UNESCO Windhoek cluster: annual report 2002;Angola...

UNESCO WÎNDHOEK CLUSTER. Annua) Report 2002

Angola * Lesotho ' Namibia * Soutii Afnca ' Swasiland

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We will appreciate any comments on the report,please send to:

The RepresentativeUNESCO Windhoek Cluster Office

P.O. Box 24519, Windhoek, NamibiaTel.: +264-61-2917000, Fax: +264-61-2917220

E-mail: [email protected]

Compilation and Editing: A. Naanda and M. PetrusDesign and printing: Solitaire Press

mailto:[email protected]

UNESCO WINDHOEK CLUSTER: Annual Report 2002

Angola ' Lesoäio * Namibia * South Africa * Swaziland

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able of v^ontents

PART 1 REPRESENTATION

PART 2 PROGRAMMESEDUCATIONSOCIAL AND HUMAN SCIENCESCOMMUNICATION AND INFORMATIONCULTUREIMPLEMENTATION OF CROSS-CUTTING PROJECTSDOCUMENTATION AND INTERNET ACCESS CENTRESTAFF OF OFFICE

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PARTS MISSIONS

ACRONYMS

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III

THE MISSION

THE UNESCO WINDHOEK CLUSTER OFFICE AIMS TO BE THE PRIMARYCHANNEL FOR IMPROVING EFFECTIVE COLLABORATION AND PARTNER¬SHIPS ESPECIALLY WITHIN ITS CLUSTER MEMBER STATES IN THE AREASOF EDUCATION, THE SCIENCES, COMMUNICATION AND CULTURE.

IT SEEKS TO ACHIEVE THIS WITH A DYNAMIC, SERVICE-ORIENTED ANDPROFESSIONALLY COMMITTED LEADERSHIP AND STAFF, ABLE CONSIST¬ENTLY TO ATTRACT RESOURCES AND GOODWILL FOR CARRYING OUTUNESCO's MANDATE.

IV


Angola ' Leso^ * Namibia * Soutli Africa ' Swaziland

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I

Part IRepresentation

Mr. Johnny McClain, who served as Director and UNESCO Representative, was transferred tothe New York Office at the beginning of October. Dr. Claudia Harvey joined the Office in

November 2002, as the new UNESCO Director and Representative to Angola, Lesotho, Namibia,South Africa and Swaziland.

As in the previous years, UNESCO Represen¬

tation in Windhoek operated as an integral partof the United Nations system, and developmentpartners in Namibia. The UNESCO Directorparticipated in the UN Theme Group meetingsincluding those of the UN Country Team andthe Heads of Agency Retreat, which was heldfrom 25 - 27 September 2002, Oropoko Lodge,Okahandja, Namibia.

Mr. Johnny McClain (outgoing Director) with Hon.Buddy Wentworth, Chairman of the Namibia NationalCommission for UNESCO.

Among the Issues discussed at the Heads of Agency Retreat were:

Contribution of the United Nations system in Namibia in supporting the Government of theRepublic of Namibia in the development of the Millennium Development Goals Report(MDGs).Mid-Term Review of the CCA and UNDAF.

UN Poverty Reduction Strategy and its relation withNDPII, MPTII and MDGs.

A Strategy on how to enhance the role of the UN inNamibia.

UNESCO's activities continue to be promoted through ad¬

vocacy and awareness raising and when necessary executedby the Representative or her alternate.

HBn^t jHon. Nahas Angula, Minister of HigherEducation, Training and EmploymentCreation, Namibia - Minister responsiblefor UNESCO Affairs

Part IIPROGRAMME ACTIVITIES

Education

Activities in education are implemented in line with UNESCO's mission to improve the qualityof life of all people through the support of policy development, training of teachers and other

educators, curriculum development and materials production, dissemination and awareness raisingabout the importance of education.

The Programme Specialist in Education continues to handle activities in Culture and to a certainextent Science, while the Assistant Programme Specialist in Social and Human Sciences looks afteractivities in Natural Sciences until the two vacant Posts in these disciplines are filled.

The Programme Specialist in Education continues to represent UNESCO in the following commit¬tees and groups:

EFA National Forum

Inter-sectional Committee of the Health Promoting Schools Initiative

Windhoek Working Group on Street Children

National Steering Committee - Education for Human Rights and Democracy

UNAIDS Technical Working Group Member

National Committee for the Implementation of the World Heritage Convention

Steering Committee for the Culture in the Neighbourhood Project

College of Education Specialists of Africa

National and regional education strategies and EFA action plans

Uli/nv»»"As a follow-up to the World Forum on Educa¬

tion and the recommendations of the DakarFramework for Action 2000, Member States inthe UNESCO Windhoek Cluster were preoccu¬

pied with the development and finalization oftheir Education for All National Plans of Action,for which both technical and financial supportwas provided by the Cluster Office.

A workshop organised in Windhoek in August2002 was attended by Secretaries-General of theUNESCO National Commissions and the EFA Dr. JacqiBadcock, UN Resident Coordinator, Dr. Claudia Harvey,

UNESCO Representative and Hon. John Mutorwa, Minister ofBasic Education, Sport and Culture at the launch of the NamibiaEFA plan ofaction.

Coordinators in the five cluster countries, threeMembers of Parliament from Namibia, and re¬

presentation from the Parliament of Mauritius.


Angola * Lesotho * Namibia * Soutti Africa * Swaziland

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J

The finalization and implementation of the EFA nationalplans of action as well as the C4 and C5 were among the

major issues discussed during the workshop.

Civil society and NGOs were fully involved in theconceptualization and development of the EFA NationalPlans of Action and will also play a critical part in the

implementation, monitoring and evaluation of the plans.

With the challenge of HIV/AIDS and an increase in or¬

phans and vulnerable children in the sub-region, theseJ ^, J ^. r ^, .,,.,. The EFA focal point Mr. Francisco Domingos

issues and the education of the girl child were given ^d Mr. Manuel Quarta the Secretary Generalprominence in the respective plans of action. of the Angola National Commission discuss

ing Education For All in Angola.

