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A competency framework for adult education in francophone Africa

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© UNESCO
15 September 2020

The UNESCO Institute for Lifelong Learning (UIL) has just published Référentiel de compétences harmonisé, a report on the competency framework developed for RAMAA (Action Research: Measuring Literacy Programme Participants’ Learning Outcomes). The aim of RAMAA is to build the capacities of 12 French-speaking African countries to evaluate and monitor the quality of literacy programmes.

Developed by specialists in the region with UIL’s technical assistance, the reference framework provides a common tool for the 12 RAMAA countries, namely Benin, Burkina Faso, Cameroon, Central African Republic, Chad, Côte d’Ivoire, Democratic Republic of Congo, Mali, Morocco, Niger, Senegal and Togo, to calibrate adult education measures and facilitate the measurement of their results. UNESCO regional offices in Abuja, Dakar, Rabat and Yaoundé, as well as experts from Université Sorbonne Paris Nord, the Conference of Ministers of Education of French-Speaking Countries (CONFEMEN) Programme for the Analysis of Education Systems (PASEC), the Organisation for Economic Co-operation and Development (OECD), and the Institut de la Francophonie pour l'éducation et la formation (IFEF) mobilized efforts to promote the initiative.

It is hoped that this harmonized reference framework, which is based on national curricular frameworks, will galvanize more countries that are concerned with the quality and impact of their literacy programmes to take action.

A salient feature of the RAMAA framework is its distinction between:

  • skills inherent in fundamental learning (basic skills enabling the mastery of basic knowledge); and
  • skills inherent in knowledge and know-how (so-called ‘socio-educational and professional skills’).

The next step for RAMAA will be the development of an evaluation framework.

UIL’s Director, David Atchoarena, said: ‘The RAMAA harmonized competency framework is an innovative tool with a normative focus. It is currently being used in RAMAA countries by literacy directorates in ministries and civil society organizations, and can serve as a reference for countries that do not yet have such a framework who are looking to standardize training provision and improve its quality.’

Read Référentiel de compétences harmonisé (in French).