Page 91 - 40th Summit Brochure 2020

tional systems, with regard to access, equity, Anchored on the principle of inclusive-
relevance, and quality of education inter- ness, the development of the framework was
ventions. informed by a widely-held consultation
T e adoption of the SADCQF has led to process and its key elements were drawn from
Member States embarking on a process of a situational review of national CPD plans and
aligning their National Qualif cations practices in selected SADC member states
Frameworks to that of the Region. Out of and also from a review of national policy doc-
the eight countries piloting the f rst phase of uments on teacher education.
alignment, Seychelles and South Africa have T e Regional Continuous Professional
successfully aligned their national qualif ca- Development Framework has been com-
tions framework to that of the region and pleted and awaiting approval by the Ministers
Mauritius has just submitted its alignment of Education and Training, Science, Technol-
report for adjudication. ogy and Innovation.
T e remaining f ve Member States are
expected to submit their reports soon– Mainstreaming Care and Support in the
Botswana, Eswatini, Lesotho, Namibia and Education Sector
Zambia. An Interim Institutional Arrange- T e SADC Technical Committee on Care and
ment for coordinating the SADC QF activ- Support for Teaching and Learning (CSTL)
ities was established, with Zimbabwe due to was established to provide governance and
take over for the period 2020-2021. oversight to the mainstreaming of care and
T e SADC Qualif cation Verif cation support into the education sector in Member
Network SADC (QVN) was also estab- States.
lished. Annual reports of qualif cations are T e Future Life-Now! Project has been
verif ed by 30 April each year. T e First endorsed by the four Member States involved
Draf Regional Recognition Manual has also in the pilot phase namely Lesotho, Malawi,
been produced together with Regional Zambia and Zimbabwe. Member States have
Credit Accumulation and Transfer Guide- demonstrated commitment to the pro-
lines and has been submitted for recom- gramme through commitment letters signed
88 mendation to the Technical Committee on by the four education ministers; 10 pilot
Verif cation and Accreditation, scheduled schools have been selected in each of the pilot
for June 2020. Member States.
Advocacy and sensitisation with the
Teacher Education and Development school personnel and parents have helped to
T e SADC Regional Framework on Teachers facilitate the administration of the baseline
Standard and Competences was developed. study at school and district levels; and f nally,
T e purpose of the SADC Regional Frame- several key documents were developed dur-
work is to guide the design and implementa- ing this period, including the following:
tion of Continuous Professional Development • Generic operational school-level hand-
(CPD) programmes for SADC member states book on CSTL for use by all Member
and it serves as a benchmark for improving States;
the quality of teaching and learning practices, • Framework to guide Member States in de-
and ultimately to improve students’ learning veloping boys-focused programming;
outcomes at all levels of the education system. • Desktop review of HIV and SRHR policies
and regulatory frameworks within SADC
Member States;
• Advocacy brief on learner agency;
• Advocacy video on youth climate change
dialogues; and
• SADC Child and Youth Participation
Framework.