s
ealth Education Minister
Edinburgh, UK – 27-30 October 2003
p
Commonw
Closing the Ga
ence of
vement:
the 15th Confer
t of
por
Commonwealth Secretariat
Re Access, Inclusion and Achie


Report of the 15th Conference of
Commonwealth Education Ministers
Access, Inclusion and Achievement: Closing the Gap
Edinburgh, UK – 27-30 October 2003
Commonwealth Secretariat

Commonwealth Secretariat
Marlborough House
Pall Mall, London SW1Y 5HX, United Kingdom
© Commonwealth Secretariat, June 2004
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any
means, electronic or mechanical, including photocopying,
recording or otherwise without the permission of the publisher.
Research and Report Co-ordinator: Gari Donn
Editorial Team: Education Section
Design: Keith Smith
Printed in the United Kingdom
Published by the Commonwealth Secretariat.
Whenever possible, the Commonwealth Secretariat uses paper
sourced from sustainable forests or from sources that minimise
a destructive impact on the environment.
Copies of this publication can be obtained from:
Education Section, Social Transformation Programmes Division
Commonwealth Secretariat
Marlborough House
Pall Mall
London SW1Y 5HX
United Kingdom
Tel: +44 (0)20 7747 6294/6291
Fax: +44 (0)20 7930 1647
E-mail: g.donn@commonwealth.int
Web sites: http://www.thecommonwealth.org
http://www.thecommonwealth.org/education

Report of the 15th Conference of Commonwealth Education Ministers
Contents
Access, Inclusion, Achievement: Closing the Gap
Report of the 15CCEM
A Foreword by the Director
3
Chapter One: Keynote Address – Professor Amartya Sen
4
Chapter Two: Access, Inclusion and Achievement – discussions of the Ministerial Committees
10
Access
10
Inclusion
11
Achievement
11
Chapter Three: Sub-themes: Discussions of Ministers and Participants of the Parallel Symposium
13
1. Universal Primary Education
13
2. Eliminating Gender Disparities in Education
14
3. Improving Quality in Education
15
4. Supporting Education in Difficult Circumstances
16
5. Using Open and Distance Learning to Overcome Barriers
17
6. Mitigating the Impact of HIV/AIDS on Education Systems
18
Chapter Four: Teacher Protocol
20
Chapter Five: Commonwealth and International Organisations
25
Commonwealth Secretariat – progress and work plans
25
Commonwealth Scholarships and Fellowships Plan (CSFP) – 14th country now on board
26
Commonwealth Education Fund (CEF) – funds for Education in Commonwealth Africa
27
Commonwealth of Learning (COL) – Virtual University for Small States
28
World Bank – World Bank invests in Commonwealth Countries
29
Commonwealth Institute/Centre for Commonwealth Education (CI/CCE) – a new beginning
31
Chapter Six: Summary of Youth Summit and Parallel Symposium Reports to Ministers
33
15CCEM Youth Summit Report to Ministers
33
15CCEM Parallel Symposium Recommendations to Ministers
36
Chapter Seven: The Edinburgh Communiqué and Action Plan
39
Appendix 1 – Delegates
44
Appendix 2 – Observers
48
Appendix 3 – Provisional Ministerial Agenda
50
1


Report of the 15th Conference of Commonwealth Education Ministers
FOREWORD
The 15th Conference of Commonwealth Education
(MDGs)- Achieving Universal Primary Education,
Ministers (15CCEM) held in Edinburgh, Scotland
and Eliminating Gender Disparities in Primary and
in 2003 marked a significant turning point in
Secondary Education.
Commonwealth Education Conferences. In recent
years, to respond to specific needs and demands,
This Report, therefore, is both a record of outcomes
new features have been added to the Conferences.
and a catalogue of what were very engaging meetings
In particular, a Parallel Symposium, which first
between Ministers, Commonwealth education
appeared at the 1997 Botswana Conference has
organisations, Parallel Symposium delegates,
continued and diversified in presentation. At this
Commonwealth youths and development partners.
year’s Conference, delegates from the Parallel
The Report shows clearly the resolve of the
Symposium sat with Ministers and discussed issues
Commonwealth to address key education issues
of policy and practice in six key Action Areas.
and a commitment to work with partners in the
global campaign to assist member countries towards
A Youth Summit was also an innovation at 15CCEM.
achieving the MDGs in education.
Two young people from each Commonwealth country
were invited to attend the Summit. It was the first time
I wish to thank the UK Government, the Scottish
Commonwealth youths had been invited to participate
Executive, the British Council, the Commonwealth
fully at a Ministerial Conference and they rose to the
of Learning (COL) and other partners all of whom
occasion by speaking eloquently with Ministers.
worked with us to plan, organise and deliver a highly
successful 15CCEM.
But, perhaps 15CCEM will be remembered more for
its stand on key global education issues which affect
Commonwealth countries. These were seen to include:
access to education; inclusion; boys’ and girls’
Nancy Spence
achievement in education; education and human
Director
security; HIV/AIDS and education; and international
Social Transformation Programmes Division
teacher recruitment problems, particularly for Small
Commonwealth Secretariat
States. In addition, Ministers focused upon the two
London
education-related Millennium Development Goals
3

CLOSINGTHE GAP
CHAPTER ONE
Keynote Address
Humanity, Security and Educational Gaps
Amartya Sen
It is a great privilege for me to have the opportunity of speaking at this meeting of
Commonwealth countries on education. I am also very happy that you have chosen Edinburgh
as the venue of this important conference. I am very proud of my own associations with
Edinburgh, which are quite extensive. So I welcome you to beautiful Edinburgh and to its
wonderful intellectual community, of which I am privileged to be a nomadic member, as
something of an academic gypsy1. But to this general welcome I must add my particular
belief that there could not be a better place for a meeting on “closing the gap” in education
than the city of Adam Smith and David Hume, the earliest and greatest champions of
education for all.
Why is it so important to close the educational gaps,
removing discrepancies and neglects in education can
and to remove the enormous disparities in educational
contribute to reducing human insecurity across the world.
access, inclusion and achievement? One reason, among
others, is the importance of this for making the world
The most basic issue relates to the elementary fact
more secure as well as more fair. H.G. Wells was not
that illiteracy and innumeracy are forms of insecurity
exaggerating when he said, in his Outline of History:
in themselves. Not to be able to read or write or count
“human history becomes more and more a race between
or communicate is a tremendous deprivation. The
education and catastrophe.” If we continue to leave vast
extreme case of insecurity is the certainty of deprivation,
sections of the people of the world outside the orbit of
and the absence of any chance of avoiding that fate.
education, we make the world not only less just, but
The first and most immediate contribution of successful
also less secure.
school education is a direct reduction of this basic
deprivation – this extreme insecurity – which continues
The precariousness of the world is now greater than
to ruin the lives of a large part of the global population,
it already was in H.G. Wells’ time in early twentieth
not least in the Commonwealth.
century. Indeed, since the terrible events of September
11, 2001 – and what followed after that – the world has
The difference that basic education can make to human
been very aware of problems of physical insecurity. But
life is easy to see. It is also readily appreciated even by
human insecurity comes in many different ways – not
the poorest of families. Speaking personally, it has been
just though terrorism and violence. Indeed, even on
wonderful for me to observe how easily the importance
the very day of September 11, 2001, more people died
of education is perceived even by the poorest and the
from AIDS than from physical violence including the
most deprived of families. This emerges from some studies
atrocity in New York. Human insecurity can develop in
on primary education in India that we are currently
many different ways, and physical violence is only one
undertaking (through the “Pratichi Trust” – a trust
of them. While it is important to fight terrorism and
aimed at basic education and gender equity that I have
genocide (and in this too, education can have a big
been privileged to set up in India and Bangladesh
role, as I will presently discuss), we must also recognise
through using my Nobel Prize money from 1998).
the plural nature of human insecurity and its diverse
As the results of our studies come in, it is remarkable
manifestations.
to find how the parents from even the poorest and
most depressed families long to give basic education
As it happens, widening the coverage and effectiveness
to their children, to make them grow up without the
of basic education can have a powerfully preventive
terrible handicaps from which they – the parents –
role in reducing human insecurity of nearly every kind.
had themselves suffered.2
It is useful to consider briefly the different ways in which
1 My associations, which give me a great sense of belonging to this wonderful city, include being an alumnus of two universities here: Edinburgh University and
Heriot-Watt University (admittedly my connections are only through honourary degrees but they generate a sense of closeness to the real students here), and
also through my membership of the Royal Society of Edinburgh and having other associations with this great city (including the good fortune of receiving the
Edinburgh Medal in 1997).
2 The same general finding emerged from the much larger study on basic education in India that was undertaken by the PROBE team, Public Report on Basic
Education in India (Delhi: Oxford University Press, 1999).
4