Support was also given in the areas of HIV/AIDS pre¬

vention and education for in-school and out-of-school children as well as for activities focusing onpolicy development in inclusive education, and on focusing resources on effective school health.

Plans submitted to MINEDAF VIM

EFA National Plans of Action from Angola, Lesotho, Namibia and Swaziland were submitted to theMINEDAF VIII Conference held in Dar-Es-Salaam, Tanzania from 2-6 December 2002.

To maximise support of the UN System as well as the international community in the developmentand implementation of EFA Plans of Action, a Memorandum of Understanding was signed by theMinistries of Education (Namibia, South Africa and Swaziland) and the EFA sponsors (UNICEF,

UNDP, UNFPA, UNESCO and the World Bank).

Forging EFA partnerships and coordinating the EFA global initiative

FAPED Regional Workshop

Parliamentarians and other political office bearers were called upon to support the implementation ofthe education initiatives in their respective countries in order to meet the Dakar Goals. Thirty-fourparticipants, including Members of Parliament from Angola, Botswana, Mauritius, Namibia, Mozam¬bique, South Africa, Zambia and Zimbabwe, participated in a sub-regional Consultative Workshop for the

Forum of African Parliamentarians for Education (FAPED),which was organized by the National Assembly, Namibia incollaboration with our Cluster Office, August 2002.

The purpose of the workshop was twofold: to enlightenparticipants and SADC members of the state of FAPEDand to discuss the theme "Enhancing Parliament's Capac¬

ity to deal with Educational Issues".

UNESCO is expected to take the lead in mobilizing Parlia¬ments to play a critical role in education and to assist in

Ms. Trudle Amulungu, Secretary-General implementingtheEFANationalPlansofAction, while Par-of the Namibia National Commission for liamentarians are expected to support EFA in their respec-UNESCO. tive countries.

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I UNESCO WINDHOEK CLUSTER: Annual Report 2002

Angola ' Lesotho * Namibia ' South Africa " Swaziland

ngola

strengthening formal education through inclusive and innovative ap¬proaches

A contract was signed with the Angola National Commission for UNESCO for the organization of a

national workshop for decision-makers in the Ministry of Education to deliberate on the importanceof inclusive education and to develop a national policy on inclusive education in Angola.

The UNESCO/Italy Funds-in Trust Project on Promoting Educational Opportunitiesfor tiie Reliabilitation of Vulnerable Children in Angola, phase II(534/ANG/11

The first phase of the project ran from October 1994 to 1997, with the objective of improving educa¬

tional opportunities of vulnerable children in three provinces in Angola (Benguela, Huila and Luanda).

During the first phase, teachersreceived training, a teachers'guide was developed and pro¬

duced and four resource centresto promote special educationwere created. Two thousandchildren benefited from the firstphase.

The second phase started in2001. It aimed at providingtraining in sign language forteachers of hearing-impairedchildren. The project, originallyexecuted by the UNESCOBREDA Office, will now beexecuted by the Windhoek Of¬

fice.Learners of an ASPnet school in Luanda performing a piece of thea¬tre.

The second phase will benefit 3000 children and will be implemented in Benguela, Huila, Huambo,Kuando Kubango, Luanda and Malange.

HIV/AIDS

The Angolan National Commission for UNESCO implemented activities in preventive educationagainst HIV/AIDS and drug abuse among in-school and out-of-school children in Angola with finan¬cial support from UNESCO.


Angola * Lesotho ' Namibia " South Africa * Swaziland

-J /esotho


Curriculum Consultancy

One of UNESCO's priority areas within the 31 C/5 is poverty reduction through education. Lesothodeveloped within the framework of the United Nations Decade for Poverty Eradication 1997 - 2006,a Free Primary Education Programme. This was aimed at improving access to and the quality ofbasic education, as a means of poverty alleviation. A UNESCO consultant undertook a mission toLesotho (July - August 2002) to review progress being made in the implementation of the Pro¬

gramme and to determine training needs at teacher training colleges. The report of the consultant,disseminated to all relevant stakeholders in Lesotho, including UNDP, recommended the following:

Creation of a National Forum forEducation Development.

Establishment of EducationDevelopment Task Forces.

Establishment of Technical Com¬

mittees.

Strengthening Institutional capaci¬

ties.

Conducting a Systematic Review ofPrimary Curriculum in light of the

Free Education Programme.

Designing an Integrated TrainingProgramme for Free PrimaryEducation Implementation

Designing a Strategy for Institu¬

tional and Management Reform.

Instituting Systematic Studies, Monitoring, Evaluating and Reviewing of Free Primary Educa¬

tion Implementation; and

Organising a Retreat for senior Ministry of Education Officials.

Promoting a Reading Culture

In line with EFA Goal III and the International Literacy Decade, and in support of the Reading for AllProgramme, primary school children in Lesotho benefited from training workshops aimed at pro¬

moting a reading culture for primary school children, functional literacy for newly literate learnersand increasing access to reading materials, especially for marginalized children. Two training work¬shops were held for teachers and non-formal education practitioners at the Lesotho Distance Educa¬

tion Centre and the Lesotho Association of Non-formal Educators and GROW. In addition, readingmaterials for children were procured (October - December 2002).

Lesotho children can dream of a brighter future followingthe introduction of the Free Primary Education Programme.

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Angola ' Lesotho ' Namibia ' South Africa ' Swaziland

HIV/AIDS Preventive Education

As part of the World AIDS Campaign2002 - 2003 on Stigma and Discrimina¬tion, on World AIDS Day, I December,students from the National University ofLesotho, Lesotho Association of Non-Formal Education, AIDS Control Pro¬

gramme, Care Lesotho, Teachers, Minis¬try of Health, Lesotho InternationalSchool, St. Mary High School, LesothoInternational High School, ManyonaneHigh School and Christ the King HighSchool as well as out-of-school herd boysand peer educators benefited from train¬

ing on preventive education against HIV/AIDS (December 2002).

