ‘slim disease’,caring for 20 grandchildren in a housewithout electricity or running water…an HIV-infected child in the lap of hisdying mother…the warnings were asclear as the terror in that 3 year old’seyes (Newsweek, 17/01/2000). Today,AIDS has become the largest killerdisease amongst adults in Africa,especially in the sub-Saharan region.This continent accounts for nearly 70per cent of the HIV-infected people inthe world. Data on the disease recentlypublished by UNAIDS indicate thatseven out of 10 newly-infected peopleare in Africa, and that 85 per cent ofAIDS-related deaths and 95 per centAIDS orphans are also in Africa.

The impact of AIDS in the SouthernAfrica sub-region has been tremen-dous. A report published in TheEconomist in February 1999 showedthat between a fifth and a quarter ofthe HIV infected adults are found inBotswana, Namibia, Swaziland, andZimbabwe. In Botswana during thenext decade, life expectancy will dropfrom around 70 to 40 years. InZimbabwe, pregnant women tested in23 sites for HIV in 1999 showed an

impressive prevalence rate of 20 and50 per cent. About a third of thesewomen will transmit the virus to theirchildren. South Africa is now the hostto one in ten of the world’s new infec-tions – more than any other country.

One of the important features ofthe AIDS epidemic is that it infectsmostly the working age groups (15-49years) and thus badly affects theproductive sectors of the economy. A

continued page 8

© Geert van Kesteren

Some of the 32 children orphaned by AIDS who livewith their aunt and grandmother in a two-roomedhouse in Lusaka

Ugandan mother and child –both sick with AIDS

2 IIEP NEWSLETTER / JANUARY – MARCH 2000•

In this issue:

AIDS and educationin Africa. 1

Editorial: New knowledge,equity and educational policy 2

Community schools inWest and Central Africa –Characteristics, assessmentand perspectives. 3

What works and what’s newin education: Africa speaks!Report on ADEA 1999 BiennialMeeting in Johannesburg. 5

Compensatory programmesand the struggle against socialexclusion in Latin America. 7

The Virtual Institute –Activities in 2000. 10

The last of the summer wineIIEP trainees visit southernFrance. 11

Book Review: Education ofIndian scheduled tribes – Astudy of community schools inthe district of Vishakaptnam,Andhra Pradesh 13

IIEP Activities. 14

Book Review: Managinguniversity-industry relations –A study of institutional practicesin 12 different countries . 15

Recent IIEP Publications. 16

The IIEP Newsletter is publishedquarterly in English, French,

Portuguese, Russian and Spanish.All correspondence should be

addressed to:The Editor,

IIEP Newsletter,International Institute for

Educational Planning7-9, rue Eugène-Delacroix,

75116 Paris.Telephone:+33.1.45.03.77.00

Fax: +33.1.40.72.83.66e-mail: [email protected]

IIEP Web site:http://www.unesco.org/iiep

New knowledge, equity andeducational policy

EDITORIAL

THE content of knowledge increasesin everything Man makes. Not only

are computers or vaccines continuouslyimproved by new insights gained fromintensive research – so are jogging shoes,hybrid corn or trucks.

In former times, most of theknowledge on which humans based theirexistence and actions was specific andlocal – about what plants were edible,what animals could be herded, whichinsects were dangerous, which waterswere suitable for fishing. The newknowledge on which we now, more andmore, base our lives and choices isincreasingly general and global – it canbe used by everyone everywhere, such asthe Pythagorean theorem, the periodictable of chemistry or the principles ofhuman physiology. The rate of producingnew ideas – scientific discoveries andinventing better ways of doing things –has been unprecedented in the 20thCentury. It will surely accelerate in the21st.

The benefits from such new know-ledge are not evenly distributed –whether among continents or countries,groups or individuals within thosegroups. Indeed, the clear and presentrisk is that the growth in new knowledgemay increase inequalities. The digitaldivide is not the only one widening.

The growth in new knowledge cannotand should not be halted. But itsdistribution must become more even andits use for human purposes moreequitable. The only efficient – indeed,the only possible – way of achieving this,is through education. Hence educationmust reach all and must be exploited inthe service of all.

If this is to be accomplished, educationsystems must work. They must have themanpower, the proficiencies and theresources to catapult pupils and studentsto the new frontiers of knowledge so thatthey, in turn, can make full use of theirtalents and add to the common heritage ofhumankind.

Helping to build the capacity ofeducation to develop the abilities of allindividuals is the task of the IIEP. It isa task that will grow more important inthe 21st Century as the impact of newknowledge expands in all spheres of lifeand in all corners of the world. If we donot succeed, the net result will be greaterdisparities, inequalities and conflicts ina shrinking and overpopulated world.Without a doubt, it is the task of IIEPstaff to use their knowledge on educationto make education systems work well.

GUDMUND HERNES,DIRECTOR, IIEP

Gabriel Carron retires

AFTER 30 busy yearsworking at the Institute,

Gabriel Carron retired on the eve ofthe new millennium. One of the mostfamiliar figures around the house,Mr Carron worked not only inresearch but also organizing coursesand seminars in Africa, Asia andLatin America. More recently most of

Mr Carron’s time was spent co-ordinating the many and variedresearch and training programmes ofthe Institute.

However, we will probably stillsee him around the Institute since hecontinues to participate in one orother of our activites.

3IIEP NEWSLETTER / JANUARY – MARCH 2000 •

Community schools inWest and Central AfricaCharacteristics, assessment and perspectives

Faced with a demand for education which is not being satisfied bythe state, numerous communities, often rural areas, have embarkedon initiatives to create schools, generally based on the model ofpublic schools but with reduced resources. In other cases,governments have inspired communities to develop schools of a newtype, based on interesting experiments in alternative teachingmodels and adaptation to the local environment in response to theneeds of those most educationally deprived. Despite the manydifficulties, these experiments usefully complement a state educationsystem cruelly lagging behind demand. Also, community dynamics,the development of local partnerships, integration in the localenvironment, and the quality of social relations generated by suchschools, are providing a new impetus for improving state schools.

THE emergence of communityschools could be the result oftwo approaches. The first derives

from local initiative. Long called‘spontaneous schools’, Chadian com-munity schools came about due to thecollapse of the state system duringcivil and military turmoil. The commu-nities organized themselves to createschools, following the model of publicschools and drawing on local financialresources. In Togo, the first schools setup by communities, weary of waitingfor the creation of a state school, werequalified as clandestine. These schoolsoperate generally with limited means,

poorly trained and unqualified teachers;and the communities are often anxiousfor the state to take over. On the govern-ment side, initial reticence has slowlygiven way to recognition of their contri-bution to the national education effort.

The second approach is representedby the Basic Community Schools(Écoles communautaires de base –ECB) of Senegal. The state promotedthe creation of 200 community classesbased on an alternative educationmodel. This initiative targets youngpeople aged nine and above and allowsstudents to complete basic educationin only four years, following a locally-

adapted curricu-lum (includingpractical trainingand the use ofnational langua-ges). An NGO isplaying the role ofa catalyst in gettingc o m m u n i t i e sinvolved, and statesupport has beenconsistent, espe-cially with the pay-ment of teachers’salaries. The Non-formalBasic EducationCentres (Centres

d’éducation de base non formelle –CEBNF) of Burkina Faso, the Nafacentres in Guinea, and the EducationDevelopment Centres (Centresd’éducation pour le Développement –CED) in Mali are all based on thisquest for an alternative model, betteradapted to the expectations andpossibilities of a public living outsideof the formal school system.

