Instruments for bilateral intervention in education and vocational training

The French Agency for Development (AFD)

The French Agency for Development (AFD), the operator of the French Ministry of Foreign Affairs and International Development, is charged with implementing French development assistance policy by funding economic and social projects in many countries as the pivotal operator for French official development assistance.

Since 2000, AFD has been resolutely involved in the education and vocational training sector, particularly in French-speaking Africa where 70% of its commitments are concentrated. Since 2002, AFD has contributed €1.2 billion divided between the education sector (€700 million) and the vocation training sector (€500 million).

These contributions have been primarily aimed at developing basic education, especially in the developing countries eligible for the Education for All (EFA) Fast Track Initiative (FTI) operated by the Global Partnership for Education (GPE). AFD, consistently with the 2005 Paris Declaration on Aid Effectiveness, has joined other donors in financing national sectoral programmes including investment in school infrastructure, teacher training and teaching aids. AFD was the lead among technical and financial partners in several countries.

In this context, AFD supports two platforms on expertise in education that operate in developing countries, one of which is attached to the United Nations Educational, Scientific, Scientific and Cultural Organization (UNESCO), and the other to the Conference of Ministers of Education of CONFEMEN Member States and Governments.

The Cluster of Sectoral Analysis in Education, or “Pôle de Dakar”

The Pôle de Dakar was created in 2001 at France’s initiative and is designed to facilitate the working out of education stategies based on the diagnosis of education systems, particularly in Africa. The Pôle’s focus areas are:

  • direct support for countries in terms of sectoral diagnosis, of framing education strategies and of implementing government education policy;
  • capacity-building for executives in sub-Saharan African countries involved in the framing of education policies, through degree-based training;
  • the production of methods and analysis for enhancing knowledge of education systems and improving their steering and management;
  • support for strategies for improved quality of learning.

The CONFEMEN Programme for the Analysis of Education Systems (PASEC)

PASEC was established in 1991 within CONFEMEN to contribute to national and international debate on measures to adopt to implement quality education in developing countries by helping establish in each country a capacity for evaluating the effectiveness of its basic education system and the quality of learning in schools. PASEC organizes in countries which so request the training of national teams for assessing student learning by means of tests. Test results help assess student learning levels and the factors which determine them, measure their differences according to various criteria and their development over time, and compare the performances of education systems in different countries.

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Updated : May 2014

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