Report of the 15th Conference of Commonwealth Education Ministers
Indeed, contrary to claims often made, we have not
observed any basic reluctance by parents to send their
children – daughters as well as boys – to school, provided
affordable, effective and safe schooling opportunities
actually exist in their neighbourhood. Of course, there
are many obstacles in giving shape to the dreams of
parents. The economic circumstances of the families
often make it very hard for them to send their children
to school, particularly when there are fees to be paid.
The obstacle of unaffordability must be firmly removed
across the Commonwealth – indeed the world. I am, of
course, aware that some champions of the market system
want to leave school fees to the market forces. But this
cannot but be a mistake given the social obligation to
Professor Amartya Sen with the Secretary General and
Jane Davidson, Minister of Education & Lifelong Learning,
give the essential opportunity of schooling to all children.
National Assembly for Wales
Indeed, Adam Smith, who provided the classic analysis
of the power and reach of the market mechanism two
nineteenth century the task was seen with remarkable
and quarter centuries ago, wrote eloquently, sitting in
clarity. The Fundamental Code of Education, issued in
Kirkcaldy (not far from here), why it would be wrong
1872 (shortly after the Meiji Restoration in 1868),
to leave this to the market:
expressed the public commitment to make sure that
there must be “no community with an illiterate family,
“For a very small expense the public can facilitate, can
nor a family with an illiterate person.” Thus – with the
encourage, and can even impose upon almost the whole
closing of educational gaps – began Japan’s remarkable
body of the people, the necessity of acquiring those most
history of rapid economic development. By 1910 Japan
essential parts of education.3”
was almost fully literate, at least for the young, and by
1913, though still very much poorer than Britain or
There are other obstacles too. Sometimes the schools are
America, Japan was publishing more books than Britain
very thinly staffed (many primary schools in developing
and more than twice as many as the United States.
countries have only one teacher), and parents are often
The concentration on education determined, to a large
worried about the safety of children, especially girl
extent, the nature and speed of Japan’s economic and
children (particularly in case the teacher fails to turn up,
social progress.
which seems to happen often enough in many of the
poorer countries). Quite often, the parents’ reluctance has
Later on, particularly in the second half of the twentieth
a rational basis, and these gaps too need to be addressed.
century, South Korea, China, Taiwan, Hong Kong,
Singapore, and other economies in East Asia followed
There are other barriers as well. Very poor families often
similar routes and firmly focused on general expansion
rely on labour contributions from everyone, even the
of education. Widespread participation in a global
children, and this can compete with the demands of
economy would have been hard to accomplish if people
schooling. This unfortunate practice, though generated
could not read or write, or produce according to
out of hardship, must also be removed, through
specifications or instructions, or to have quality control.
regulation as well as by making the economic benefits
of schooling clearer to all. This brings us to the second
Third, when people are illiterate, their ability to
issue in understanding the contribution of schooling in
understand and invoke their legal rights can be very
removing human insecurity. Basic education can be
limited, and educational neglect can also lead to other
very important in helping people to get jobs and gainful
kinds of deprivation. Indeed, this tends to be a persistent
employment. This economic connection, while always
problem for people at the bottom of the ladder, whose
present, is particularly critical in a rapidly globalising
rights are often effectively alienated because of their
world in which quality control and production according
inability to read and see what they are entitled to
to strict specification can be crucial.
demand and how. The educational gap clearly has
a class connection.
Not surprisingly, all the cases of speedy use of the
opportunities of global commerce for the reduction of
It also has a gender connection since it can be a very
poverty have drawn on help from basic education on
important issue for women’s security. Women are often
a wide basis. For example, in Japan, already in the mid-
deprived of their due, thanks to illiteracy. Not being
3 Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (1776, republished, eds., R.H. Campbell and A.S. Skinner, Oxford: Clarendon Press,
1976), I.ii (p. 27), and V.i.f (p. 785).
5

CLOSINGTHE GAP
able to read or write is a significant barrier for
underprivileged women, since this can lead to their
failure to make use even of the rather limited rights
they may legally have (say, to own land, or other
property, or to appeal against unfair judgment and
unjust treatment). There are often legal rights in rule
books that are not used because the aggrieved parties
cannot read those rule books. Gaps in schooling can,
thus, directly lead to insecurity by distancing the
deprived from the ways and means of fighting against
that deprivation.
Fourth, illiteracy can also muffle the political
opportunities of the underdog, by reducing their ability
to participate in political arena and to express their
Minister Roy Bodden, Caymen Islands and others await start
of opening ceremony
demands effectively. This can contribute directly to
their insecurity, since the absence of voice in politics
can entail a severe reduction of influence and of the
in a comparative study of the different districts within
likelihood of just treatment of those who are kept on
India, it has clearly emerged that women’s education
the wrong side of the gap.
and women’s employment are the two most important
influences in reducing fertility rates.5 In that extensive
Fifth, basic education can play a major role in tackling
study, female education and employment are the only
health problems in general and epidemics in particular.
variables that have a statistically significant impact
It is easy to see the importance of specialised health
in explaining variations in fertility rates across more
education (for example, on the way infections spread
than three hundred districts that make up India. In
and how diseases can be prevented). But even general
understanding inter-regional differences, for example
education can broaden a person’s lines of thinking and
the fact that the state of Kerala in India has a fertility
generate social understanding in ways that may be
rate of only 1.7 (which can be roughly interpreted as
extremely important in facing epidemiological problems.
1.7 children on average per couple) in contrast with
Indeed, some studies have suggested that general school
many areas which have four children per couple (or
education has a bigger impact on health than specialised
even more), the level of female education provides
health education itself has.
the most effective explanation.
Sixth, empirical work in recent years has brought out
There is also much evidence that women’s education and
very clearly how the relative respect and regard for
literacy tend to reduce the mortality rates of children –
women’s well-being is strongly influenced by women’s
of boys and girls, both. These and other connections
literacy and educated participation in decisions within
between basic education of women and the power of
and outside the family. Even the survival disadvantage
women’s agency (and its extensive reach) indicate
of women compared with men in many developing
why the gender gap in education produces heavy
countries (which leads to such terrible phenomenon
Social penalties.
as a hundred million of “missing women”) seems to go
down sharply – and may even get eliminated – with
I have so far concentrated on gaps in access, inclusion
progress in women’s empowerment, for which literacy
and achievement that differentiate one group of people
is a basic ingredient.4
from another. But this is also a good occasion to reflect
a little on the gaps – of a very different kind – that
There is also considerable evidence that fertility rates
exist in the coverage of the school curriculum. The
tend to go down sharply with greater empowerment of
nature of the curriculum is, of course, of obvious
women. This is not surprising, since the lives that are
relevance to the development of technical skills
most battered by the frequent bearing and rearing of
(such as computing) that facilitate participation in
children are those of young women, and anything that
the contemporary world. But there are also other issues
enhances their decisional power and increases the
involved, since schooling can be deeply influential in
attention that their interests receive tends, in general,
the identity of a person and the way we see ourselves
to prevent over-frequent child bearing. For example,
and each other.
4 On this see my “Missing Women,” British Medical Journal, 304 (1992), pp. 586-7, and also “Missing Women – Revisited,” British Medical Journal, forthcoming
(possibly in November 2003).
5 On this see Jean Drèze and Amartya Sen, India: Development and Participation (Delhi: Oxford University Press, 2002), and the literature on this subject cited there.
6