Teaching: copy theexisting model orinnovate?

In programmes where the stateencourages communities to providealternative education and practicaltraining, teaching methods differ fromthe practice of formal education bydrawing on adult literacy techniques.In the Nafa centres in Guinea, theprogramme is not structured accor-ding to content, but according to basicskills, each skill drawing on knowledgefrom several areas.

The two approaches differ funda-mentally according to their aims: tooffer basic education equivalent toformal state schools, with the premisethat studies can be continued atsecondary school level; or to providepractical training relevant to the localenvironment. The difference also

RESE

ARCH

RESE

ARCH

A Local Initiative School in Païo, Savanna Region, Togo

© J

. Mar

chan

d


varies according to the public targeted,usually they are older in the alter-native model.

As for adapting education to theenvironment and using nationallanguages, parent strategies are oftencontradictory. Whilst wishing thatschools serve local development, manyparents expect their children to studylonger, even at the price of cutting themoff from their local roots.

Community participation

Enjoying genuine legitimacy and thesupport of local officials, the manage-ment committee is often able to getvillagers totally involved in the school.However, the participation of thecommunity in running the schools isnot without problems.

Often restricted to a small numberof interested parties, local enthusiasmand good will can peter out with time.To this is often added the problem ofilliteracy among committee members,and their lack of preparation formanagement responsibilities. Thus,their weakness in foreseeing needsand adequate financial resources isincompatible with their responsibilityas an employer of teachers.

The uncertainty of the commu-nity’s collective resources, often linkedto income from harvests (gum arabicor cotton in Chad) also affects schoolmanagement. Created during a periodof prosperity, the school can become aheavy burden when farm incomesdecline. In the poorest areas, theconditions for accommodating studentsare often rudimentary: makeshiftconstructions, tree-trunk desks,absence of running water or toilets.

However, the resourcefulness of ateacher or a member of the communitycan allow a minimum of means to beobtained for successful operations:teaching guides, a few books andnotebooks, etc.

When the local initiative is laun-ched by the state, often in collaborationwith NGOs, experience shows thatonce the initial enthusiasm is over, itcan be difficult to generate continuingcommitment. Moreover, the excessiveinvolvement of an administrationanxious to obtain fast results can workagainst village participation. Theinitiative is perceived as a ‘project’coming from outside of the communitywhich then withdraws into a passiverole, expecting everything to be doneby the state or the NGO.

Well integrated teachersbut poor workingconditions

Community schools are characterizedby the solid integration of the teacherwithin the local community and goodsocial relations created around theschool project. Teachers are oftenyoung people from the communityitself, usually very motivated, at leastat the beginning. The pressure andcontrol exercised by the surroundingcommunity guarantees low absen-teeism. Community schools can alsoproject a positive image for parents,compared to the laxity and lack ofdiscipline perceived in state schools.Thus, in Togo, when the state-schoolteachers were on strike, the LocalInitiative Schools continued to operate.

However, an uncertain status, theabsence of a work contract, limited

career prospects, the lack of socialsecurity, and low and uncertainpayment are not very motivating forteachers employed by communities.Thus, the enthusiasm, much likevoluntary work at the beginning, canprogressively degenerate into dis-illusion. The employer-employeerelation is founded on an informalagreement rather than a formalcontract with full social coverage.

The participation of the state inpaying for community teachers iswithout any doubt a considerable plusfor the smooth operation and conti-nuity of programmes (Burkina Faso,Guinea, Senegal).

State support: need forgreater consolidation

When the state is solidly behind settingup community schools, its supportusually takes the form of plannedprojects and external financing. Theirexperimental nature allows a concen-tration of resources on a small numberof schools. The problem is thus how toexpand the model to include a widernumber. Another difficulty arises fromthe low involvement of public adminis-trations responsible for primaryschools, which do not pay muchattention to non-formal education.

Schools created by communityinitiative can also suffer from a lack ofsupport from the state: the disinterestof inspectors, the absence of qualifiedpersonnel, and insufficient teachingmaterials. In Togo, the state decided tosend teacher-administrators into someLocal Initiative Schools to assumemanagement responsibilities.

In Mali, the state delegated theimplementation and financing of theschools (CED) to NGOs which werealready working in the communities.Once innovative and creative in manyways, this formula for delegatedmanagement has today run out ofsteam. Beyond a certain point, the statecan hardly fulfil its regulatory functionof promoting alternative modelswithout providing additional technicaland financial resources.

continued p.6

Chad1998/9

Mali1997/8

Togo1998/9

Senegal1997/8

Community schools:number of schoolsnumber of pupilsnumber of teachers

% of pupils in community schools

Teacher/pupil ratios:community schoolsstate schools

1 073135 600

2 386

16%

5774

1 42388 9812 323

10%

3855

92983 2231 595

9%

5249

-9 933

-

-

--

Table 1. Community schools, number and enrolments


ADEA

ADEA

What works and what’s newin education: Africa speaks!Report on ADEA’s 1999 Biennial Meeting1

Johannesburg, South Africa, 5-9 December 1999

Africa’s education systems aren’t just full of problems andfailures. There are also valuable experiences worth learning fromand sharing. Since 1998, ADEA has initiated an ongoing processengaging ministries of education across Africa to look back,assess and analyze what has worked in their countries. TheBiennial Meeting was the culminating event of over a year ofwork conducted by country teams and ADEA Working Groups.This exercise generated a rich stock of experience-based knowledgethat will help countries build on past and present accomplishments.

EVERY two years, ADEA holds amajor meeting gathering allministers of education of sub-

Saharan Africa, senior representativesof development agencies and educationresearchers and professionals. Thebiennial meetings are an opportunityfor African ministers of education andtheir development partners to networkand share information in a professionaland informal atmosphere. Each meetingfocuses on a theme related to educa-tional policy.

Focusing on whatworks…

This year the theme was What worksand what’s new in education: Africaspeaks! The meeting, opened byPresident Thabo Mbeki of SouthAfrica, was held in Johannesburg, 5-9December 1999. It was co-ordinatedwith the EFA-2000 sub-Saharan AfricaConference. The ADEA Biennialbrought to the fore interventions(projects, innovations, programmes,policies, etc.) coming from withinAfrica, that have provided solutions tothree major challenges facing educa-tion in Africa: access, quality andcapacity development. For this, anambitious exercise – the ADEAProspective stock-taking review ofeducation in sub-Saharan Africa –waslaunched in 1998. Ministries ofeducation of all countries in sub-

Saharan Africa were invited to identifyeducational experiences which theyconsidered to have had successfuloutcomes. Country teams then pro-ceeded to document these experiencesand draft reports. This resulted in arich stock of case studies coming from25 countries and five working groups.In Johannesburg, the case studies werediscussed in a series of panels wherethe country team-leaders played acentral role. The studies covered a widerange of topics such as: access to basiceducation for nomadic communitiesin Nigeria; cost-effective scienceteaching in secondary schools inZimbabwe; addressing the shortage oftrained teachers in Botswana; impro-ving access through greater involve-ment of communities in the runningand management of schools inMadagascar; the professional andcareer management of newly-recruitedauxiliary teachers in Senegal; educa-tional management information sys-tems in Namibia and Côte d’Ivoire;and community schools in Mali,Burkina Faso, Burundi, Madagascar,Senegal, and other countries.

