Paris, France, June 6, 2003: Ahlin Byll-Cataria, Chair of the Association for the Development of Education in Africa (ADEA), announced today in Nairobi the Prize winners of the 2003 competition. This statement concludes two days of deliberations by the jury of the Africa Education Journalism Award, meeting at FAWE House (Forum of African Women Educationists), Nairobi. The announcement was made in the presence of the Assistant Minister of Kenya’s Ministry of education, Hon. Dr. Kilemi Mwiria.

For articles in English:

The first prize is awarded to Cornia Pretorius of South Africa, for her article ‘The Writing’s on the Board’ featured in Johannesburg-based The Sunday Times.

Second prize-winner is Pilirani Semu-Banda of Malawi for her piece entitled ‘Education Standards in Malawi Continue to Plummet’ published in The Nation, based in Blantyre

For articles in French:

The first prize goes to Daouda Mane and Mamadou Lamine Badji from Senegal (first prize) for their article ‘Fuite des cerveaux et remèdes du mal’ (Brain drain and remedies) published in Le Soleil, based in Dakar.

The second prize goes to Sabrina Quirin from Mauritius for her article, ‘Le centre Ste Famille, une alternative à la rue’ (The Ste Famille Center, an alternative to the streets) published in Weekend, based in Port-Louis.

The prize winners and the editors-in-chief of their publications will be invited to undertake a study visit including seminars in Paris and London. In addition, the first prize-winner in each language category will receive a cash award of 2000 euros, while second place winners will receive 1000 euros.

The Africa Education Journalism Award was initiated by the Association for the Development of Education in Africa (ADEA) in connection with its Working Group on Communication for Education and Development (COMED) based in Cotonou, Benin. The objectives of the award are: to promote communication and public debates on education issues in African countries; to encourage the production of articles on education in the press and to facilitate the creation of a network of African journalists specializing in reporting education; to mobilize public support for education through the media.

For this second edition, the jury, made up of renowned education specialists and experienced journalists with in-depth knowledge of the African continent, scrutinised 32 articles in French and 32 articles in English according to agreed selection criteria. The 64 articles were pre-selected from 419 entries. Submissions came from 38 countries versus 20 countries in 2002.
Encouraged by the increased level of participation in this second round, ADEA plans to continue making the awards in the future. It will give special attention to enhancing the editorial quality of articles on education. While jury members have stated that the quality of entries this year is better than last year’s, they still feel much can be done to improve educational journalism in Africa.

About COMED

ADEA’s Working Group on Communication for Education and Development (COMED), based in the West African News Media and Development Center (WANAD) is implemented with support from the World Bank and the Norwegian Education Trust Fund. A major premise underlying COMED is that information exchange and communication among partners are essential to well-managed and efficient educational systems and to the achievement of quality education for all. COMED is therefore designed to help African countries establish structures able to conceive and implement information and communication programs.

Given the key role of the mass media in disseminating information, COMED gives special emphasis to training African journalists in how to report education and development issues. So far, over 120 journalists and communication officers from 30 countries have participated in COMED workshops since 1999.

About ADEA

ADEA was created in 1988 to foster greater collaboration and coordination between development agencies. Since then, the ADEA has become an instrument for partnership between African Ministers of Education and international funding agencies. It has evolved into a structure designed to:
(i) reinforce African ministries’ leadership capacities as they work with funding agencies; (ii) develop these agencies’ awareness that their own practices should be adapted to the needs of nationally-driven education policies, programs and projects; (iii) develop a consensus between ministries and agencies on approaches to the major issues facing education in Africa.

Central to ADEA’s philosophy is the belief that the responsibility for educational development rests with national governments. Towards this end, ADEA is endeavoring to foster a process that empowers African ministries of education and makes funding agencies more responsive to countries’ concerns and priorities. ADEA’s activities focus on strengthening policy dialogue between governments and funding agencies, between governments, and between development agencies. It also strives to strengthen institutional capacities within Africa through developing technical skill, setting up networks to exchange information and encouraging the sharing of successful strategies, innovations and experiences.

For further information, you may contact:

Thanh-Hoa Desruelles, Communication and Publications Officer, ADEA.
in Paris: Tel: +33/ (0)145 03 7769; e-mail: th.desruelles@iiep.unesco.org

Pascal Hoba, Communication Consultant, ADEA
in Paris: Tel: +33/ (0)145 03 7768; e-mail: p.hoba@iiep.unesco.org

Professor Opubor, Acting Coordinator, ADEA Working Group on Communication for Education and Development in Africa, WANAD Center
in Cotonou: +229/31 34 54; e-mail: comed@wanad.org

Without rapid and substantial improvements in education access and quality, broader poverty reduction efforts in Sub-Saharan Africa will be thwarted. This report argues that at the cusp of the 21st century, the opportunity to address the often intractable problems of education in Sub-Saharan Africa is perhaps greater than at any time in the past two decades. Economic growth has resumed in many countries; the political commitment to education development is strong; and new democracies have created a more favorable environment for the participation of civil society and communities in policy formulation and program implementation. Also, information and communication technology offer new opportunities to overcome the constraints of distance and time. Finally, increased debt relief and stronger international partnerships in favor of education will help ease the financing constraints on accelerating education development. The report proposes a strategy and a program of action for the World Bank ' s Africa Region, which is striving to support countries in their efforts to accelerate education development. It summarizes the challenges facing education development in Africa, suggests key elements of country responses, discusses the implications of these responses, and proposes actions for improving the Bank ' s effectiveness as a partner in education development. In doing so, it lays the groundwork for future increases of World Bank support for education development in Africa.

Keywords: Educational financing; Access to education; Primary education; Basic education; Private education; Higher education; External finance; Achievement indicators; Scientific education; Armed conflicts; HIV infections; Autoimmune diseases; Fertility rates; Curriculum development; Teacher training; Technological innovations; Educational evaluation; Equity in education; Institutional capacity; Public spending; Allocation of resources; Fundraising; Regional cooperation; Lending strategy; Nonlending instruments; Educational policy; Portfolio performance; School enrollment; Enrolment ratio; Debt relief; Early childhood development; Quality of education; Girls ' education; Nomadic populations; Distance education; School health; Educational technology; Institutional reform PDF-file 

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