Herd boys attending a workshopLesotho

on HIV/AIDS Prevention,

In realising that herd boys do not normally benefit from education and information, the workshophighlighted the importance of ensuring that they benefit from regular training workshops on HIV/AIDS. Group discussions were held and the topics discussed included:

Decision making skillsThe immune systemKnowledge about HIV and AIDSHome based care

The workshop recommended the need to hold regular workshops targeting illiterate young peopleand adults.


Angola * Lesotho * Namibia ' South Africa * Sviaz -r

l\ amibia


The Osire refugee camp hosted more than4500 learners by the end of 2001. Teach¬

ing/learning materials were obtained by the

Ministry of Basic Education, Sport andCulture with financial support fromUNESCO (October - December 2002).

Teacher giving a class to Angolan students at Osire Refu¬gee Camp, Namibia

Early Childhood Educationand Development

Given the complexity of early childhood education and development, there is a need to develop an

early childhood policy coordination mechanism in Namibia. A number of NGOs, civil society or¬

ganizations and individuals are running Early Childhood Education and Development Centres inisolation. To this effect, a UNESCO consultant developed a report on the Early Childhood PolicyCoordination Mechanisms in Namibia. The report was completed in December 2002 and will becirculated to all stakeholders for their comments before it is finalised.

Promoting science and technology education

UNESCO contributed towards the process of popularizing science and mathematics in Namibia incollaboration with the Ministry of Higher Education, Training and Employment Creation. A numberof schools in all the seven educational regions were visited and assisted to establish science andmathematics clubs. Students were also assisted with the setting-up of projects, which are aimed atpromoting science and mathematics at secondary school level.

Education for a culture of peace and universally shared values

The pilot phase of the Project on Education for Human Rights and Democracy (EHRD) in SouthernAfrica, which commenced in Namibia during November 1998, was completed successfully by 28

February 2002 and received a satisfactory external evaluation. Therefore, the year 2002 was actuallyregarded as the year for the implementation of Phase Two of the project. All efforts were thus geared

towards that end. So much ground has been covered and expectations of a next phase, allowing theprocess to run its full course, are quite high in the country now. Generally, the project aimed atmainstreaming human rights and democracy in the school curriculum. It further aimed at fosteringrespect, tolerance, equality and mutual understanding.

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I UNESCO WINDHOEK CLUSTER: Annual Repoff 2002

Angola ' Lesotho " Namibia * South Africa ' Swaziland

It intends to develop peaceful, democratic, anti-tribalistic, anti-racist communities within the contextof local, regional and national development, and heighten parents', traditional and local authorities'awareness of the necessity of involving the society in this project that is aimed at inculcating a

culture of peace and understanding among its people. Teachers and parents were involved in thiseducation process, as a means of motivating them and providing them with training at the same time.

The Government found it fitting for UNESCO to retain the services of the National Project Officer tofacilitate, among others, the following activities towards the realization of Phase Two of the Project:

The training of teacher educators and student teachers at colleges of education;

The training of curriculum developers, school inspectors and advisory teachers;

The reproduction of additional EHRD instructional and educational support materials in the

form of the Teacher's Guide and posters;

The evaluation and editing of the classroom demo-lesson video tapes;

The identification of consultation with possible funding agencies/institutions for the Project;

The updating of the project proposal for Phase-Two of the Project (EHRD) and ensuring it is

donor specific;

The creation of the necessary enabling environment for the commencement of the Project;

The liaising with the Project Sub-regional Office in Harare to coordinate project funding at

both national and sub-regional levels.

The securing of funding

for the Project for its

speedy implementation

eariy 2003.

The organisation of

briefing sessions to in¬

terested parties regard¬

ing EHRD, and

The organisation of

meetings of the project

structures.

Participants at the ICT-ESA workshop held in Harare, Zimbabwe

nUNESCO WINDHOEK CLUSTER: Annual Report 2002

Angola ' Lesotho ' Namibia * South Africa ' Swaziland

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Preventive education in response tothe HIV/AIDS pandemic

Within the context of the World AIDS Campaignon Stigma and Discrimination 2002-2003, 4900HIV/AIDS Diaries with HIV/AIDS messages weredeveloped and produced for school teachers as an

aid to further sensitizing and reminding them of theirrole in HIV/AIDS preventive education (Novem¬ber - December 2002).

The Japanese Government, through UNESCO, iscontributing towards the implementation of a projecton capacity building of human resources in HIV/AIDS Prevention (552/NAM/lOOOO). The projectplan of operation was officially signed by MinisterJohn Mutorwa, Minister of Basic Education, Sportand Culture and Mr. Johnny McClain, ex-UNESCODirector in October 2002.

The overall objective of the project is to raise furtherawareness on the impact of HIV/AIDS through HIV Booklet by Namibian school learners

targeting teachers with a view to developing a

coherent methodology for ensuring a better and effective teaching of HIV/AIDS. Training will alsobe provided to school inspectors and an inspector's training manual will be produced.

UNESCO 'v'ViNOHCEr

Angola ' Lesotho * N:al Report 2002

,a ' Swaziland

outh xkfrica

National Consultative Meeting on EFA in South Africa, November 2002

In line with the Dakar goals to achieve Education for All (EFA) by 2015, South Africa held a Na¬

tional Consultative Meeting, November 2002, to discuss the 2002 status report, and the countryplans to achieve EFA in South Africa.

Leading up to the national consultative meeting on EFA, a steering committee was established toidentify matters of concern pertaining to the Department of Education and EFA goals, as well as toguide the consultation on the EFA Status Report.

The steering committee included heads of key implementation areas mentioned in the EFA goals,such as Early Childhood Development (ECD), School Education, Adult Basic Education and Train¬

ing (ABET), and Further Education and Training (FET).