… and why

A synthesis document summarizingand drawing on the lessons learnedfrom the reports was distributedduring the Biennial Meeting. Inaddition to providing an overview of

all of the case studies, the documenthighlights trends and critical factorsand strategies that facilitate thedevelopment of education in theregion. Experiences from South Africa,Zimbabwe, Namibia and Ugandademonstrate that democratization andthe concern for equality have beenpowerful catalyzers for the develop-ment of education. The cases ofBotswana, Liberia, Namibia andUganda show that political vision,conviction and commitment havethrusted these countries forward,enabling them to achieve significantprogress even within contexts oflimited resources and capacities.

Other factors facilitating progressare: sensitivity and responsiveness toreal and felt needs of the people; thereadiness of governments to makeroom for alternative providers ofeducation including communities; theavailability of required expertise;networking and the development ofpanafrican professional communities;information and analysis-based policyand programming; and, consultativeand inclusive policy development andprogramming.

What next: tackling theissue of AIDS

The Prospective stock-taking review isnot simply aimed at collecting casestudies of successful experiences. The


Prospects for the future

The development of community schoolsis the result of social dynamics bent onensuring a public education servicewhere it is non-existent. The involve-ment of communities in defining theaims of education (i.e. curriculum),the relations between teachers andthe community, community involve-ment in providing infrastructure,equipment and school management,are all solid arguments in favour ofpreserving and consolidating commu-nity initiatives.

The development of local partner-ships, even if experience shows thatthey are not always easy to keep alive,are indispensable for guaranteeing areal sensitivity to the community.

The main challenge is the conti-

nuity of these initiatives and theimprovement of their quality. Addi-tional state involvement is urgentlyrequired, especially concerning thestatus, the payment and the supportto teachers. However, it should notlead to a dampening of communityparticipation.

New forms of co-management andthe sharing of financial responsibilitiesbetween the state, communities andother partners could be furtherdeveloped. In this context, NGOs havea key role to play within the frameworkof an enlarged partnership for education.

The experiments of communityschools, and the operation of manage-ment committees, also make it possibleto raise questions about the rulesgoverning formal education. In manyways, the formal system would have

much to learn by applying principlesnow at work in community schools.

DAVID ATCHOARENA AND SERGE PÉANO

This article was based on two series ofstudies undertaken by the IIEP in 1999:

A study conducted in Chad, Mali,Senegal and Togo, financed by Norway,created in the context of a United NationsSpecial Initiative for Africa and managedby the World Bank. The first resultswere presented and discussed during aseminar held in Johannesburg, SouthAfrica on 5 December 1999 on theoccasion of the Biennial Meeting of theAssociation for the Development ofEducation in Africa (see article p. 5).

A study on non-formal education foryoung people out-of-school in BurkinaFaso, Guinea and Mali. The results ofthis work were presented in a sub-regional seminar held in Bamako, Mali,

long-term objective is to set into motiona process whereby educators andpolicy-makers learn from, and makepractical use of, experience and developa ‘culture’ of finding solutions andpolicy responses from within theAfrican context. This constructiveapproach was much appreciated byMinisters and other participants inJohannesburg. In his opening speech,President Thabo Mbeki declared that“focusing on successful Africanexperiences in our education systemsis a necessary contribution to Africandevelopment”. He urged leaders toreform their education systems toreflect the needs of the region and toliberate the minds of the learners bybuilding “mental universes of theirown, for Africa’s progress and pros-perity”.

However it was felt that many ofthe case studies could benefit frommore empirical evidence and deeperanalysis in support of the claimedsuccesses. For instance, few case

studies provided detailed empiricalevidence of improvement of educationoutcomes as a result of the interven-tions. Many case studies lackedinformation on the costs and financingof the interventions. This reveals theweakness of financial analysis whichstill needs to make its way into the‘culture’ of ministries of educationacross Africa. These comments werereaffirmed by the Caucus of AfricanMinisters of Education which metduring the Biennial Meeting

It was suggested that additionalexperiences tackling problems of HIV/AIDS be investigated. While HIV/AIDSis undermining progress made ineducation during the last decade inmany countries, none of the casestudies described initiatives related tothe disease. Ministers of education inJohannesburg requested that suchinitiatives be highlighted.

Work on the ADEA Prospectivestock-taking review will continue.Countries which have not participated

in the exercise have been invited toshare their national experiences. Allof the countries that have alreadycontributed case studies have beenasked to improve their studies based onthe comments made in Johannesburg.As they are finalized, they will be madeavailable on the ADEA Web Site(www.adeanet.org). The synthesisreport which was distributed inJohannesburg is available on-line andwill be periodically updated as workprogresses.

THANH-HOA DESRUELLES,INFORMATION AND

COMMUNICATION OFFICER,ADEA

1 A special issue of the ADEA Newslettergiving a detailed account of the Johannesburgmeeting will be published (Vol. 12, No. 2,April-June 2000). It will feature articles onthe proceedings of the meeting, peripheralevents (including ADEA Working Groupmeetings) and media coverage.

continued from p.4


Compensatory programmesand the struggle against socialexclusion in Latin America

Compensatory programmes were devised in developed countries aspart of the formal education system when the conclusion wasreached that providing a genuine equality of chances was not justa question of giving the same resources and instruction to allstudents. On the contrary, it was deemed necessary to concentratemore effort on students in difficulty, and to provide their schoolswith more resources. These ‘affirmative action’ programmes wereadapted and introduced in many developing countries as well,especially in Latin America. An IIEP workshop in Costa Ricafocussed on the lessons to be learnt from some of these actions.

SEM

INAR

SEM

INAR

THE workshop organized in SanJosé, Costa Rica, by the IIEP inco-operation with the National

Apprenticeship Institute (22–26November 1999), made it possible todiscuss a certain number of casestudies already prepared under theIIEP research programme on Educa-tion and training strategies fordisadvantaged groups. Among thestudies, three concerned compensatoryprogrammes in primary and juniorsecondary schools (the programme for900 primary schools in Chile, rurallower secondary cycle in Argentina,and post-primary in Mexico), and fivestudies were on programmes forvocational training for out-of-workyouth.

Other participants, who had set upcompensatory class programmes inBrazil (‘accelerated’ classes) or in ElSalvador (EDUCO), made it possibleto have a fuller discussion about theseprogrammes and their possible institu-tionalization.

What came out of the discussion isthat compensatory programmes havevarious objectives according to thecountry: either to extend the coverageof the school system, upgrade thequality of teaching, or improve learningachievement. The scope of theseprogrammes is also quite diverse. Someare oriented towards students, otherstowards schools which have the lowest

learning scores, and still others towardsall institutions within so-called priorityzones. The criteria for allocatingadditional resources are not alwaysclearly defined. In terms of strategies,the programmes presented adopt oneor more of the following measures:

offer grants or food to students whorisk dropping out;

award additional means to existingschools with poor learning achievement;

create a new service where pre-viously there was none (like post-primary schools in Mexico and rurallower secondary schools in Argentina);

develop a different teaching model(for example, ‘accelerated’ classes);

propose other management models(e.g. the autonomous management ofteachers by the community, as is thecase of the EDUCO programme in SanSalvador).