Report of the 15th Conference of Commonwealth Education Ministers
This issue has received some attention recently in the
special context of the role of fundamentalist religious
schools, and there is need to pay attention to the
narrowing of horizons, especially of children, that
illiberal and intolerant education can produce. It is
also important to recognise that lack of public facilities
for the schooling of children often contributes greatly
to the appeal and popularity of religious schools run by
political militants.
Indeed, the nature of education is quite central to peace
in the world. Recently the very deceptive perspective
of the so-called “clash of civilisations” (championed
particularly by Samuel Huntington) has gained much
Participants at the opening session listen to Professor Amartya Sen
currency. It is important to see that what is most
immediately divisive in this kind of theorising is not
the idea – the silly idea – of the inevitability of a clash
richness of the Bengali literature and other cultural
(that too, but it comes later), but the equally shallow
achievements. Similarly, the history of the Arab world
prior insistence on seeing human beings in terms of
with which an Arab child today can potentially relate
one dimension only, regarding them just as members
is not only the achievements of Islam (important as
of one civilisation or another (defined mostly in terms
they are), but also the great secular accomplishments
of religion), ignoring their other affiliations and
in mathematics, science and literature which are part
involvements.
and parcel of Arab history. Even today when a scientist
in, say, the Imperial College uses an “algorithm,” he
There are two mistakes here. First, the classification is
or she unconsciously celebrates the innovativeness of
very crude. For example, India is put in the box of Hindu
the ninth-century Arab mathematician, Al-Khwarizmi,
civilisation, even though with its 130 million Muslims
from whose name the term algorithm is derived
(more than the entire British and French populations
(the term “algebra” comes from his book, “Al Jabr
put together), India has many more Muslims than most
wa-al-Muqabilah”).
so-called “Muslim countries” in the world. Huntington’s
classification gives comfort only to Hindu sectarians.
To define people just in terms of religion-based
classification of civilisations can itself contribute to
The second mistake is to assume that a person’s religion
political insecurity, since in this view people are seen
defines him or her reasonably adequately. But every
as simply belonging to, say, “the Muslim world,” or
human being’s identities have many different
“the Western world,” or “the Hindu world,” or “the
components, related to nationality, language, location,
Buddhist world,” and so on. To ignore everything
class, occupation, history, religion, political beliefs, and
other than religion in classifying people is not only to
so on. A Bangladeshi Muslim is not only a Muslim,
neglect many significant aspects of a person’s culturally
but also a Bengali and possibly quite proud of the
rich background, but also to split people up, in a
predesigned way, to make it easier for them to be recruited
into potentially belligerent camps. I personally believe
that it would be a mistake to add to the faith-based
schools that are already in existence (they are mostly
old Christian schools here), and compound the problem
by having fresh ones, in the name of inter-community
equity. Rather than reducing existing faith-based schools,
actually adding others to them – Muslim schools, Hindu
schools and Sikh schools to pre-existing Christian
ones – may sharply add to an existing problem. This is
especially so when new religious schools leave children
very little opportunity to cultivate reasoned choice and
decide how the various components of the students’
identities (related respectively to language, literature,
religion, ethnicity, cultural history, scientific interests,
Hon Louis Steven Obeegadoo Minister of Education and
etc.) should receive attention. It also makes religious
Scientific Research and other Ministers at the opening session
leaders (no matter what their following might have
7

CLOSINGTHE GAP
The Ministers’ Group photograph
been in the past among the respective groups of people
The Commonwealth… is an entirely new conception
who are – often nominally – members of particular
built on the highest qualities of the spirit of man:
“communities”) the new ex officio spokesmen for those
friendship, loyalty and the desire for freedom and peace.
“communities.” There is need not only to discuss the
importance of our common humanity, but also to stress
In promoting friendship and loyalty, and in safeguarding
the fact that our diversities can take many distinct
the commitment to freedom and peace, basic education
forms and that we have to use our reasoning to decide
can play a vital part. This requires, on the one hand,
how to see ourselves, rather than being put firmly inside
that the facilities of education be available to all, and
little boxes devised by the government.
on the other, that children be exposed to ideas from
many different backgrounds and perspectives and be
The importance of non-sectarian and non-parochial
encouraged to think for themselves and to reason.
curricula that expand, rather than reduce, the reach of
reason can be hard to exaggerate. Shakespeare talked
Basic education is not just an arrangement for
about the fact that “some men are born great, some
training to develop skills (important as that is), it
achieve greatness, and some have greatness thrust upon
is also a recognition of the nature of the world, with
them.” In the schooling of children, we have to make
its diversity and richness, and an appreciation of the
sure that we do not have smallness thrust upon the young.
importance of freedom and reasoning as well as
friendship. The need for that understanding – that
The idea of the Commonwealth has something to
vision – has never been stronger.
offer on the philosophy behind such a broad approach.
The Queen herself, as the head of the Commonwealth,
put the basic perspective with clarity and force half
a century ago, shortly after her coronation, in 1953:
8

Report of the 15th Conference of Commonwealth Education Ministers
Keynote Speech – Keypoints
1. Education is a powerful tool and defence against
5. Even the poorest and most deprived parents
many forms of human insecurity. Leaving vast
long to give basic education to their children.
sections of society from participation in education
6. We should provide affordable, effective and
leads to human insecurity in its different
safe schooling opportunities.
manifestations.
7. Barriers to access to education must be removed,
2. Illiteracy removes people from participating in
this includes school fees, ensuring that schools
their country’s political process, thereby removing
have teachers that can teach children, addressing
their chances of influencing public policies and
child labour issues.
decisions.
8. Illiberal and intolerant education can produce
3. Illiteracy and innumeracy are forms of insecurity
narrow-mindedness in children. Access to a more
and block access to important human rights.
liberal school curriculum is important.
Not being able to read or write or communicate
is a tremendous deprivation. Access to education
9. Lack of public school facilities has led to new
can reduce this basic deprivation.
types of schools emerging, some of them with
very narrow religious focus.
4. Basic education can play a major role in improving
health and fighting epidemics; reducing fertility
10. Policies of expanding school opportunities by
rates; reducing child mortality rates.
opening up religious or faith schools need to
be reviewed.
Minister of Education, Barbados
another area of concern, but, perhaps of greatest concern
“Professor Sen’s keynote address and his words are very
is the proposal by industrialised countries for GATS-
relevant to the development of the Barbadian education
related free trade and the movement of educational
system and the wider Caribbean.
services. Barbados views this development with worry.
Commonwealth Caribbean countries face needs of
The National Strategic Plan vision is for Barbados to
national development, improving the well-being of the
develop a socially just, prosperous and globally competitive
most vulnerable groups in the society and promoting
society. No philosophical divide relates to this across
racial harmony.
the political parties in our country and there is support
for a significant part of expenditure being spent on
Lack of access to education presents critical issues and
education.”
concerns for all countries. Post-independence education
has been used as a leverage for national development.
Ministers of Education, Canada
Education has been used as an instrument to combat
“In Canada we recognise that high levels of achievement
slavery, colonialism and gender discrimination. Access
require attention to high level education. We strive
to education relates to our ability to compete in the
for continuous employment for teachers, retention in
world in the sphere of new and emerging services.
schooling, careful education transitions and collaboration
with all educational partners.
Legislation makes education compulsory and exists
throughout the Commonwealth Caribbean until the
Aboriginal education in Canada is important as 4.4%
age of 16. However there are real issues of access which
of the population has aboriginal ancestry. Aboriginal
we wish to address at this meeting. Limited access
achievement in education needs a response programme.
occurs at the pre-school level. At tertiary level, also,
Canada is in the process of working on an enhancement
there are concerns for access. There is still only a 24%
and revitalisation programme with funding for different
transfer rate from secondary to university, whereas in
aboriginal groups.
OECD countries enrolment rates are over 50%.
Prof Sen has shown how educational achievement is
In Barbados, gender and access issues are a problem
important. We hope that the Commonwealth will
relating to men, not women. Special needs education is
continue to take up the challenge.”
9

CLOSINGTHE GAP
CHAPTER TWO
Access, Inclusion and Achievement – Discussions
of the Ministerial Committees