A technical reference group, comprising experienced education resource persons, was also estab¬

lished to make recommendations on the technical development of the country plan. People invitedfor the National Consultative Meeting included representatives of civil society (particularly the Glo¬

bal Campaign for Education: GCE-SA), business, academic institutions, research organisations,ministries, national departments, non-government organisations, donors, school governing bodies,teacher and student associations and unions. More than a hundred and fifty (150) people partici¬pated.

Education for a sustainable future

More than 150 young people took part in a youth seminar on Drug Abuse and Illicit Trafficking, tomark the International Day Against Drug Abuse and Illicit Trafficking (26 June 2002). The seminarwas organized under the banner of the UNESCO Associated Schools Project Network (ASPnet), a

project of the South African National Commission for UNESCO.

Participants included learners from the 5 East-em Cape high schools affiliated to the Network,as well as other young people from the surround¬

ing communities. The seminar was intended toraise the young people's awareness of the evilsand dangers of drug abuse and illicit traffick¬ing, both for themselves personally, and for the

country's sustainable development, and to givethem an opportunity to discuss ways of com¬

bating drug abuse and illicit trafficking.

ASPnet learners making an experiment during a work¬shop on HIV/AIDS in South Africa

Of particular interest to this meeting was thepresentation by Mr. W. Mali, a former gangster,who spoke about the connection between gang¬

sterism and drug abuse. Also speaking frompersonal experience, Mr. Mlukeki Zazini from the National Association of People Living with HIVand AIDS (NAPWA) cautioned the young people about the interrelation between substance abuse andHIV/AIDS.

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Argola * Lesotho ' Namibia * South Africa * Swaziland

Promoting science and technology education

Fifty-two learners from Johannesburg High Schools, (including 11 ASPnet schools), participated ina science and maths contest, which was organized on the occasion of the World Science Day forPeace and Development (9 November 2002). The contest was organized by the Ministry of Educa¬

tion in collaboration with the media to encourage young people to take mathematics and sciencesubjects at school, and to dispel the myths among young people that science and mathematics are

difficult subjects.

The objective of the quiz was to raiseyoung people's awareness of the beautyand applicability of science and math¬

ematics, and of its fundamental impor¬tance to peace and sustainable develop¬ment.

The young scientists were also treated toan exciting science demonstration by Mr.Detlef Basel from the Foundation of Edu¬

cation and Science Technology.

Trophy for best learner presented after the Maths and Sci¬ence quiz in South Africa

Preventive education in response to the HIV/AIDS pandemic

Twenty-five learners from five Eastern Cape ASPnet Schools participated in a training workshopwhich was organized on the theme of stigma and discrimination of people affected and infected withHIV/AIDS (November - December 2002). Brochures reflecting the theme of stigma and discrimina¬tion were produced by the learners.

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UNESCO '

Angola ' Luí.ort 2002

.'.azitand

k3 waziland

Workshop on guidance and counselling

I «. As a follow-up to a UNESCO/UNAIDSSubregional Workshop on Combating HIV/AIDSthrough Education: The Case of Street Childrenin Southern Africa, support was provided to theSwaziland National Commission for UNESCOto organize a training workshop for NGOs work¬ing with orphans and vulnerable children.

Fifty head teachers and inspectors, NGOs andcivil society organizations working with orphans,street and vulnerable children in Swaziland ben¬

efited from the national training workshop in De¬

cember 2002. Besides providing participants withskills on how to work with vulnerable children,

the participants also identified and proposed appropriate educational programmes such as life skillsand values education, literacy and HIV/AIDS preventive approaches. Two experts working withorphans and vulnerable children in Swaziland will benefit from training in a southern African country.

Promoting literacy and non-formal education through the diversifica¬tion of delivery systems

Learners performing at the Sebenta National Insti¬tute Headquarters, Swaziland

The Embassy of Japan First Secretary (standing)and Hon. J. Carmichael (right) - Minister of Edu¬cation, Swaziland at the International Literacy Daycelebration, 9 September 2002

Within the framework of the UN Literacy Decadeand the International Literacy Day, adults and out-of-school youth in Angola, Lesotho, Namibia andSwaziland were sensitized on EFA Goal IV: im¬

proving levels of adult literacy by 2015, and equita¬ble access to basic education and continued educa¬

tion for all adult, through the various UNESCO sup¬

ported training workshops held during the NationalAdult Week and the activities organized to celebratethe Intemational Literacy Day, 8 September. The pur¬

pose of the campaign was to understand the conceptof literacy education in the context of adult and life¬long learning, HIV/AIDS and poverty reductionthrough literacy and to share information on opportunities available in literacy and adult education.

Preventive Education against drug abuse

Drug abuse is on the increase among young people in the region and Swaziland is no exception.Seven hundred participants, including children from 17 schools representing 4 regions in Swaziland,the Ministry of Education, WHO and NGOs participated in a national workshop, which was organ¬

ized with UNESCO's support on the Commemoration of the International Day against Drug Abuseand Illicit Trafficking, 26 June. The event created more awareness of the dangers of drug abuse inschools and HIV/AIDS. All participants at the workshop received educational and information mate¬

rials on drug abuse prevention. School Committees from 17 schools and parents in Swaziland werealso sensitized to the FRESH concept on health promoting schools through national training work¬shops held from July to September 2002.

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UNESCO WINDHOEK CLUSTER: Annual Report 2002Angola * Lesotho ' Namibia * South Africa ' Swaziland

Social and Human Science

Gender Policy workshop

The Assistant Programme Specialist in Social Science represented UNESCO at a COMESA (Com¬

mon Market for Eastern and South African countries) Gender Policy Workshop, Addis Ababa,Ethiopia from 15 - 16 May 2002. The workshop objective was:

To determine the development of a Gender Policy and subsequent activities.

Plan of Action, particularly in the areas of analysis and dissemination of sex-disaggregated

data, peace and conflict management, and human rights.