Results obtained from these variousprogrammes are on the whole positive.Rural lower secondary schools inArgentina, and post-primary ones inMexico have significantly improvedlower secondary enrolments in ruralareas; however, their impact onstudents continuing their studies andacademic results is not yet totally clear.The programme for 900 schools inChile has allowed the country toimprove academic performance. Oncethe results improved, many schools inthis programme pulled out, although

some returned later because of a lackof follow-up. The ‘accelerated’ classesset up in the State of Paraná in Brazilobtained interesting results, but didnot survive political changes.

In fact, one of the most debatedissues during the seminar concernedthe institutionalization of compensa-tory programmes. Should they beinstitutionalized? Some of theseprogrammes, particularly those offeringeducational services where there werenone before, do not offer the samequality of education as traditionalschools. In fact, in some countries theterm ‘compensatory programme’ hasbecome synonymous with second-rateeducation. Should not these program-mes provide a sort of transition untilanother solution can be put in place?On this point, it is impossible togeneralize: everything depends on thecontext, and the resources available.However, what does the institutiona-lization of these programmes reallyimply?

Generally, a programme is said tobe institutionalized when it stopsbeing a specific project and is adoptedby a significant number of schools,possibly all of them in a country. Theprogramme for 900 schools in Chile isone that is most often quoted in thisrespect. It has been operating for morethan nine years, and several measures

continued p.12


recent study in Namibia estimates thatAIDS cost the country almost 8 percent of its GNP in 1996. A differentstudy carried out by FAO and UNDP1

on the impact of AIDS on the commer-cial agriculture sector in Kenyaindicated that the increase in HIV/AIDS cases created steadily risingmedical costs in business profits andcompany profitability. On the onehand, the disease reduces the produc-tive contribution of the workforce and,on the other, increases the health careprovision costs. Both these factorsstrongly constrain productivity, haltgrowth in national income, and reducethe reinvestable resources in theeconomy.

Impact of AIDS onsupply of education

In general, the impact on the supply ofeducation may be seen first throughthe constraints imposed on human andfinancial resources available foreducation. There is evidence thateducation and health systems in anumber of African countries aresurviving on seriously depletedhuman resources (health workers,teachers, system managers) due toAIDS. Two recent UNICEF studies onthe impact of HIV/AIDS on teachers inthe Central African Republic2 and Côted’Ivoire3 indicate that the capacity ofthe education systems of the two

countries to accommodate students areadversely affected by the increasingdeaths of teachers as a result of theepidemic. The study in the CentralAfrican Republic indicates that, from1996 to 1997, the number of deaths ofprimary school teachers due to AIDS,increased by 8 per cent in five of theseven educational regions where thesurvey was carried out. The case studyin Côte d’Ivoire revealed that duringthe 1996/97 academic year, 827teachers (2.5 per cent of the totalteaching staff) left the primaryeducation system and that deathaccounted for 322 of these departures.As teachers in these countries disappear,primary schools are subsequentlyclosed down. Teacher absenteeismcaused by the illness is also badlyaffecting the quality of education.Reduced financial resources availablefor education further affect the supplyof education and its organization. Thisresults, partly, in a lack of equipment,classrooms, materials and books foreducation.

Impact on the socialdemand for education

The social demand for school places isreduced in societies where AIDS isomnipresent because fewer childrenwill be born, and most of those diebefore reaching school age. Manyorphaned by the disease will not enrollin school or may have to leave school

due to lack of adequate support and aninability to pay school fees. Girls aremore affected since they are usuallythe first to be withdrawn from schoolto take care of sick parents and thesiblings. The first detailed account ofAIDS orphans by UNAIDS andUNICEF in sub-Saharan Africa talksof 10 million children orphaned by thedisease. Many of these orphans end upon the streets, and the extendedfamilies who take in these orphansoften can barely afford to send all theirown children to school, let aloneadditional members.

What role can educationplay?

Can education play a role in reducingthe incidence of HIV/AIDS in future?In spite of the ravages that the diseaseis causing to the education systems atall levels (teaching, administrators andstudent), education is essential in thefight to curb the pandemic throughhealth education programmes. Schoolsplay a key health role in fightingdisease and promoting health, and notjust through vaccination and tests fortuberculosis, or by giving nutritionalsupplements to prevent stuntedgrowth. They can also transmitknowledge about the causes of diseaseand choices which produce betterhealth. This has been proved indeveloped countries where infor-mation campaigns in schools havebeen one of the most effective meansfor limiting the spread of the epidemic.Therefore any comprehensive strategyagainst AIDS must automaticallyinclude the education systems andeducational policy, and it is importantto take not only a sectoral approach tothe problem, but also a cross-sectoralapproach between education andhealth. But for education to play anefficient role in preventing HIV/AIDS,it must first retain children in school,reach those who drop out, and be ofgood quality. The literacy gap betweenmales and females should be reducedand emphasis put on comprehensivereproductive health education for youth.There is evidence that by introducing

Source: Newsweek, Vol. CXXXV, No. 3, 17 January 2000.

continuation of lead article p. 1

Map 1. Adults and children:Cumulative AIDS deaths in 1999

Total:16.3 million


HIV/AIDS prevention techniques intoschool curricula, the prevalence rateamong teenagers can be significantlyreduced. In Uganda, early positiveaction by the Government and theintroduction of HIV-preventive educa-tion programmes in schools, as well asthe encouragement of open publicdiscussions about the disease havehelped to reduce the infection ratesamong women from 30 to 15 per centbetween 1991 and 1996. Preventiveeducation in schools should thereforebe an integral part of governmentpolicy, especially at a time when nomedicine is yet available to cure thedisease.

Preventive education should notbe limited to schools, as many Africanchildren leave school before reachingthe age where the specialized preven-tive programmes are provided. Non-formal and traditional educationprogrammes, involving local commu-nity organizations, should be set upurgently in an attempt to reach themost vulnerable groups – out-of-schoolorphans and children living on thestreets.

Conclusion

In the face of the enormity of theproblem in Africa, but also becomingvery serious in Asia4, the IIEP intendsto adopt a dual strategy: assistingAfrican and other countries withheavily-infected populations both toprotect their education systems fromthe impact of the disease and to usetheir education systems to prevent thespread and limit the effects of thepandemic. In order to reduce theimpact of HIV/AIDS on educationsystems, ministries of education needto work in close co-operation withministries of health.

Appropriate preventive educationprogrammes need to be introducedmassively into school curricula. Suchprogrammes should not only informon the causes of the ‘slim disease’ andits transmission, but also be based onaccurate data concerning the impactof HIV/AIDS on education and takeinto account social and culturalreticence to discuss sex in general, andAIDS in particular. Reliable data isseriously lacking in many African

countries and ministries of educationand health should be encouraged tourgently undertake studies aimed atimproving AIDS-related data. It isequally important for Africa to trainstaff to design and implement preven-tive education programmes for use bothin- and outside of schools. Withoutvigorous efforts on the part of govern-ments, not only in Africa but also inother regions with heavily-infectedpopulations, the fight against AIDSwill be a losing battle and the future ofwhole continents will be at risk.