Ministers discussed the theme of the Conference in the first Ministerial Plenary session and then in Committees.
Their deliberations brought to attention the key issues in Access, Inclusion and Achievement. Throughout, Ministers
addressed the need for more community participation and three-way partnerships between governments, communities
and development partners. Partnerships with the private sector and NGOs were also seen as especially important.
Access: The Issues
all highlighted. This was seen as not just an issue
for the developing countries: states like the United
Ministers recognised that disparities in access to education
Kingdom had issues around teenage mothers, and
are manifold and are frequently based upon cultural,
education for asylum seekers and immigrants.
social, political and economic factors including:
• Gender
Infrastructure
Schooling in rural areas was seen as a common
• Distance to schools in rural areas
difficulty. In many cases problems with transport and
• Children with special needs
telecommunications led to non-attendance. The poor
• Teacher training, demand and supply
condition of schools was seen as a barrier to recruiting
• Transition from primary to secondary school
and retaining teachers in rural areas.
• The Digital Divide.
Objectives
While all contributions from Ministers were supportive
The discussions noted that these disparities can be
of universal provision of education, some had differing
reduced and partially alleviated through different
ambitions based upon their baselines. For some the
interventions including the following factors:
main issues related to basic education and quality in
secondary schools, for others the concern was seen as
Finance
tertiary education.
The costs of schooling – fees, transportation and
learning materials – were identified as possibly the most
However, one issue common to all was seen as the
significant barriers to access. Also, poverty experienced
preference of students for academic degrees over
by many parents was seen as a problem for many children.
vocational qualifications. This is the case, even though
On occasion, Ministries of Education have responded to
vocational skills are in greater demand. Ministers of
this by providing grants or bursaries. But improvement
Education agreed that there is little to be gained from
in access was seen not simply as a case of removing fees,
universal education without improvements in the
but also creating enabling conditions.
relevance of curriculum and quality of teaching
and learning.
Ministers noted that whereas developed nations can
spend more on education, developing countries find
Teachers
it difficult to match their educational needs with
Participants reported a dire shortage of teachers.
available resources. They discussed the view that
There were many reasons given for this: in rural areas
there are barriers to accessing loans from organisations
there was insufficient accommodation for teachers;
such as the World Bank. They noted that there are
payment of salaries continues to be unreliable, while
burdensome conditions attached to and problems
in many countries teachers are lost to other countries
connected with the process of acquiring loans.
or professions. A need was identified to boost the
professionalism of teachers, and this, it was seen,
Culture
could not be done through salaries alone.
Ministers noted that schools should be welcoming and
child-friendly. Issues such as language, culture, teachers
reflecting parents’ cultures and facilities for girls were
10

Report of the 15th Conference of Commonwealth Education Ministers
Inclusion: The Issues
The difference between ‘access’ and ‘inclusion’ was
discussed. It was suggested that whilst ‘access’ relates
to the provision of educational opportunities (e.g.
compulsory primary education), ‘inclusion’ is about
tackling the factors which prevent some social groups
taking up the opportunities which are available.
This often relates to specific groups, such as nomads,
HIV/AIDS orphans, street children, the urban poor
and those in remote communities.
Various examples of current interventions and strategies
were described, including mobile classrooms, boat
schools, flexible timetabling, ‘one-teacher schools’
by working on a school farm. This was seen to bring
(where one teacher stays with a mixed-age class for
benefits for the wider community as well as for the school.
several years), and ‘satellite’ schools.
There was general agreement that parents can be
The potential value of sharing knowledge and
fundamental to the achievement levels of a child so
understanding of best practice raised questions. The
that they too need to be educated.
suggestion was made that consideration could be given to
a new initiative by the Commonwealth of Learning, using
In conclusion, while inclusion could be promoted at
new technologies to create an online database of good
a school level and at a national level, there was also a
practice, perhaps based on surveys on specific subjects.
vitally important issue of inclusion at the international,
pan-Commonwealth level. The view was strongly
A range of views were expressed on the issue of
expressed that, while positive initiatives could be taken
teaching in the mother tongue, about the provision
at the school and national levels, in the last instance
of mother tongue teaching materials, and whether
the poorest countries of the Commonwealth would
this should be a priority for the Commonwealth.
still face a situation of inadequate resources.
The issue of school feeding was identified as being
The proposal was therefore made that the Commonwealth
of great importance in encouraging poorer children
as a whole, and most particularly the wealthier countries
to attend school, and in ensuring they were able to
within it, should use their influence, within the G8 and
give proper attention to their work whilst in school.
elsewhere, to ensure that the Dakar commitments were
In some areas parents, particularly mothers, have been
adhered to by the international community.
encouraged to share in the development of the school
Achievement: The issues
Ministers noted that historically achievement has
been concerned overwhelmingly with academic
performance to the neglect of vocational and other
forms of attainment. Ministers urged that there should
be a parity of esteem between academic and non-
academic education and the development of ways to
transfer credit between countries. For this reason
international benchmarking becomes very important as
it assists with international assessments and comparisons.
Ministers suggested that the points at which
achievement of a child is measured are very important.
Yet it is very difficult, at the early stage, to reasonably
and accurately measure achievement. “We need to
development” said one Minister. There was general
distinguish between early stages and later stages for
agreement that an objective reference point for
measuring achievement. We need to ensure continuous
measuring achievement, one not focused on
11

CLOSINGTHE GAP
examinations alone, needs to be developed. It was seen
a very important role when it comes to influencing
as the only way to determine whether value for money
achievement. They are the experts, the human resource
is attained. ‘There is a need to measure the value added
directors and the people with the vision, so they need
by education, for example, achievements based on
to be well trained.
producing better human beings and better citizens’ said
one participant.
In conclusion, Ministers stated that achievement is
influenced by a variety of inputs including physical
Education could be seen as a “Theatre of Operation”
conditions. For example, schools in rural areas face
with a package of requirements and decentralisation of
a different set of conditions to those in urban areas
management. Management of the school system is
and there is a need to recognise this.
crucial for achievement. School administrators play
12

Report of the 15th Conference of Commonwealth Education Ministers
CHAPTER THREE
Sub-themes: Discussions of Ministers and Participants
of the Parallel Symposium

An innovation at the 15CCEM was the attendance of Parallel Symposium delegates at the ‘Roundtable’ session.
This provided an opportunity for Ministers to discuss sub-themes with participants attending the Parallel Symposium.
There were six Roundtables and discussion in each was lively and extremely well informed.
The ideas emerging from each of the six Roundtables included issues related to policy and legislation, curriculum
and teacher education and supply.
access, attendance, achievement, completion – in
education was highlighted. The development of girl-
friendly teaching and learning strategies, including the
use of the mother tongue, were discussed as well as the
need for more basic facilities, such as girls’ toilets and
safe classrooms.
Ministers collectively affirmed that ‘education has a
role in enabling minority cultures and language groups
to gain their rights as respected partner communities.’
The use of mother tongue in teaching and learning was
Mrs Amina Ibrahim, Senior Education Official (Nigeria) briefing
seen as making education more accessible to this wide
Professor Fabian Osuji, Minister of Education, Nigeria, during
range of learners. In some instances the use of open and
a conference break
distance learning might improve access. In addition,
national curriculum and assessment frameworks may
1. Universal Primary Education (UPE)
be able to incorporate learning and teaching materials
so that learners become empowered as agents of their
It was generally agreed that countries need to implement
own learning.
commitments to make primary education free and
accessible, and to learn from those Commonwealth
There was agreement that all policies should be
countries having undertaken such policies. There was
underpinned by the principles of equality, transparency,
a recognition that although access to education is
mutuality and social justice. These were seen as crucial
different to completion of education both have been
and should be interwoven throughout all work of
addressed through the Dakar Education For All (EFA)
governments.
goals and the Millennium Development Goals (MDGs).
The international donor community was encouraged to
Ministers noted that a combination of teacher shortages
re-visit these Goals and, with Ministries of Education,
and HIV/AIDS will jeopardise the achievements of the
re-commit to them.
2015 MDG targets. It was seen as important that
Ministries of Education identify gaps in teacher supply,
Indeed, it was suggested that there must be political
ensure co-ordination of policies on teacher supply, and
commitment, leadership and strategic frameworks to
target support for teacher professional development.
define constraints, and strategies for actions.
It was seen, therefore, that there are many barriers
In some cases, policies for UPE should target specific
to UPE. Ministries were asked by Parallel Symposium
excluded groups, eg Nomads, street children, refugees,
delegates to identify areas for collaboration and
and children from fishing communities. Such policies
partnerships especially in the realm of civil society.
and interventions should pay particular attention to
These, it was suggested, could provide solutions to
gender balance and gender equality. However, one of
many problems in access and in UPE. Partnerships, it
the main groups not participating in primary education
was felt, could provide a legitimate basis for community
is girls. The need to increase their participation – their
involvement in school planning, curriculum
13

