IICBA Reports

GPE KIX Africa 19 Hub Fourth Annual Interim Technical Report, April 2023 – March 2024

The Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX) Africa 19 Hub has completed its fourth project year under the lasting effects of the education crisis exacerbated by the COVID-19 pandemic. The Hub has fully opened for in-person engagement while also regularly employing hybrid and virtual modalities that allow more countries to join activities, including from resource[1]constrained areas across the region. Notwithstanding challenges in implementation, in the fourth year of the project, the team has managed to organize over two dozen capacity-strengthening and knowledge[1]sharing events. These have included learning series organized through communities of practice; cross[1]country learning through learning exchange visits; online webinars with regional experts and practitioners; national dialogues led by Ministries of Education; and expert supported national EMIS system reviews. The fourth year of the project concluded on a positive note especially in terms of continued active participation and ownership of the Hub among member countries. 

Report by the Governing Board of the UNESCO International Institute for Capacity Building in Africa (IICBA) 

This report by the Governing Board of the UNESCO International Institute for Capacity-Building in Africa (IICBA) outlines selected Institute activities for 2022-2023. This has been a period of substantial change at IICBA with (i) new leadership since December 2022; (ii) a new Strategic Plan  for 2023-2025; (iii) a stronger emphasis on research and knowledge to inform policy dialogue and advocacy, both of which help prioritize capacity-building activities; (iv) promising gains in resource mobilization through voluntary contributions; (v) better communications including a new website and the launch of the Executive Education and Policy Academy; and (vi) an expansion of partnerships. As a result, IICBA is gradually improving its ability to fulfil its mission, which is to meet the needs of Africa in the areas of teacher development, school leadership and management, and school supervision and support, with an emphasis on the production, sharing, and dissemination of knowledge. As per the Institute’s Statutes, this is to be done by (i) providing up-to-date capacity building programmes; (ii) promoting and conducting research into teacher issues; (iii) promoting effective knowledge management; (iv) working with centres of excellence with a view to enlisting their involvement in the activities of the Institute; and (v) promoting exchanges of experience, expertise, and programmes.

Report of the CESA Teacher Development Cluster on Activities for 2022-23

The CESA cluster managed by IICBA has met on a quarterly basis over the period in review and has continued to make progress on core activities. Eight developments are worth emphasizing: (1) Cluster members have promoted the use by member states of existing African Union instruments on professional standards and competencies for teachers; (2) The cluster has shepherded the adoption of new African Union instruments; (3) Cluster members have actively collaborated with other CESA clusters, the African Union ESTI team and its two centers CIEFFA and IPED; (4) The cluster has helped organize the Continental Teacher Award; (5) The cluster has contributed to the preparation of the African Union’s Year of Education in 2024; (6) Funding has been provided for a review of CESA 16-25 through KIX Africa 19; (7) The cluster implemented a survey of its members to assess priorities; and (8) The cluster has agreed to new activities.

IICBA Strategic Plan 2023-25 Report

IICBA’s strategic plan is available here. IICBA’s mission is crystallized in its new motto: “Empowering teachers for all learners to thrive.” IICBA implements its mission through three main lines of action: (1) research and knowledge; (2) policy dialogue and advocacy; and (3) capacity enhancement. Research informs policy dialogue and advocacy, which in turn help set priorities for capacity enhancement.

Prevention of Extremism through Education in Africa: End-of-Project External Evaluation Report

Excerpts from the Executive Summary: “The following are the key evaluation findings: In terms of effectiveness, the project components and objectives were relevant, project outputs were appropriate and well used, the project main goal was realised, teamwork was achieved, and the project had a high level of visibility. In terms of efficiency, internal structures were well utilised to achieve project objectives, value for money realised, project scope fully covered, resources and funds well distributed and managed, all project activities implemented as planned and project targets were met. In terms of sustainability, local stakeholders were involved, government departments participated in the project, stakeholders were committed to continuously supporting project activities, the Training of Trainers (ToT) strategy was used to extend training to various training institutions, peace clubs were established to continue activities with support from the training institutions, local resources were used to support project activities and peace education was integrated in the traditional training curriculum.”