DRAMANE OULAI

1 HIV/AIDS and the commercial agriculturalsector of Kenya. FAO 1999.2 UNICEF, Bangui. Le VIH/SIDA et le corpsenseignant, Bulletin No. 5.3 UNICEF, Abidjan. Le VIH/SIDA et le corpsenseignant : impact du VIH/SIDA sur lesysteme educatif ivoirien, Bulletin No. 4.4 Although the proportion of infectedpopulations is currently lower in Asia thanin Africa, in absolute figures the number ofinfected persons is alarming. More than 4million persons are infected in India andsome 1.2 million children have lost theirmother or both parents to AIDS. Thailandhas the highest number of infected adults,and half a million children orphaned by thedisease. These figures are expected toincrease dramatically in the next few years.

Youngsters at a compound in Lusaka learningthe gests that save

© G

. van

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n

Source: Newsweek, Vol. CXXXV, No. 3, 17 January 2000.

Map 2. Children who have lost one or both parents, 1997/1998

For detailed information on the AIDS pandemic,consult the UNAIDS web site at: www.unaids.org

or the World Bank web site at:www.worldbank.org/aids/


Internet forums

Three discussion forums areplanned for 2000 on topics of highimportance to planners. Althoughconceived as continuing educationopportunities for the formerparticipants of IIEP courses, theyare open to other interestedpersons if space permits.

Reducing repetition(17 April to 12 May)

A discussion forum for French-speaking participants will be heldon the important topic of reducingrepetition. The discussion will bebased upon Reducing repetition:issues and strategies by ThomasEisemon, a title in the series,Fundamentals of EducationalPlanning.

Secondary education financing(2 October to 30 November)

The financing of secondaryeducation is a growing challengeand an important issue in theplanning of national educationsystems. With an increase indemand resulting from factors suchas improved access to primaryeducation, many countries facefinancial stringencies. Thediscussion will focus on the currentsituation and financing practices inthe countries participating, andpotential policy options.

This forum, which will operate inEnglish, will be invitational for minis-tries of education and donor agencies.However, a synopsis of the debatewill be made available on the IIEPweb site.

Planning physical facilities(30 October to 24 November)

This is the second forum for English-speakers, following the one held in1999 on reducing repetition. Thediscussion will be based upon thebooklet Physical facilities for educa-tion: what planners need to know, atitle in the IIEP Fundamentalsseries. As in the other forums, thediscussion will be Internet-based.

Distance education courses

Strategic financial managementin universities(3 April to 30 June)

A selected number of highereducation institutions in Asia havebeen invited to participate in adistance education course on thefinancial management of theirinstitution. In each institution, agroup of persons involved in finan-cial management will work bothtogether in the institutional setting,and in a network comprised of all theparticipating institutions. Thecourse is based on IIEP’s self-instructional materials onInstitutional management in highereducation and will use the Internetto support interaction.

Educational costs(19 June to 28 July)

This course will review key economicconcepts, education expenses, theanalysis of expenses and factorsgoverning costs. It will be offered asa continuing education activity forformer IIEP course participantsonly, open to both English- andFrench-speakers. Interactionbetween participants andinstruction will be via e-mail.

The Virtual Institute – Activities in 2000

Indicators(19 September to 9 December)

The aim of this course is to explorethe concepts, methods andstrategies needed to improve theprocess by which indicators aredetermined for educationalplanning purposes. It will bepractical in its orientation and willconclude with a concrete activity.The course will be invitational forministries of education and will beheld in English. Interaction willbe through the Internet.

Input from former IIEP participants

In late 1998, IIEP undertook asurvey to determine thecontinuing education needs offormer course participants. Theinformation collected has beenuseful in planning activities todate.

To keep in contact, we invite allmembers of the former courseparticipants’ network to keep theInstitute informed of their conti-nuing education priorities. Thiswill ensure that we respond to themost pressing needs.

More information...

If you would like to receiveregular information updates onactivities of the Virtual Institute,please send an e-mail to theaddress below asking for yourname to be put on our mailing list.Information is also available on theIIEP web site and regularly in theIIEP Newsletter.

Contact for Virtual Institute:[email protected]

or the IIEP web site athttp://www.unesco.org/iiep/ .


The last of the summerwine – IIEP trainees visitsouthern France

Travelling from a small primary school with only one classroomto one of the oldest universities in France, discussingdecentralization or quality of education, enjoying France’s richcultural heritage, the participants in the 1999-2000 AnnualTraining Programme had an intensive and surprising study visitto the Languedoc-Roussillon region in the South of France...

TRAI

NING

TRAI

NING

THE remote, hilly village hasabout 200 inhabitants and oneprimary school. The school has

one classroom and only one head-teacher for a class with children agedfrom 5 to 12 years. The headteacher isalso Mayor of the village, Bélestat.Bélestat is neither in Nepal, nor in theAndes, but in the French Pyrenees.Some 200 km from Bélestat, close toMontpellier, is an upper secondaryschool, or lycée. Recently built, itsarchitecture reflects a concern forcommunication and transparency.The buildings form two concentriccircles, and the teachers’ staffroom,for instance, is opposite the studentcafeteria, both with windows ratherthan walls so that teaching staff andstudents are never hidden from eachother. The lycée, which providesgeneral, technical and vocational

education, not only offers good facilitiesand impressive equipment, but is alsovery proud of the relative ease withwhich the graduates of its vocationalstream (which also offers post-secon-dary degree-level courses) find employ-ment. One of the main reasons for thisis the strong link between the schooland potential employers in the regionthrough, for instance, their presenceon the school board and the regularwork placements of students withthese employers.

These very different establish-ments formed just two of the manymemorable moments of the study visitto the Languedoc-Roussillon region ofsouthern France, which this year’s 34participants in the Annual TrainingProgramme undertook. The six-dayvisit, organized in co-operation withthe French National Commission for

UNESCO, coveredin succession a seriesof primary, lowersecondary, uppersecondary and ter-tiary institutions.In between, theparticipants wereintroduced to theDepartmental Edu-cation Office inPerpignan and theRegional Office inMontpellier and dis-cussed with theirstaff. As befits aregion rich in his-tory, natural beautyand culture, the

participants got a taste of all three,with a trip to Collioure, an attractiveseaside village and a source of inspira-tion to many Fauvist painters, a guidedtour of the old centre of Montpellier,and a truly outstanding dinner in ahotel management training school.

Bélestat primary school was justone of the eye-openers during thisproductive and instructive visit. Toorganize this new wealth of informa-tion in a constructive manner, theparticipants were divided into fourgroups, concentrating on the followingtopics: the quality of education; theorganization of the curriculum andstudent flows; decentralization; andlinks with the working world. At afinal session, with the Head of theRegional Office (the Recteur), theparticipants commented on whatstruck them as particularly interes-ting. The fact, for instance, that thegypsy population which settled in theregion a few generations ago and stillconsiders formal French school asinimical to their way of life, remindedmany participants of situations in theirown countries. Planners, in France aselsewhere, find it difficult to convincethese groups of the importance ofschooling. Legal enforcement isinsufficient, can even be counter-productive. But there is a thin linebetween adapting the curriculum andthe school’s organization to the needsof these groups and creating a separatesecond-rate system.

