The CapED Programme

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© UNESCO/M.Hofer

CapED country examples

Below are some illustrative examples of country operations for each of the key programme areas of the CapED Programme. For more information on each of the 26 on-going country programmes, please contact CapED@UNESCO.org.

Reinforcing education sector-wide policies, planning and reforms

  • SDG4 Pilot: From commitment to action in 10 countries

Through the SDG4 pilot of the CapED programme, UNESCO supports the development of new education sector plans in Haiti, Madagascar, the Democratic Republic of the Congo and Senegal, thus ensuring stronger linkages with SDG4 commitments. In Afghanistan, Cambodia, Myanmar, Nepal where new plans were already approved after complex participatory processes, CapED has identified other ways to integrate a longer-term SDG4 perspective. In 2016, CapED supported the development of technical guidelines to support national authorities in the process of operationalizing the SDG4 agenda. Furthermore, analytical studies on the legal system of each of the pilot countries in relation to the right to education were completed. UIS prepared the development of a CapED training package for on-the-job training of national statistical teams, which will enable countries to do a self-assessment of data sources, data quality and to identify their capacity development needs for statistical data production and analysis.

  • National Education Reforms, Plans and Policies

In Myanmar, CapED supported the Comprehensive Education Sector Review in 2012, the first of its kind since 1992. This has led to the development of a costed, evidence-based education sector plan. A complete overhaul of the Education Management Information System and improvement of education data became a key priority for the Ministry of Education, with UNESCO leading these efforts.

Fostering skills for life and work

  • Policy development for TVET and literacy and Non Formal Education (NFE)

In Madagascar, UNESCO’s support since 2012 led to the adoption of a National Policy on Employment and Vocational Training 2016-2021. A new law that reforms the governance of TVET aims to increase decent jobs opportunities and to fight poverty by reinforcing demand-driven TVET. The CapED Programme has also worked closely with the Government of Bangladesh to support NFE resulting in the Bangladesh NFE Act, a key instrument to institutionalize NFE that includes rules and regulations on equivalency education, delivery of NFE programmes and training of NFE teachers.

  • Youth employment and entrepreneurship

In Madagascar, CapED focuses on the integration of rural out-of-school youth into the world of work through the strengthening of selected TVET institutions and the identification of local economic growth drivers to better design the TVET offer. This led to an additional 1,500 graduates (35 per cent female) in 2016, bringing the total number to 2,500 since training started in 2014 with a mix of foundational, vocational and entrepreneurial skills.

  • Literacy skills for girls’ and women’s empowerment

In 2016, 460 learners (80 per cent of them girls and women) from marginalized groups in 11 districts in Nepal benefited from literacy and skills development programmes in CapED-supported CLCs and women groups. Indigenous knowledge from marginalized communities was documented and used as basis for the development of innovative and context-specific learning programmes that will benefit more than 1,200 people.

Improving quality through teachers

  • Teacher policy development

Based on an assessment of teacher issues in Uganda, CapED helped develop teacher competency profiles and a pre-service teacher-training framework, which were launched in 2016. It also supported the drafting of Uganda’s first comprehensive teacher policy, scheduled for adoption in 2017.

  • Training of teachers

In Lao PDR the CapED Programme in partnership with the Ministry of Education and Sports trained 2,000 teachers (60 per cent female) on Lao language teaching in Grades 1-3. Trainees represented 1,886 primary schools from all 18 provinces of the country, many of which are multi-ethnic and multilingual.

  • Gender-sensitive approaches

With one of the highest poverty, early marriage and pregnancy rates in the world, Niger faces severe challenges with regard to girls’ participation in education. In order to reduce the gender gap and improve girls’ performance, CapED trained 130 secondary teachers and school principals in gender-responsive teaching in scientific disciplines. They represent 15 secondary schools selected as pilot institutions where some 20,700 girls (40 per cent of 54,500 students) will be more stimulated to participate in classroom activities and receive a less gender-biased education in STEM.