Website concerning Research and Teaching on Human Rights, GenderIssues and Democracy in Southern Africa

Improvement of Policies related to Social Transformations

The 'Website concerning Research and Teaching on Human Rights, Gender Issues and Democracyin Southern Africa', (www.hrdc.unam.na) a joint project (1999-2002) of the UNESCO Chair forHuman Rights and Democracy and the Human Rights and Documentation Centre (HRDC), Facultyof Law, University of Namibia, and the UNESCO Windhoek Office, was officially launched in June

2002.

The HRDC is hosting the site. The Website provides a useful tool for research on the areas covered andencourages regional and intemational networking and knowledge sharing. A number of institutions in all 14

SADC countries have been involved in this project and have provided contributions including a countryprofile and information in research and teaching programme of universities, research institutes and NGOs.

It is expected that universities, research institutes, training centres, and NGOs will use the website toshare information on their activities pertaining to human rights, democracy and gender issues inSouthern Africa. In order to serve a global audience, a mirror site has been set-up at the HumanRights Internet (HRI) in Canada.

World Forum of UNESCO Chairs

The UNESCO Chair for Human Rights and Democracy, University of Namibia, attended the WorldForum of UNESCO Chairs in Paris, France, November 2002. A booklet on past and present activitiesof the UNESCO Chair for Human Rights and Democracy, University of Namibia was prepared andsubmitted to the forum.

Community-based development

The Social and Human Sciences Programme has actively contributed to the planning and preparationof the second phase of the Namibia Ohangwena Pilot Poverty Reduction Programme, to be imple¬mented from January 2003-December 2005.

As part of her involvement in the UN Technical Working Group on Poverty Reduction, the AssistantProgramme Specialist in Social Science represented UNESCO in the National Preparatory Commit¬tee commemoration of the International Day for the Eradication of Poverty (17 October). Activitiesimplemented by the National Preparatory Committee included a public event in Katutura, Windhoek,

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http://www.hrdc.unam.na


Angola ' lesottio ' Namibia * South Africa ' Swaziland

addressed by the Director-General of the National Planning Commission andthe UN Resident Co-ordinator, a debate on a popular TV show 'Talk of theNation", and a daily quiz on national radio during the week of 14- 1 8 October2002.

Strategy for Community Mobilization and Poverty Re¬duction

The UNDP funded project was implemented between December 1998 andOctober 2002 with the following four components:

New Horizons for the SanUNESCO Publication

1 . The preparation of regional development plans for the regions of Ohangwena and Erongo, as

part of its technical assistance to the National Planning Commission and the Ministry ofRegional Local Government and Housing;

2. Activities to promote solar and renewable energies;3. The preparation of a strategy for mobilization and integration of marginalized groups in

Ohangwena Region;4. A Participatory Action Research (PAR) with San communities in Ohangwena Region.

Activities 1-3 were implemented between December 1998 and December 2001, and the Participa¬tory Action Research (PAR) with San communities in Ohangwena Region was conducted betweenApril and October 2002.

The PAR used participatory and culturally adapted methods in order to gather information about thestatus of the San people in Ohangwena Region and to provide them with an opportunity to proposepractical interventions to address their development needs. Various reports and a publication entitled'New Horizons for the San' presenting the approach, methodology and outcomes of the researchwere prepared and widely disseminated. Likewise, approach and outcomes of the PAR were pre¬

sented in interviews with the media, such as with 'The Big Issue' (Namibian version) and with UNTV,New York. Main partners of the project included the Ohangwena Regional Council and develop¬ment agencies based in the region.

Advocacy and Training for the Development of San communities inOhangwena Region, Project 535-NAM-1000.

The project responds to the recommendations resulting fromthe PAR and needs identified by officials in the region. It willwork with the San, the most disadvantaged people in the cen¬

tral part of Northern Namibia, to lay a foundation for a betterlife through training and advocacy of formal early childhoodeducation.

A play by the San Community duringa training workshop in Ohangwena,Namibia

The project not only reaches young children, but provides a

forum to involve, educate and organize parents and the broadercommunity. It helps prepare the way for a greater participationby the San in the formal school system. The project got underway in November 2002. A part-timeproject co-ordinator was appointed and a baseline survey has been prepared, pre-tested and adapted.The survey is being carried out in the project area, comprising the three resettlement schemes atEkoka, Onamatadiva, and Endobe.

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Angola ' Lesotho ' Namibia * South Africa ' Swaziland

Communication and Information

The Director also served as the Sub-regional adviser for Communication. Hence several projectsgo beyond the Cluster.

Strengthening public broadcasting

Technicians from the Community Radio Stations in South Africa and other SADC countriesbenefited from a two week training course on Media, which was organized with UNESCO'ssupport (July 2002).

UNESCO provided assistance to the Malawi and Zambia National Commissions for UNESCOto facilitate the installation of radio equipment donated by UNESCO for the establishment ofcommunity radio stations at Khotakhota (Malawi) and Mkushi (Zambia), respectively. In ad¬

dition, a consultancy mission was undertaken to Malawi to provide technical services at theMalawi Broadcasting Corporation (July 2002) and equipment was procured for the MalawiTelevision.

Multi media equipment were procured and donated to the Mphaphati Solar Village project inSwaziland (July 2002).

Improving professional training in communication and information tech¬nologies.

Namibia

In support of HIV/AIDS prevention through information and communication, support was providedto the HIV/ AIDS Media Task Force, through the UN Theme Group on HIV/AIDS to implementactivities in line with the Worid AIDS Campaign 2002-2003 (July 2002).

SADC

UNESCO contributed to the cost of compiling and publishing a booklet on best practices of womenmedia professionals and gender sensitive issues in SADC (September 2002).

Media for peace and tolerance

Namibia

MISA Namibia received financial assistance from UNESCO todevelop a paper on Defamation and the Media in Namibia (No¬vember 2002).