Establishing closer links betweenschool and the world of work is also aconcern that French educationalBélestat primary school, Languedoc Roussillon, France

© I

shih

ara

Shin

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Perpignan

Paris

Montpellier

France: the Languedoc-Roussillon region


planners and managers share with theircolleagues from most other countries.In this respect, the presentations on thevocational guidance system wereenlightening. Based on the principle ofdialogue between the teachers, thestudents and their family, the indivi-dualized approach to guidance seems tobe fruitful. This is particularly true ina context where, in many countries,emphasis is increasingly being put onstudent-centred teaching.

Besides vocational guidance, the caseof the Montpellier region which, incontrast to other parts of France, facesspecific difficulties in increasingparticipation at the upper secondarylevel and in reducing graduate unem-ployment, provided an interestingexample to reflect on the role of technicaland vocational education both to raisethe educational level of the workforceand to improve school to work transition.Discussions with French Authoritiesshowed that this is no longer an issueconcerning only the Ministry of Educa-tion. Other partners such as employers,parents and local governments play akey role in guiding the system, parti-cularly the technical and vocationaleducation sub-sector. Also, decen-tralization provided the legal frameworkto implement sharing of responsibilities

and promote participation.Part of the state reform, decentra-

lization is meant to reinforce democracyin educational management. Its finalobjective is also to improve studentperformance and contribute to socio-economic development. Although, inFrance, central government still holdskey responsibilities, such as curriculumdevelopment and teacher management,local authorities are increasingly calledupon to participate in financing as wellas in formulating and implementingeducational policies.

By gradually entrusting elected localbodies with planning and managerialtasks, the French system provides aninteresting, although incomplete,example of transition from centraleducational planning to participatorymanagement. This pattern is not yetstabilized and the IIEP group noted thewillingness of many of the partners tofurther consolidate and expand decentra-lization. Permanent dialogue within anumber of intermediate bodies involvingstudents, parents and employers’representatives reflects not only thedynamism of the process but also concernwith the overall coherence of theeducation system.

The great autonomy which Frenchteachers enjoy, surprised a number of

people. The advantages – more motiva-ting, leaving space for creativity, itsimportance for teacher careers – wereunderstood, but there were doubtsregarding the impact on quality. Thequestion was raised as to why not moreuse was made of the headteachers orparents’ committees in assuring quality,rather than relying uniquely on ratherrare inspection visits.

Arguably, the main lesson that all ofus who took part in this visit will havelearnt is that many of the problems andissues faced by French educationplanners and managers are, to someextent, similar to those in less developedcountries. Their financial room formanoeuvre is undoubtedly larger, butthey also need considerable political willand creativity to address intricateproblems. Furthermore, just likeFrance, many of the countries repre-sented in the IIEP group are currentlyreviewing the objectives and performanceof their education systems in facing theemerging challenges of the new century.This study visit undoubtedly providedrich materials, on all sides, to considerthis complex issue in a comparative andintercultural framework.

DAVID ATCHOARENA,ANTON DE GRAUWE

AND KHADIM SYLLA

that it introduced (such as: a lengthenedschool day, or the support and trainingof teachers by supervisors)are now beinggenerally applied throughout theeducation system. Institutionalizationthus has several dimensions: an adminis-trative dimension when the managementapparatus for appointing and supervisingpersonnel is well-organized at thecentral, regional or local levels; and afinancial dimension when additionalresources are included in the regularbudget and in routine resource-allocationprocedures. The institutionalization andgeneral application of programmes doesnot mean that it is unnecessary to targetadditional resources on students andschools in difficulty. Even if severalmeasures are applied generally andresult in an overall improvement ineducation, the participants concluded thatit is still necessary to continue devotingspecial attention to problems withdisadvantaged students and their schools.

The discussion about vocationalprogrammes for disadvantaged groupsshows that they, too, are very diverse.Run by various institutions, usingdifferent teaching models, they are aimedat youth of varying ages, gender andbackgrounds. Nevertheless, they share acertain number of common character-istics. As for planning and management,they all manage to link state initiativeswith those of other social partners, inparticular community NGOs, technicalresources and church organizations.There was a heated debate on how todesign appropriate support strategiesfor various institutions providing voca-tional training for the disadvantaged.This support covers several aspects: thepedagogical approach to be used,administrative and financial manage-ment, the evaluation and follow-up ofprogrammes. It can consist in trainingmanagers and trainers, organizingtechnical assistance, closely supervising

schools working with young people, andoccasionally, setting up financingmechanisms. Strengthening trainingproviders is often the work of NGOs,who already have a solid experiencebehind them in organizing programmesfor the disadvantaged. These same NGOsare sometimes called upon to assist thepublic administration, itself, by trainingstaff or developing new projects.

One of the important conclusionsarrived at during the seminar was thatthere is still too little informationavailable about results of programmesfor the disadvantaged, whether basiceducation programmes or vocationaltraining. Regular assessment of howthese programmes are being implemen-ted is necessary if the necessary adjust-ments are to be made. A genuine spirit ofevaluation has yet to be developed.

FRANÇOISE CAILLODS

AND CLAUDIA JACINTO

continued from p.7


Education of Indian scheduled tribes – A study of communityschools in the district of Vishakhapatnam, Andhra Pradeshby K. SujathaIIEP Research and Studies Programme: Strategies of education and training fordisadvantaged groups, UNESCO/IIEP, 1999, 197p.

NEW B©©KS

IN many countries, difficultiesencountered when trying to provide

basic education for disadvantagedgroups have led to the development ofeducational projects based on acommunity approach. More integratedwith, and adapted to, their immediatesurroundings, it is often argued thatthese programmes provide a servicemore suited to the needs of thepopulations concerned than formaleducation. However, do such approa-ches really allow to significantlyimprove access to school for disadvan-taged groups, as well as enhance theiracademic performance? What specificproblems are involved in setting themup, and making them widely available?Do they contribute towards a greaterequity, or rather, towards widerdisparities by calling on poor popu-lations to contribute to the educationaleffort? These are some of the questionsthat this monograph on the educationof Indian scheduled tribes attempts toaddress. Written by Ms K. Sujatha ofNIEPA, it is based on a quantitativeand qualitative study of communityschools in the Visakhapatnam districtof the state of Andhra Pradesh in India.

Launched some eight years ago,this project was developed through aclose co-operation between villagedwellers, who have to find the premises,select and pay the teachers, and localauthorities, responsible for providingschool equipment, producing teachingmaterials, training and supervisingteachers. During its development,many new measures were added, aimedat better adapting the teaching processto the needs of young people: use of thechildren’s mother tongue, adjustmentof the school calendar to the needs ofthe community, development of specifictraining materials, application of child-based teaching methods, etc. It shouldbe noted that this project was destinedfor a particularly disadvantaged

portion of the Indian population: theScheduled Tribes, living in poor, isolatedareas and deprived of basic services.Their rate of illiteracy is 17 per cent,compared to 46 per cent for the generalpopulation in Visakhapatnam.

Dr Sujatha’s study is based on datacollected from 926 community schools,together with other schools located inthe same sector, thus allowing the authorto make precise comparisons and drawsolid conclusions. The book is organizedin 12 chapters, as follows:

Chapters 1 to 4 present the variousstages of the project’s development andmakes it possible to understand how itsbasic characteristics gradually evolvedfrom its outset and through itssubsequent expansion.

Chapter 5 covers teacher recruit-ment, compares their background withthat of teachers from the formal schoolsystem, and evaluates their contributionto the project’s success.