CLOSINGTHE GAP
development, monitoring and accountability. Indeed,
participants noted that partnerships between Ministries,
Recommendations:
civil society and the private sector need to be explored
1. Ministries of Education must exhibit political
for what can be delivered and how that delivery can
commitment, leadership and strategic frameworks
assist governments in meeting commitments.
to define the constraints and strategies for action.
Funding was viewed as possibly the greatest barrier
2. Relationships between local and central
to UPE, with governments being called upon to show
government are crucial in implementing efficient
greater political commitment to primary education.
educational programme interventions.
It was suggested that, in addition to the removal of
fees, subsidies to families might become necessary.
3. Ministries of Education should learn from
It was noted that access and retention are directly
each other through sharing of ‘best practices’
related to wealth: the wider issue of poverty must be
in achieving UPE.
viewed as a significant barrier to UPE. So although
UPE is costly, it was seen as cost effective generally.
2. Eliminating Gender Disparities
There was agreement that local communities need
in Education
to be engaged in curriculum development: this could
involve dialogue with communities as they reflect
Ministers expressed themselves keen to achieve the
upon traditions and cultural practices that diminish
UN Millennium 2005 target to eliminate gender disparity
participation at school. Once these cultural practices
in primary and secondary education. They suggested that
have been defined, the curriculum could be re-designed
a stock take on progress on policy and legislation to date
to encourage girls’ and boys’ retention in schooling.
would be useful as a starting point for sharing experiences.
Finally, participants stressed the need for mandatory
Participants at this Roundtable supported attempts to
enactment of affirmative action for women in the
integrate gender issues into teacher training, professional
highest levels of government and education, and a need
development and curriculum reform, thereby positioning
to support education jurisdictions to monitor policy,
a new politics of gender into the mainstream. There was
practice and outcomes. The point was made that issues
agreement that there needs to be a greater emphasis
for women are not just about access. In higher education
on mainstreaming, not just in education but in other
in South Africa, for example, women are accessing
areas, such as employment. It was felt that a genuine
higher education, but tend to study a narrower range
mainstreaming approach would allow countries to tackle
of subjects. It may be important, therefore, to address
a wide range of issues, including girls’ access to and
issues such as the ‘micro politics’ of institutions.
retention in schools as well as boys’ self exclusion at
the critical years of early adolescence.
Recommendations:
1.
There should be a renewed focus by Ministers
Discussion also focused upon the importance of member
on early childhood education, to enlist children
countries having a legislative and policy framework to
and families in positive gender roles.
support gender equality in education. Ministers could
draw to the attention of the Heads of Government, at
2. Ministers should support sharing of best practice,
their meeting in Abuja in December 2003, the policy
both in terms of policy making and turning policy
and legislation requirements needed to guarantee the
into action on the ground.
protection of women and girls, especially adolescent girls.
3. Ministers should increase their use of the
It was noted that the structures and culture of schooling
Commonwealth Secretariat website, which could
expressed through curriculum, pedagogy, organisation,
be developed further, so that information may
resource allocation and the work force, all help to
be exchanged through this resource.
eliminate dominant patterns of gender socialisation.
Indeed, it was suggested that policies on gender issues
4. Ministries of Education should aim at achieving
could be based on a more careful analysis of data to
a better distribution of male and female teachers
disaggregate disparities by social class, urban and rural
in education systems in Commonwealth countries.
patterns, private and public schooling.
14

Report of the 15th Conference of Commonwealth Education Ministers
3. Improving Quality in Education
In a lively debate, participants discussed what is meant
by ‘quality’ and how it can be achieved.
Ministers confirmed commitments to the delivery of
quality education and noted that teachers’ organisations
are an integral part of the process of achieving quality
education. They should not be seen as part of the
problem. This is the case, especially, in the context
of strategies to achieve the 2015 MDGs.
It was recognised that there was little point in providing
access to education if the quality of the education
delivered by the teacher was not all that it could be,
perhaps through a lack of focus on professional
development. The continuing professional development
(CPD) of teachers was identified as a key element in
ensuring quality in educational systems. It was seen
as important for teachers to recognize that CPD is
a prerequisite of their professional careers and as part
of the battle against ignorance and poverty. It was
Attending the Roundtable session, Kgomotso Motlotle,
recognized, also, that the Commonwealth has a key
Secretary-General Botswana UNESCO National Commission
role to play in supporting this.
It was considered that developing, promoting and
across the Commonwealth and would take into account
sustaining a reading culture was an essential element
the recruitment, management and in-country support
in achieving a learning culture. However, considerable
for teachers.
challenges are faced by many learners in gaining access
There was general agreement on leadership in education.
to written material. The lack of mother tongue learning
It was noted that efforts should be directed at developing
material was discussed and seen as a problem.
the leadership skills of head teachers/principals. Further,
Participants agreed that mother tongue teaching and
there should be mentoring/nurturing programmes for
learning materials must be addressed by Ministries of
teachers who show outstanding leadership qualities. It
Education, teachers’ organisations and civil society
was seen as useful for principals/head teachers to meet
groups involved in teaching and learning.
regularly to share experience, knowledge and expertise
and to work with those aiming to achieve leadership
The issue of comparability of qualifications was seen
positions within education.
as being a central feature of quality education. With
many countries moving towards the development of
qualifications frameworks, participants affirmed that
Recommendations:
quality through qualifications needs, urgently, to be
1. The ACU should address the issue of quality in
addressed.
higher education, especially possibilities to reduce
large class sizes.
Participants drew attention to the problems of quality
not only in schooling but also at levels of higher
2. Ministers of Education should work with civil
education. With tutor/student ratios at times standing
society groups and NGOs to develop mother
as high as 1:1000 the challenges faced by lecturers
tongue reading materials for schools.
were recognised as immense. It was suggested that the
Association of Commonwealth Universities (ACU)
3. Ministers of Education should ensure that
should be asked to address this issue.
wherever possible teachers’ organizations are
included in decision-making and come to be seen
An issue which was discussed in greater detail elsewhere
as part of ‘solutions’ to educational problems.
in the Conference (see Chapter 4) involved the
recruitment of teachers. In this session, participants
4. Ministries of Education should support mentoring
argued that recruitment agencies must be properly
schemes for those teachers who exhibit
regulated and that a Code of Practice should be
leadership qualities.
developed. This would cover recruitment of teachers
15