The Ministry of Information and Broadcasting, Namibia, withthe financial assistance from UNESCO, engaged the services ofa Communication Information Specialist to assist in the processof formulating a new Information Policy to reflect today'sNamibian realities in the field of communication and information.

15

A young presenter at the EenhanaCommunity Radio Station

Financial assistance was provided to Home Brewed Productions, Namibia within the framework ofUNESCO's programme to encourage creative endogenous audio-visual production and distribution,for the post-production component of the fiction film "On the Rope's End", which deals with theproblem of teenage suicide in northern Namibia.

South Africa

A two week Regional First Line Maintenance course financed by UNESCO benefited techniciansdrawn from various community radio stations based in South Africa and from other SADC Coun¬tries. The course was organised by the National Community Radio Forum, South Africa. The overallobjective of the course was to contribute towards the sustainability of community radio stations inSouthern Africa and to inculcate a broad view of the notion of sustainability in the informationcommunication sector, and to create a level of technical expertise in the community radio sector. Thecourse modules included theory on maintenance and basic electronics and practical maintenance andinstrumentation traininsí.

Swaziland

The Swaziland Institute of Managementand Public Administration received finan¬

cial assistance from UNESCO as a con¬

tribution towards the improvement of the

ICT installation of the Institute to accom¬

modate the training of Development Jour¬

nalism students of the UNESCO/UNDPsupported programme at the Institute.

The Mphaphati Solar Village, Swaziland,received multi media equipment.

Zambia

Mr. McClain with the Deputy Permanent Secretary for Infor¬mation, Mr. H. Chisuta at the Studio Building in Mkushi,Zambia

The Mkushi Community, Zambia, benefited from UNESCO's collaboration through the establish¬ment of a community radio station at the village. The community also played a critical part in raisingfunds to contribute towards the radio station, while community volunteers showed interest in receiv¬ing training on how to operate equipment. Chipata Radio Station, Zambia, received computer andsoftware programmes.

Zimbabwe

MISA - Zimbabwe organised the celebrations of the World Press Freedom Day , 3 May, with thecollaboration of UNESCO.

Within the framework of UNESCO activities to promote democratic guidelines and legislation, theFederation of Media Women of SADC, Zimbabwe, collaborated with UNESCO in the production ofa handbook on best practices of women media professionals.

16

UNESCO WINDHOEK CLUSTER: Annua! Report 2002

Angola ' Lesotho ' Namibia ' South Africa ' Swaziland

1

I

Culture

Angola

Preservation and enhancement of the cultural and natural herit¬age

The UNESCO/Italy Funds-in-Trust project on the Rehabilitation andthe Promotion of the Cultural Heritage of Angola is being successfullyimplemented. Project personnel, including 17 professionals frommuseums in Angola, benefited from training on the management ofmuseum collection.

Four Conservationists benefited from the training on PreventativeConservation through the Italian National Commission for UNESCOand the Citta Foundation, Florence Italy.

Postcards, flyers, video cassettes, and a publication and cassette on the

cultural heritage of Angola were also produced.

Namibia

Ndemba is the mask's name.It comes from Yaka ethnic,one of the cultural groupKongo that covers all thenorth of Angola. It is usedduring the circumcision ritualceremonies. It is a propertyof the National Museum ofAnthropology of Luanda.

World Heritage ConventionUNESCO promotes the preservation of national and cultural heritage in its Member States throughthe participation of local communities.

In the framework of the Sub-Programme III. 1 .2 "Promotion of the Convention for the Protection ofthe World Cultural and Natural Heritage", the Government of Namibia (2000) ratified the WorldHeritage Convention, thus allowing the preparation of the Tentative List of Cultural and NaturalSites of Namibia and of the first Nomination Dossier to the World Heritage Centre. A National Com¬

mittee and a Technical Committee for the Implementation of the World Heritage Convention in Na¬

mibia were established in Windhoek in February 2002.

The purpose of the Technical Committee is to iden¬

tify and select tentative sites for submission to the Na¬

tional Committee and to carry out research work forthe nomination of the first site to be inscribed on theWorld Heritage List. Seventeen participants, includ¬ing cultural experts, benefited from a training work¬shop on the Implementation of the World HeritageConvention in Namibia. The workshop was facilitatedby a UNESCO International Consultant who under¬

took a mission to Namibia in February 2002.Promoting Culture through theatre. A piece oftheatre by an ASPnet school in Luanda.

WebsiteDevelopment and design of a website containing the joint publication of the South African San

Institute (SASI) and UNESCO entitled Written in the Sand: Auditing and Managing Cultural Re¬

sources with Displaced Indigenous Peoples' in three languages: English, French, and Spanish.

17


Angola Lesotho ' Namibia ' South Africa ' Swaziland

implementation of cross-cutting projects

CCT Vl.2.1 .2. Project Developing Open Learning Communities for Gen¬der Equity with the Support of ICTs.

The project (January 2002 - December 2003) seeks to develop an ICT based programme forcommunity learning and explore how existing and potential users can be involved in the process.

It intends to help telecentres become places of community learning, which generate knowledge andshare experiences with people around the world. More specifically the project intends to:

Assess learning needs and the impact of ICTs for community development and lifelong learn¬

ing in selected communities in Mozambique and South Africa;Develop gender sensitive and locally produced ICT application packages for community de¬

velopment and lifelong learning, and

Share knowledge and experiences about the application development process, which contrib¬

utes to the creation of open learning communities.

In the period of reporting a project mobilization mission was jointly undertaken with two colleaguesfrom CI and ED respectively (March 2002), and working relationships with the local project teamand resource persons were established. Main partners of the project include the Alexsan KopanoEducational Trust, Alexandra, the LINK Centre, University of Witwatersrand, and the South AfricanNational Commission for UNESCO. Abackground report on the Alexandra township and the AlexsanKopano Resources Centre was prepared by the LINK Centre and a country specific workplan and

budget were developed.