Chapters 6 to 8 describe the standardsset for creating community schools, waysof mobilizing the population, and theimpact of sharing responsibility betweenpublic authorities and the communities.

Chapter 9 is concerned with therunning of the schools, especially theadoption of new programmes andteaching materials, which are thenshared with other schools in the sector.

Chapters 10 to 12 evaluate the resultsobtained in community schools in termsof survival rates, student and teacherattendance, exam results, cost perstudent, etc. and compare them withthose of other schools in the vicinity.

The author paints a critical pictureof the project, and draws attention to itsmain failings which include: the over-representation of some tribal groupsamong teachers, the non-democraticprocedures of some village committees,the slowness of authorities to providemuch needed material, the frequent shiftof teachers due to their precarious status

and low salaries, the cost of the projectto families who are already living belowthe poverty line, etc. Furthermore, shesounds a warning about the trend togradually bring community schoolsmore into line with formal establish-ments, especially under the pressureof teachers who would like to see theirstatus and salaries improve, and wouldprefer to be put under the authority ofpublic bodies rather than of thecommunity – even at the risk ofweakening the involvement of thelatter. However, she also highlightsthe success achieved by communityschools (expressed in the attendanceand punctuality of teachers andstudents, high survival rates, etc.). Sheidentifies several key factors forsuccess based on an analysis of thedata gathered from the most successfulschools, which could also serve as asource of inspiration for the formaleducation system.

The study concludes with a list ofrecommendations which should pro-vide food for thought for those curiousabout, or actively involved in, thedevelopment of alternative educationstrategies for disadvantaged groups:giving more autonomy to authoritiesresponsible for running the educationsystem at the local level; assistingcommunities to better evaluate theirneeds and to fulfil the educationalresponsibilities they are given; limi-ting local influence by defining clearnorms concerning the recruitment andpayment of teachers, etc. The authorends by advocating the furtheradaptation of educational standards,models of organization and functioningof educational services in keeping withthe characteristics of the populationsconcerned, without relieving the publicauthorities of their main responsibi-lity: to ensure equal access to educationfor all.

MURIEL POISSON


B©©K REVIEWAC

TIVI

TIES

ACTI

VITI

ES

“An institution intouch with itsenvironment”

Restructuring the HigherEducation Directorate inGuinea(Paris, February 2000)

The National Director for HigherEducation and three DivisionalDirectors from the Ministry ofEducation in Guinea came to the IIEPfor three weeks in February to workon a plan for restructuring the HigherEducation Directorate with a group ofexperts formed by the IIEP.

Regional workshop on‘Diagnosis and proposals fortraining strategies for educatorsin educational policy andeducational management’(IIEP-Buenos Aires, Argentina20-24 March, 2000)

This workshop is organized within theframework of a programme onTraining strategies for educators ofeducational policy and educationalmanagement, undertaken by IIEP-Buenos Aires and financed by the FordFoundation. The aim of the activity isto review among experts the situationof training in Educational policy andmanagement in Latin America. Theworkshop aims to propose newalternative training strategies foreducators in this area and to create anetwork of specialists in the region.The workshop will be attended byconsultants from six different coun-tries (Argentina, Brasil, Chile,Colombia, Honduras and Mexico) aswell as educators and researchersworking in this field. A final documentwith the results of this regionalworkshop will be prepared andpublished in the course of the year2000.

Intensive training workshop on‘Quantitative research methodsfor planning the quality ofeducation’(New Delhi, India10-21 April 2000)

Announced in our last issue, October-December 1999, this workshop,originally planned for December 1999,will now take place in April 2000.

Intensive training course on‘Educational costs, finance andbudgetary procedures in CentralAsia and Mongolia’(Almaty, Kazakhstan12-21 April 2000)

This course concludes the IIEP projecton analysis of budgetary processes inthese countries which started in 1997.The emphasis of the course will be ontraining needs, concepts and issueswhich were not studied at the time ofcentrally-planned economy in thesecountries. Today, with the transitionto a market economy, it has becomeimperative for staff in the ministriesof education to be competent in suchissues as: impact of inflation oneducational expenditure, modalities offinancial diversification, alternative

Advanced Training Programmein Educational Planning andManagement(1 September 2000 to 31 May2001)

The IIEP’s nine-month inter-national Advanced Training Pro-gramme in Educational Planningand Management (ATP) plays a keyrole in the Institute’s mission.The course addresses itself to expe-rienced professionals in educationalplanning and management involvedin the development of education atnational and regional or provinciallevels and the IIEP has now intro-duced a new system of evaluationsleading to the possibility of obtainingan International Diploma in Educa-tional Planning and Management.

The Official Announcement andapplication forms are being sent toUNESCO Member States (applica-tion forms can be obtained directlythrough UNESCO National Commis-sions in candidates’ own countries).Candidatures, with full supportingdocuments, should reach IIEP nolater than 31 March 2000.

For further information, contact:The Training Unit

International Institute forEducational Planning

7-9 rue Eugène-Delacroix75116 Paris, France.

Tel: + 33 1 45 03 77 61Fax: + 33 1 40 72 83 66

e-mail:[email protected]

Recruitment opens for 2000/2001 ATP

methods of budget preparation, waysand means of dealing with financialconstraints in educational funding.

Assistance in the preparation of along-term plan for developing theeducation sector in Grenada

The IIEP is currently assisting theMinistry of Education of theCaribbean island of Grenada with thepreparation of a strategic plan for thelong-term development of theeducation sector. A first mission,organized in August-September lastyear, defined an overall outline for aneducation sector diagnosis, which willfeed into the strategic plan. Differentnational teams have draftedpreparatory studies and the sectordiagnosis is now being written. Duringthe forthcoming months, the IIEP willundertake two missions to worktogether with the Ministry in order tofinalize the strategic plan.

For all distance education andinternet activities, please refer to:

The Virtual Institute –Activities for 2000

on page 10 of this issue.


ALTHOUGH the collaborationbetween universities and indus-

try has a long standing tradition inthe United States of America, it is ofrecent origin in European countriesand in nascent stages in the deve-loping world. The theme has agrowing appeal and has become anintegral part of the current educa-tional discourse, primarily due tothe prospects of generating incomeas public funding for higher educa-tion shrinks.

The IIEP initiated a researchstudy to understand the nature ofsuch linkages and to highlightmanagement implications at theinstitutional level, and this book is asynthesis of case studies undertakenas part of the research. Managersfrom 12 higher education institu-tions in Europe, Africa, Asia and thePacific, and Latin America wereinvited to document their experiencewith regard to the management ofinterfaces, finances, personnel andintellectual property. Such anapplied approach was chosen to makepractical advice available as well asoptions for other managers ofindustry-linked programmes concer-ning structures and processes. Theirrelevance needs to be discussedbearing in mind each specificinstitutional context. The manage-ment of innovative approaches touniversity-industry relations, whichoften have to overcome internalresistance, was given particularattention.

From the case study research, itappeared that all institutions haveincreased their links with industryover the past ten year. The scope ofthese relations has been widened toembrace new types of linkages andmodalities for their implementation.

Managing university-industry relations – A study ofinstitutional practices from 12 different countriesby Michaela MartinIIEP Research and Studies Programme: Improving the managerialeffectiveness of higher education, UNESCO/IIEP, 1999, 171p.