CLOSINGTHE GAP
4. Supporting Education in
Information on the provision of accommodation, free
Difficult Circumstances
clothing, food for families, bicycles for children where
transportation is an issue, could all prove helpful.
In this Roundtable session, participants discussed
Information about schools ‘adopting’ a whole family
educational options for countries and communities
and providing employment for parents as well as
affected by natural disasters, wars, civil strife and
education for children has worked elsewhere in the
conflict. In these, as in all other Commonwealth
world, notably in South America.
countries, it was generally agreed, the Universal
Declaration of Human Rights, the ILO Convention,
These knowledge-sharing systems should include
the Dakar Framework for Action and the Convention
facilitation, networking, discussion and contacts and
on the Rights of the Child should form the basis of
be available physically and virtually. Indeed, virtual
all educational policy and practice.
learning – through open and distance technology –
was seen as important for communities undergoing
Such measures were seen as especially important
conflict or natural disasters. Already there is widespread
because in countries at war and experiencing natural
use of open and distance learning (ODL) throughout
disasters, children receive little, if any, schooling and
the Commonwealth (see ODL section in this chapter
often educational systems collapse. As countries emerge
and section on the Commonwealth of Learning (COL)
from crisis, issues of human rights, respect for dignity
in Chapter 5). ODL is being used to overcome a wide
and tolerance of difference need to be given prominence
range of difficult circumstances such as shortages of
in the curriculum.
schools, shortages of qualified teachers, limited funds
for scholarships, as well as limited access to specialist
Similarly, conflict management could be a feature of
vocational courses.
the education of young people and adults in countries
affected by war and civil strife. Teachers in these
The session concluded with examples of ‘what works’,
countries need to be helped to develop the knowledge
including stories from India where a mid-day meal
and skills to deliver a curriculum which deals effectively
for children has helped retention rates and from
with human rights and citizenship education. Too often
Bangladesh where street children have been involved
teachers are deterred from staying in communities
in the making of TV programmes and thereby have
undergoing conflict or natural disasters, thereby
gained much self-esteem and useful skills. So although
depriving children of access to education. Participants
supporting education in difficult circumstances is not
suggested that some form of intervention is required
easy, the session showed that it is far from impossible.
to attract and retain teachers in areas of difficulty.
These could be financial subsidies or other forms of
Recommendations:
physical support.
1. Governments should work more effectively with
local communities and civil society organisations
It was agreed that regional meetings to bring together
to support and empower their attempts to
representatives from education, labour and finance
overcome difficult circumstances.
could meaningfully address issues of child labour and
poverty. In many cases, action at the local level has
2. Ministries should identify interventions to attract
been the most effective means of mitigating or
and retain teachers in areas of difficulty.
overcoming difficult circumstances. Participants heard
of the success of many NGOs in implementing locally-
3. The Commonwealth should establish knowledge-
based projects to help create strong learning
sharing systems to provide examples of ‘what works’
communities to provide education. It was suggested
and ‘good practices’. These systems should include
that governments need to work more effectively with
facilitating, networking and discussions: contacts
local communities and civil society organisations to
should be available physically and virtually.
support and empower their attempts to overcome
difficult circumstances.
4. The Commonwealth should establish a tri-lateral
approach through regional meetings to bring
Discussion also focused upon the importance of
together people from finance, labour and
knowledge-sharing systems to provide information
education: these meetings should address issues
about ‘good practices’ and ‘what works’ when trying
of child labour and poverty.
to provide education in difficult circumstances.
16

Report of the 15th Conference of Commonwealth Education Ministers
5. Using Open and Distance Learning
However, it was noted that Intellectual Property
to Overcome Barriers
Rights (IPR) are a concern when it comes to the
dissemination of ‘knowledge products’ throughout the
Participants at this session agreed that Open and Distance
Commonwealth. Speakers asked ‘how can we meet
Learning (ODL) will be a major medium for the delivery
the IPRs of the owners of education products but also
of education in the future. Already, ODL is integral
acknowledge the importance of making education
to enhancing access and ensuring inclusion, as well as
available as widely as possible?’ In discussion, it was
addressing equality of opportunity, especially for people
agreed that there is a need to see if IPR laws can be
in isolated and poorly serviced areas. However, because
harmonised across the Commonwealth thereby
many Commonwealth citizens live in areas without
reducing potential tensions over copyrights.
electricity, it was suggested that there is a need to
investigate ways of getting ‘education products’ to
Generally, it was seen that ODL raises many questions
people in these isolated areas without the use of costly
about copyright. However whilst there is agreement that
technology.
copyright rules need to be fair, clear and easily understood,
three very different perspectives have emerged:
Although Information and Communication Technology
1. The USERS – who want an updated copyright law
(ICT) is very important to ODL, it is very expensive to
with exceptions that permit them to use copyright
administer. Ministers could investigate ways to reduce
material without asking for permission or paying
costs, especially as there is a wealth of evidence that
royalties.
ODL can make a substantial contribution not only to
social justice but also to achievement.
2. The COPYRIGHT OWNERS/CREATORS – who
oppose exceptions and amendments to the legislation
Speakers noted that making education a tradeable
and want users to ask for permission and pay royalties
commodity raises issues for some countries where
i.e. basically retain the status quo.
education is seen as a nation-building instrument and
3. The GOVERNMENT – who set the legislation and
the embodiment of culture. The question developed
are trying to balance the needs of users and creators/
as to whether it is possible to have both trade and
copyright owners.
cultural ambitions addressed in the same education
policy initiative. Further discussion drew attention to
The debate focused upon two themes:
the fact that ODL is likely to emerge as a major form
of delivery in an emergent General Agreement on
• What should be the ‘free’ part (covered by exception
Trades and Services (GATS) environment. Yet it was
and which allows free access)
noted, there is widespread ignorance about the
• What should be the ‘fee’ part (not covered by
implications of GATS for education even among key
exception and that one has to pay for).
stakeholders, such as universities. Given that situation,
Ministers and Parallel Symposium delegates suggested
Ministers were seen to have four choices:
that debate is needed, indeed, is overdue. They noted
1. Wait and see what happens elsewhere in the field
that very little data exists on the scale and nature of
of ODL;
trans-national education: the result is that trade
negotiations under GATS are rarely informed by
2. Initiate an internal consultation round/legislation
perspectives from educators. It became apparent that
committee through Commonwealth channels;
Ministers of Education and Ministers of Trade need to
3. Introduce amendments to the copyright law spelling
be sitting at the same table.
out the exception;
Whilst much of the discussion focused on learners,
4. Introduce a licensing regime.
participants recognised that teachers are critical in
giving structure to on-line courses: content alone is
Although discussion did not result in one of these
not sufficient. It was agreed that ODL cannot be
being accepted, there was general agreement that
successful without a proper strategy in place for the
on the grounds of access, inclusion and achievement
training of professionals who are involved in the
ODL should continue to be developed in
delivery of ODL. In addition, participants suggested
Commonwealth countries.
developing a repository of education which would
contain ‘lessons in best practices’ and ‘learning objects’,
all of which would be widely available.
17

CLOSINGTHE GAP
Recommendations:
1.
In making ODL policy, Ministers should consider
strategies for delivery, how to invest in
professional development and engage in possible
public/private partnerships.
2. Ministers should involve other government
departments, not just education, in promoting
ODL and vocational education generally.
3. Because trade negotiations under GATS are rarely
informed by perspectives from educators, Ministers
of Education and Ministers of Trade need to consult
with each other on matters of education.
Young children in class in Swaziland
6. Mitigating the Impact of HIV/AIDS
Education programmes should be reviewed to ensure
on Education Systems
they promote behaviour change, through experiential
tools, providing a ‘human face’, peer education, as well
Participants at this session heard that education for
as developing a range of learning resources such as radio,
all would not be achieved without tackling HIV/AIDS,
television and video. Also, participants agreed that the
and, at the same time, HIV/AIDS could only be tackled
internet could be exploited in providing HIV/AIDS
with robust education systems: the two were seen as
education to young people, adult communities,
being interdependent.
teachers and health-care workers.
By far the most important issue addressed was of teachers
It was suggested that all Commonwealth countries should
infected with HIV/AIDS. It was argued that the resource
develop legislation to eliminate the stigmatisation of
of infected teachers must be retained in education and
HIV/AIDS in society generally and in education in
supported. This could be through making treatment
particular. There should be clear political commitment
and counseling available.
to tackle HIV/AIDS and mitigate its impact. Countries
need to undertake statistical studies to assess the impact
Teachers should be given help in the form of learning
of HIV/AIDS on the supply of and demand for teachers.
resources and training to cope with and develop new
These studies should take account of the impact of
knowledge and skills to deliver HIV/AIDS -related
HIV/AIDS on school enrolments. This should be
education. This should happen at both pre-service and
supported by monitoring systems to ensure
in-service stages. Further, it was suggested, more
programmes deliver.
countries should consider the practice of using a pool
of relief or substitute teachers.
The discussion noted that a multi-sectoral response is
required in which Ministries of Education can and
In addition, speakers noted the importance of developing
should play a part. The Commonwealth should help
courses on HIV/AIDS for teachers and for children.
achieve this.
Mainstreaming HIV/AIDS into the curriculum at all
stages would be a first step. Education about HIV/AIDS
It should be part of the mission of universities to consider
should start at early childhood years and should
how their research and development resources can be
systematically involve parents. “Education to provide
brought to bear on strategies for both mitigating the
knowledge about HIV/AIDS is not enough: the
effects of HIV/AIDS and on preventing the spread of
curriculum needs to embrace a wider range of life skills,
HIV/AIDS. A Student Handbook on HIV/AIDS being
so that young people themselves need to be involved
produced by the Association for the Development of
in developing reproductive health programmes”, said
Education in Africa (ADEA) with the support of
one participant. It was argued that it is vital to retain
the Commonwealth Secretariat, was welcomed.
children affected by HIV/AIDS in education and
thereby to address and reduce their vulnerability and
Commonwealth countries have much to learn from
risk. This requires multiple support attached to schools
one-another by transfer of information, knowledge,
and removal of cost and other barriers, e.g. through
experience and expertise. However, in this transfer,
provision of childcare, nutrition and vocational training.
account needs to be taken of cultural differences as
18