Other Inter-sectoral Activities

Gender-oriented information and learning needs assessment

On the basis of a participatory gender-oriented information and learning needs assessment of theyouth of Alexandra that was carried out jointly by the LINK Centre and the Alexsan Kopano Educa¬

tional Trust, Naledi3D, the South African National Commission for UNESCO, the Government'sCommunication and Information Department (GCIS), the University of Witwatersrand, SchoolNetAfrica, and WomensNet, the workshop developed a framework for a comprehensive VR applicationthat can be added to as additional funding is made available.

The first phase of the project will focus on unemployment issues, drawing on the specific areas ofimportance raised in the working groups during the workshop. However, it is hoped that the contentwill be further elaborated and additional information added over time in order to develop a compre¬hensive application that would address most of the concerns raised. Having the framework for thecomprehensive VR application in place could be used as leverage for additional funding and/or con¬

tent inputs.

18


Angola * Lesotho * Namibia ' South Africa * Swaziland

Documentation Internet Access Centre

Purpose

The UNESCO Windhoek Cluster Docu¬mentation Centre is a specialised resourcecentre primarily created to provide infor¬mation concerning UNESCO's activitiesto researchers, scholars, professionals and

other related institutions. The Documen¬tation Internet Access Centre enhancesand facilitates research on UNESCO pro¬

grammes in Education, Natural Sciences,Social and Human Sciences, Communi¬cation and Culture. The Centre also hopes

to foster better understanding with mem¬

bers of the public about UNESCO's ac¬

tivities.

Additional Materials

Internet Access Centre

With the closure of the UNESCO Pretoria Office, additional materials were added to our Documen¬tation Centre.

UNESCO staff members and consultants may borrow reading materials from this Centre, while staffmembers from other UN agencies may do so through their respective Documentation/InformationCentres. Members of the general public may consult the Documentation Centre for reference only.However, they are allowed to photocopy relevant material.

Clientele

Popularity of the Access Centre continues to grow,especially among University and Polytechnic Students.Cluster countries are encouraged to send information abouttheir countries to our Documentation Centre.

Documentation Centre

19

UNESCO WINDHOEK CLUSTER: Annual Report 2Û02

Angola * Lesotho ' Namibia ' South Africa " Swaziland

Staff of Office

' 5 brahms street

The UNESCO Staff works very closely as

a team under the leadership of the Direc¬tor, who is at the same time UNESCO'sRepresentative to Angola, Lesotho, Na¬

mibia, South Africa and Swaziland.

Closer collaboration has been strengthenedwith the UN sister agencies based in Na¬

mibia, especially within the framework ofthe HIV/AIDS and Poverty ReductionTheme Groups and the Resource Mobili¬sation Working Group. The Inter Agencygames, played in November, are anotherway of bringing the UN family together.

Stafí of the UNESCO Windhoek Cluster Office 2002

Closer contacts are also maintained with the vari¬ous Government Ministries, particularly the Min¬istries responsible for Education, Health and So¬

cial Services, Information, Women Affairs and

Child Welfare.

Ms. Helen Rakotomalala-Smythe, AdministrativeOfficer, joined the Cluster Office in February af¬

ter the Office in South Africa was closed. Ms.Géraldine Swarts, Receptionist resigned to takeup full-time studies and was replaced by Ms.Nelisa Makayi. The Contract of a Canadian Vol¬

unteer, Niall Conroy came to an end. A newBasque Volunteer, Amaia Unzueta Sesumaga, joined the office in February 2002.

Staff of the UNESCO Windhoek Cluster Office 2002

The National Project Officer for the project on education for human rights and democracy worked ona short term SSA Contract to finalise outstanding activities of phase I and to solicit donor funding forthe second phase of the project.

Condolences

It was with regret that we learned of the passing away of Mr. Victor Nwankwo, who visited us inJanuary 2002, as an external evaluator of the UNESCO/DANIDA Basic Learning Materials Ini¬tiative. May his soul rest in peace.

20

^F-SCO WINDHOEK CLUSTER: Annual Report 2002

i ' lesoöio Namibia * South Africa * Swaziland

Part IIIMissions undertaken

During the year under review, UNESCO undertook several missions. UNESCO Windhoek also fa¬

cilitated the participation of professionals in national, sub-regional and international meetings, work¬shops and conferences.

The Director and Representative participated undertook the following missions:

9-15 February 2002, Cape Town, invited to make a keynote address at the opening ceremony ofthe HIV/AIDS and Human Rights training workshop sponsored by UNESCO and organised bySAMSA.20 February 2002, Maseru, presentation to Government Officials as UNESCO Representative toLesotho and implementation of IPDC project.22 February 2002, Pretoria, meeting with the newly appointed Secretary General and Chairmanof the South African National Commission for UNESCO/ presentation as UNESCO Representativeto South Africa.25 February - 2 March 2002, Mbabane, participation in Sub-regional Consultation/Workshop onlEC Strategy for Preventive Education Programme for HIV/AIDS.18-28 March 2002, Malawi, to discuss with the UNDP Representative and National Authorities,the setting up of a new project in Communications and Audio and Audio/Visual Media Projectunder SPPD.

22-23 April 2002, Oshakati, attend a meeting of Regional Council to discuss future of multi¬media centre and the change of frequency of community radio.16-18 April 2002, Paris, to participate in the 22nd session of the Intergovernmental Council of theinternational programme for the development of communication (IPDC)13-16 May 2002, Maputo, to monitor IPDC project and the Media for development and GoodGovernance Project.16-18 May 2002, Pretoria, to address the South African National Commission for UNESCO uponinvitation of Secretary-General.19-25 May 2002, Lilongwe, to finalise, with government and UNDP and SPPD Project for thedevelopment for the Media in Malawi.13-14 June 2002, Windhoek, Oropoko Lodge, to participate in the United Nations Country Team(UNCT) retreat.16-21 June 2002, Lusaka and Mkushi, to discuss with the Zambia Institute of Mass CommunicationEducation Trust in Lusaka on implementation of HIV/AIDS Preventative Education Project. .