Consequently, traditional types oflinkages such as student placementschemes tend to co-exist with morerecent ones, such as continuousprofessional development, consul-tancies and enterprise development.

All the institutions studied haveinstitutionalized their commit-ment to university-industry link-ages through the development ofspecial administrative structuressuch as internal or external inter-faces for the management of theirrelations with industry. Internalinterfaces have the advantage of beingpart of the university structure andallow for a more direct control andeasier communication with the depart-ments. External interfaces, which arelegally different from the highereducation institution, help to createmore administrative flexibility neces-sary for marketing university productsand services. The case studies alsohighlighted different approaches withregard to governance, organizationalstructures and varying degrees ofdecentralization. In terms of gover-nance structure, the relative impor-tance given to the administrators and/or the academic community of theAlma Mater, in comparison withrepresentatives from the productivesector, represents an important choicethat needs to be made by the institu-tion. In terms of organizationalstructure, the case studies identifiedan approach which gives preference tofunctions to be executed by theinterface, but most case-study inter-faces tend to reproduce the organi-zational structuring of the motherinstitution, which allows basic unitsdirect control over their unit withinthe interface.

On the financial level, several ofthe institutions under review demon-

strated that considerable income canbe generated from collaborativeprojects with enterprises. They arealso currently designing appropriateinstruments for the costing andpricing of products, rules to deter-mine appropriate overhead provisionand the distribution of generatedincome and instruments, such asrisk capital to finance high-risk jointventures.

With regard to personnel man-agement, an important issue addres-sed in the case studies is that ofreward structures and incentives forpersonnel committed to university-industry linkages. Some of theinstitutions studied had made suchcommitments an element in thecriteria they use to make decisionsfor promotions; others remain moretraditional and rely on financial andother material incentives to motivatetheir personnel. A change in promo-tion criteria has a strong effect onstaff concerning their commitmentin this domain.

Managing intellectual propertyis an emerging issue in thoseinstitutions located in developingcountries. As institutions perceivethe importance of the issue, theystart to take action defining regula-

Institutions studied

AfricaMakerere University, Uganda

Arab StatesUniversity of Cairo, EgyptEcole supérieure de Technologie deCasablanca, Morocco

Asia and the PacificSuranaree University of Technology, ThailandTechnological University of Papua NewGuineaBirla Institute of Technology and Science,India

EuropeTechnical University of Lodz, PolandHebrew University of Jerusalem, IsraelBogaziçi University, Turkey

Latin America and the CaribbeanUNAM, MexicoUniversity of São Paulo, BrazilUniversity of the West Indies

continued on p.16

NEW B©©KS


RECENT IIEP PUBLICATIONS

Composition and printing: IIEP Publications.

FUNDAMENTALS OFEDUCATIONAL PLANNINGPrice: US$15 or FF80

L’évaluation de l’enseignementsupérieur by J. LamoureRontopoulou. IIEP Fundamentals ofEducational Planning N° 60. 1999,114p. ISBN 92-803-2170-3.

The shadow education system:private tutoring and itsimplications for planners byM. Bray. IIEP Fundamentals ofEducational Planning N° 61. 1999,97p. ISBN 92-803-1187-5.

School-based management byIbitsam Abu-Duhou. IIEP Fundamen-tals of Educational Planning N° 62.1999, 134p. ISBN 92-803-1189-1.

RESEARCH AND STUDIESPROGRAMMEPrice: US$10 or FF60

STRATEGIES OF EDUCATION AND

TRAINING FOR DISADVANTAGED

GROUPS

Education of Indian scheduledtribes – A study of communityschools in the district of Vishak-hapatnam, Andhra Pradesh byK. Sujatha. 2000, 197p.

MECHANISMS AND STRATEGIES OF

EDUCATIONAL FINANCE

The private costs of publicschooling: household and com-munity financing of primaryeducation in Cambodia byM. Bray. 1999, 127p.

Private education in sub-SaharanAfrica: a re-examination oftheories and concepts related toits development and finance byI. Kitaev. 1999, 195p.ISBN: 92-803-1186-7

IMPROVING THE MANAGERIAL

EFFECTIVENESS OF HIGHER

EDUCATION INSTITUTIONS

Strategic financial managementin Southern African universitiesby M. Martin, S. d’Antoni, J. Hall andB. Sanyal. 1999, 77p.

Strategic planning, informationsystems and organizationaldevelopment at the University ofBotswana by R. Neill andT. Mokoena. 1999, 90p.

Perspectives on qualitymanagement within a UnitedKingdom university – the case ofDe Montfort University by P. Cox.1999, 139p.

Managing university-industryrelations – a study of institutionalpractices from 12 differentcountries by M. Martin. 1999, 171p.ISBN: 92-803-1181-9.

IIEP OBSERVATION PROGRAMME

TRENDS IN EDUCATION

Price: US$7 or FF40

The benefits and limitations ofinternational educationalachievement studies by A.E. Beaton,T.N. Postlethwaite, K.N. Ross,D. Spearritt and R.M. Wolf on behalf ofthe International Academy of Educa-tion. 1999, 245p. ISBN 92-803-1188-3.

EDUCATION FORUM REPORTSPrice: US$10 or FF60

Financement et gestion financièrede l’éducation –Report of aPanafrican Seminar held in Dakar,Senegal, 12-14 October 1997, co-ordinated by S. Péano with the co-operation of R. Coffi Noumon, I.Kitaev

To order any of these publications,except those produced by

IIEP-Buenos Aires,please contact:

IIEP Publicationsand Dissemination,

7-9, rue Eugène-Delacroix,75116 Paris, France

Fax: +33.1.40.72.83.66Tel.: +33.1.45.03.77.70


IIEP BUENOS AIRES*

Rendimiento escolar y actoreslocales: el caso de la ciudad deCampana by J. Tedesco andA. Morduchowicz. 1999, 69p.Price: US$10 or FF60

La formación de recursoshumanos para la gestióneducativa en América Latina.Report of a Forum organized at IIEP-Buenos Aires, Argentina. 1999, 85p.Price: US$10 or FF60

*These publications are onlyavailable from:

IIEP-Buenos AiresAgüero 2071

Buenos Aires 1425, ArgentinaFax: +54.114.806.9458


tions with regard to the conditionsintellectual property should be grantedto the individual, the higher educationinstitution or the collaboratingenterprise.

The synthesis report concludes thatuniversity-industry linkages have agreat potential to improve the relevance

of higher education provision and togenerate resources for the institution.However, they also bring with them acertain number of risks, such as aneventual distortion of the researchagenda, possibly a neglect of traditionalstaff duties, publication delays becauseof confidentiality, as well as internal

fragmentation and conflict. A strategicmanagement approach aimed at deter-mining priorities in this area, as wellas defining rules and procedures toreduce risks, is of the utmost impor-tance to make the most of university-industry linkages in the interests ofhigher education institutions.

continued from p.15

and D. Oulai. Educational ForumSeries No. 9. 1999, 245p.ISBN 92-803-2185-4.

IIEP CONTRIBUTIONSPrice: US$5 or FF30

Globalization, human rights andeducation by J. Hallak. IIEPContributions No. 33. 1999, 26p.Also available in French and Spanish.

The IIEP Newsletter is available on Internet: http://www.unesco.org/iiep

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