Report of the 15th Conference of Commonwealth Education Ministers
well as efficient use of resources. Attention needs to
the private sector. Participants agreed that these
be given to forging partnerships between governments
partnerships should work at both national and trans-
Ministries, NGOs, community-based organisations and
national levels.
Recommendations:
1.
There should be renewed political commitment to tackle HIV/AIDS and to mitigate its impact.
2. A multi-sectoral response is required, of which Education Ministries can and should play a key part.
The Commonwealth Secretariat and other organisations should help achieve this.
3. It is vital to retain children affected by HIV/AIDS in education in order to address and reduce their
vulnerability and risk. This requires multiple support attached to schools and removal of cost and other
barriers, e.g. through provision of childcare, nutrition, bursaries and grants and vocational training.
4. Education programmes should be reviewed to ensure they promote behaviour change, through appropriate
life skills tools.
19

CLOSINGTHE GAP
CHAPTER FOUR
Teacher Protocol
Teachers Recruitment, Retention and Development Issues
Commonwealth Secretary General Don McKinnon welcomed Ministers to the session. Hon Ivan Lewis (UK Minister
for Vocational Skills) opened the discussion, indicating that recruitment, retention and continuous development
of teachers are all essential for maintaining the integrity of education systems throughout the Commonwealth.
He recognized that there were many problems in various Commonwealth countries and, as a consequence,
member countries were addressing these issues in different ways.
The following provides a full account of the discussion at Session Seven. Unlike the other chapters, it is almost
a verbatim presentation: this is to assist ministers and others as they work towards the Protocol.
Summary
Hon Mario Michel (St Lucia): noted that he had been
There is a need for properly organised and arranged
asked to make a short presentation to the debate on
procedures enabling teachers to move between different
teacher recruitment. He stated that this initiative
Commonwealth countries. Such procedures must be
followed the convening of a meeting in July 2002 in
based on the principles of mutuality, equity, transparency
Barbados, from which came the Savannah Accord.
and fairness. The Commonwealth was recognised as
It called upon MOEs of the 32 Small States of the
a suitable mechanism to address the global challenge
Commonwealth to draft a protocol on Commonwealth
of teacher recruitment, retention and development.
teacher recruitment and to conduct a pan-
It was noted that un-regulated recruitment of teachers
Commonwealth study on teacher loss.
puts teachers at risk and endangers education systems
in many Commonwealth countries. This, it was seen,
“These activities have been implemented and the
will thwart their efforts to achieve the MDG targets.
pan-Commonwealth research undertaken. Also the
draft of the Protocol was approved at the Seychelles
Proceedings
meeting held in March of this year.
Deputy Secretary-General Mr Winston Cox commenced
discussion by drawing attention to the Commonwealth
“The Protocol recognises that quality and effectiveness
as a mechanism for addressing the global problem of
in education can be measured by the pivotal role played
teachers’ recruitment, retention and development.
by teachers. A World Bank report has recognised that
He noted that the Senior Officials Meeting (SOM)
teachers have a profound impact on education systems.
had established the idea of a Working Group to take
forward the possibility of a Commonwealth Protocol.
“Recruitment agencies have been contracted by schools
to undertake teacher recruitment on their behalf.
In supporting the initiative discussed at the SOM,
Reports of teachers testify to the abuses carried out by
Ministers were asked to address:
these recruitment agencies. Among other matters the
• The time-frame for a Working Group.
purpose of the protocol is to provide ethical recruiting
practices for businesses involved in recruiting teachers.”
• The Terms of Reference for the Working Group.
• Other specific issues which Ministers may wish
In summary, Mr Michel noted: “we do not wish our
to have included.
teachers to be recruited by developed countries.
In my own country 75% of the education budget is
He also drew attention to the fact that Ministers of
utilised for teacher remuneration. We cannot compete
Health had adopted the Commonwealth Health Code
with developed countries which are able to offer our
of Practice in Geneva in May 2003. This document is
teachers higher salaries. We cannot expect our teachers to
available on the Commonwealth Secretariat website
remain in their countries. We expect developed countries
and is commended to the Working Group on Teacher
to compensate us. We believe this position to be fair,
Recruitment.
reasonable and logical. We urge it upon all countries.”
20

Report of the 15th Conference of Commonwealth Education Ministers
Hon Reginald Farley (Barbados): supported St Lucia’s
Hon Peter Peacock (Scotland): supported the view
position. “Barbados continues to lose teachers in the
that recruitment and retention of teachers is critical
areas of science, mathematics and geography. When
to all education systems. He noted that the United
people are recruited without our knowledge we have
Kingdom took different approaches in each of the
not been afforded the opportunity to plan or to
four countries.
accommodate for that loss. We ask that we are given
the ability to plan. We have invested considerable
The Minister noted, “there is general interest in the
funds in the training of these persons. Most people
population about being a teacher. There are subject
access their training through the government of
shortages in Maths and Science. All of us are looking
Barbados. It is a brain drain and we feel that we ought
for new and different strategies to attract teachers into
to get something in return.”
the profession. We introduced, in my part of Scotland,
a distance learning mechanism to enable professional
Steve Sinnot (of the Commonwealth Teachers
development and teacher training. Some teachers
Grouping also Deputy Secretary General of the NUT
are coming from different professional backgrounds.
of England and Wales): indicated he was also in
We have made our salaries competitive as part of the
Botswana in 1997 when Ministers pointed out how
domestic challenge.
many of them had been teachers, at one time.
“We have re-modelled how we take students out of
universities. We guarantee teaching places to all
He realised Ministers feel strongly about this issue
graduates within the first three years after graduation.
and drew attention to a letter received from a teacher
We are reviewing our teacher education process as part
recruited from India:
of the continued development of teachers. We have
introduced a chartered teachers’ programme enabling
“Here I am: A life of hunger; Landed here from a poor
teachers to make more income by offering them
family. Although this has been a good teaching experience,
continued professional development. We are starting
I am sitting and weeping in hunger and feeling sick.”
to remove the administrative problems of teaching,
Mr Sinnot said that no one could wish to respond
allowing them to concentrate on their professional tasks.
without compassion to that statement. “I have never
“Local recruitment of teachers has improved. It is now
come across a case of such gross exploitation. By
much more attractive to be a teacher. The Scottish
stopping work permits being granted for that kind of
Executive does not employ teachers nor does a
recruitment in the UK, unethical practices have been
recruitment agency recruit teachers. Small numbers are
terminated. But there is a need for properly organised
recruited from other countries. We are very focussed
and arranged procedures which enable teachers to move
on trying to meet our own needs in our own community.
between different Commonwealth countries. Also
We are trying to minimise the impact beyond Scotland.
procedures should be developed to enable the creation
For all these reasons Scotland supports the Working
of development assistance programmes to education so
Group initiative.”
that all countries in the Commonwealth benefit.
Hon Kadar Asmal (South Africa): “If one looks at
“When developing countries are targeted to provide
the document summary, 4,702 teachers were recruited
teachers this cannot be defended. Vulnerable economies
from South Africa between 2002 and 2003. Black
and education systems are striving to meet the 2015
South African teachers are recruited to the cities.
objectives. It cannot be defended that teaching forces
White teachers are sent to the counties. The problem
are targeted.”
not only concerns small countries but also large
countries. We believe that the teachers’ unions have
Mr Sinnot referred to the significant and special
a role in this discussion.
problems of Small States. He referred colleagues to
a statement drafted from the Consortium for
“We are in agreement with St. Lucia in the establishment
Commonwealth Education, which took account of the
of a Working Group. A code of practice, a Protocol,
interests and concerns of developed and developing
could only be addressed and agreed in a Ministerial
countries. It noted the importance of the principles of
Meeting. If we wait until the next CCEM, it would
mutuality, equity, transparency and fairness.
not be possible to act on a Protocol for a considerable
amount of time.
He concluded by noting that Commonwealth teachers
will welcome any work to re-cast the Protocol. “Working
“Many of the smaller countries have asked that we do
together we can find opportunities for everyone to be
not wait for three years for this matter to be addressed.
a winner – although we must remember that children
What are the intermediate strategies so that we do not
must be the real winners.”
wait three years? In offering to support this Code of
21