Implementation of Community Radio Project in Mkushi.1-5 July 2002, Dakar, to participate in the Director-General's consultative meeting of NationalCommissions for UNESCO on the preparation of the draft programme and budget for 2004-2005(32 C/5)19-23 August 2002, Zimbabwe, discussions with Zimbabwean authorities on the future of theZimbabwe Film & Video Training Project.23-28 August 2002, Cape Town, Workshop on Freedom of the press at Penisula Technikon.28 August - 1 September 2002, Swaziland, take leave of National authorities in Swaziland as

UNESCO Representative to Swaziland.1-4 September 2002, Lesotho, take leave of National authorities in Lesotho as UNESCORepresentative to Lesotho.

21


Angoia * Lesotho ' Namibia " South Afnca ' Swaziland

The Programme Specialist in Education participated undertook the following missions:

12 - 27 January 2002, Dakar attended a Workshop of College of Education Specialists of UNESCOOffices.

1 1 March - 5 April 2002, Visit to Educational Regions around Namibia to brief and sensitise

Directors in all the educational regions in Namibia about the importance of supporting ASPnetactivities in the respective regions.

24 - 28 June 2002, Ondagwa East Education Region, to monitor the use of the science equipmentdonated to the school.

10 - 16 June 2002, Dakar, to participate in the Planning Meeting on NGO/Civil Society CapacityBuilding Programme.

28 - 29 September 2002, Nairobi, Kenya, Training Workshop on Project Management and Re¬

source Mobilisation and in the BPI, BFC and HRM Media Training.4 November 2002, Pretoria, South Africa, The Programme Specialist was invited by the South

African National Commission for UNESCO to attend an induction workshop for the new cooper¬

ating organisations of the National Commission.

2-6 December 2002, A mission was undertaken to participate in the 8th Conference of Ministersof Education of Africa (MINEDAF VIII).23 - 24 October 2002, Harare, Zimbabwe Sub-regional HIV/AIDS Meeting for UNESCO ClusterOffices in Eastem and Southern Africa.

11-13 November 2002, Pretoria, Training workshop on Human Rights Mainstreaming for UNCountry Teams Human Rights focal points in Southern Africa.

The Assistant Programme Specialist in SHS undertook the following mission:

13-21 March 2002 .Pretoria/Johannesburg, Developing open learning communities for gender

equity with the support of ICTs.

15-16 May 2002 Addis Ababa, Ethiopia, COMESA Gender Policy Workshop

12-15 November 2002 Pretoria/Johannesburg Developing Open Learning Communities for

Gender Equity.

22

UNESCO WINDHOEK CLUSTER: Annuaí Report 2002

Angola ' Lesotho " Namibia ' South Africa " Swaziland

1

I

Missions to Namibia

27 January - 3 February 2002, Mr. Victor Nwankwo and Ms. Carmela Salzano, ExternalEvaluation, Basic Learning Materials Initiative.24 - 28 June 2002, Dr. Benjamin Ntim, Senior Science Advisor, UNESCO Pretoria, OndangwaEast Educational Region.

11-13 August 2002, Mr. Parsuramen, Director, BREDA, participated in the Forum for Afri¬can Parliamentarians for Education (FAPED).

13 - 14 August 2002 Participation in the UNESCO Windhoek Cluster Countries Consulta¬

tion:

- Mr. Pételo Bengue Jaime and Mr. Valeriano Valodia Mbemba, Angola National Commis¬

sion for UNESCO

- Ms. Kekeletso Tsekoa, Secretary-General, Angola National Commission for UNESCOand Ms. Ntsebe Kokome, EFA Co-ordinator

- Mr. Stranger Kgamphe, Secretary-General, South African National Commission forUNESCO

- Ms. Dorothy Littler Secretary-General and Mr Teodore Jabulane Shabalala EFA Co¬

ordinator, Swaziland

27 November- 6 December 2002, Mr. Dramane Oulai and Mr. Serge Peano, HEP Programme

Specialists, implemented the IIEP's study on "Community involvement in Schools' manage¬ment and financing in Namibia".

Missions of UNESCO consultants to other countries

15-19 July 2002, Lesotho, Dr. Anderson Shankanga, Follow-up Mission to Lesotho con¬

cerning the Free Primary Education Programme.

4-17 November 2002, Zambia, Dr. Janet Harland, Curriculum Development Training at the

Curriculum Development Centre of Zambia.

Mission to Namibia of Dr. Munjeri, Director of Museums and Monuments of Zimbabwe, inorder to prepare a strategy for Namibia concerning the conservation of the Cultural Heritage.

23

Il ¡I1

1 UNESCO WINDHOEK CLUSTER- wmiai wpur: ¿002

Angola ' Lesotho ' Namibia * South Afnca ' Swaziland

Acronyms

ABET Adult Basic Education and TrainingASPnet Associated School Project NetworkCOMESA Common Market for Eastern and Southern Africa countriesCSG Civil Society OrganisationDANIDA Danish International Development AgencyECD Early Childhood DevelopmentEFA Education For AllEHRD Education for Human Rights and DemocracyFAPED Forum for African Parliamentarian for EducationFET Further Education and TrainingGCE-SA Global Campaign for Education, South AfricaICT- ESA Inter-country Team for Eastem and Southern AfricaMDG Millenium Development GoalMINEDAF Ministers of Education of AfricaMISA Media Institute of Southern AfricaNGO Non Governmental OrganisationPAR Participatory Action ResearchSADC Southern Africa Development CommunityUN United NationsUNDAF United Nations Development Assistance FrameworkUNDP United Nations Development ProgrammeUNFPA United Nations Population FundUNICEF United Nations Children FundUNESCO United Nations Educational, Scientific and Cultural Organisation

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UNESCO Windhoek cluster: annual report 2002;Angola...

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