CLOSINGTHE GAP
Conduct, South Africa will be pleased to serve on
We need to have something concrete by the end of 2004.”
the Working Group.
Hon Fiame Naomi Mata’Afa (Samoa): “I refer you to
“Many of us do not believe that the Geneva rules
the documentation sent to us. The genesis of this issue
are enough. I did not know that in the UK teachers’
began in the Caribbean and to be true to that
salaries are tax exempt. Governments are directly
preparation we have to follow this through.
involved in this process. There is a right to mobility
and there is an assumption that the State should not
“Ultimately this is affecting all of our education
interfere in that right. But immigration laws grow hot
systems. The problem imposed by our teachers and
and then cold and some teachers are asked to return
their mobility is affecting all of us.”
to their home countries when their term of service
ends. Others get invited to remain. I have heard that
Hon Danny Rollen Faure (Seychelles): “The issue is
the recruitment of teachers could be part of the
an urgent one and the DSG could chair that Working
WTO rules on trades and services. We must make
Group. We should use a formula that was agreed upon
clear that the WTO rules have no relationship to the
by COL when we were discussing the Virtual
recruitment of teachers.”
University for the Small States. Ministers should be
drawn from all regions – African, Caribbean, European,
Hon Maxine Henry Wilson (Jamaica): told the meeting
Pacific and Indian Oceans.”
that when the head-hunters appear in Jamaica, their
actions are clandestine. As Minister of Education, she
Hon Micheal Laimo (Papua New Guinea): “I too have
thought that the teaching cohort was settled for the
concern about the subject of recruitment and retention
academic year. But teachers were recruited without
of teachers. Each government should provide an
the knowledge of the Ministry. “There has to be some
incentive to retain teachers. If we do not provide salaries
kind of adherence to a principle, so that people who
we will lose the teachers. Teachers are professionals and
are recruited are made known to us. You lose your best
each government must act to retain them.”
teachers. The average teachers have between five and
ten years of experience. It cannot be correct that they
Hon Jake Ootes (Canada): “Canadian perspectives are
are taken away. We need to work on timing and have
like all others: we are attempting to prepare effective
a record of who is recruiting whom.
teachers. More data and resources are needed across
Canada. This will ensure that we continue to provide
“We are now counterpoising retention as against
information on teacher preparation to all our
recruitment. The truth of the matter is we cannot ever
Commonwealth colleagues. Indeed, CIDA and
compete with developed countries. We increased our
Canadian teachers’ professional groups work with
teachers salaries by 25-80%. Yet we end up using 95%
their colleagues in most Commonwealth countries.
of the education budget on teachers. We cannot speak
about competitive salaries. It is a vicious circle, we
“We understand the difficulty that many countries are
will never be able to make it more attractive if you
facing. Canada supports the proposal that a working
continue to take away our teachers.
committee be set up to examine all the ramifications
of education systems. Appropriate time frames must
“You have a shortage in London of around 2,500
be established and mechanisms developed whereby all
teachers and because of the demographic profile this will
Commonwealth countries can contribute.”
increase. Since you need them and we need them, let
us satisfy both of our requirements.”
Hon Ann Therese Ndong-Jatta (The Gambia): “For
those of us who have been here longer, we have a sense
Hon Louis Steven Obeegadoo (Mauritius): “We cannot
of frustration. Talking about closing the gap… how do
retain our teachers, and most of them are the best trained
we begin to deliver and achieve the level playing field?
and the most skilled. Obviously having to train new
We turn a blind eye to the violation of certain rights.
categories of persons presupposes a major loss. All
There are unethical things happening which continue
countries facing this problem will tell you that this does
to cause and maintain this divide. I think that the
not guarantee a sound basis for our students’ futures.
end of 2004 is a very long way off. Let us not go
through all these procedural arrangements that never
“We realise that this is a problem affecting a number of
end. Where are the teachers to make 2005 happen?
countries. We need to do something. We cannot afford
The root of the problem may be found in some of the
to wait for three years. We want concrete action from
regulations. Where are the voices of Ministers of
a Working Group of which Mauritius wishes to be a
Education at trade meetings and meetings of Finance
part. We wish this to be done before the end of 2004.
Ministers? The multilateral Ministers must be brought
It must be reviewed by a Ministerial action group.
together. Let us talk about some kind of roundtable
22

Report of the 15th Conference of Commonwealth Education Ministers
and let them see the injustices. We are only seeing
Hon Kwadwo Baah-Wiredu (Ghana): “All these issues
the tip of the iceberg. Professor Sen has left us with
are very critical. You have to tell us about the South
a lot to read between the lines. Unless we act now
African situation. Ghana may lose its teachers to
we will never close the gap.”
South Africa. We have made it our responsibility
to achieve results here and now. We expect something
Hon Roy Bodden – British Overseas Territories
from this meeting.”
(Cayman): “Cognisance must be taken about engaging
the interest of the United States as it is from that
Hon Teima Onorio (Kiribati): “We have the problem
area that much of the poaching takes place. The city
of retaining our teachers at secondary level. They leave
of New York is among the biggest recruiters. We will
the profession for other jobs. We are finding it difficult
need the support of the developed countries of the
to find replacements for these teachers. At the primary
Commonwealth to address the issue of the United States
level we have teacher shortages because of resource
in the recruitment processes. They are the greatest
constraints. We are embarking with our government
poachers.”
on this problem.
“We are concerned about promoting the gender balance.
Hon Paula A Cox – British Overseas Territories
Mainly females are attracted to teaching. We would
(Bermuda): “We could exploit the possibility that
welcome information from countries about motivating
teachers might be able to move into the private sector.
males to join the teaching profession. In terms of our
Could this be part of the terms of reference? In terms
salaries, our teachers are well considered in our
of retention and development issues, Bermuda would
education budget, although we are conducting a review
hope to gain, and explore how people can move from
of our teachers’ benefits. Kiribati supports the initiative
one sector of the economy to another.”
to encourage the inclusion of different groups around
the Commonwealth, by communicating at Ministerial
Hon Trevor Mallard (New Zealand): “We have suffered
level toward promoting the status of teachers.”
acute loss of teachers over the last five years, but there
has been a reversal in the last two years. We got New
Hon Dr Murli Manohar Joshi (India): Indicated that
Zealand’s teachers to come back because of paying them.
the movement of teachers is not different to the
Now I have a good group of teachers who are making
recruitment of professionals in various other sectors.
a resounding contribution to the school system.
“This is not something which I foresee we can have
an ideal solution. I would like to suggest that a
“Can I make comments on the one part that there has
regulatory framework be considered so that people
not been enthusiastic discussion on? The Commonwealth
are not taken by surprise.”
is exceptionally poor at sharing good practice in this area.
I have been sharing with Ministerial colleagues the
Hon Prof Fabian Ngozichukwu Chinedum Osuji
good things that we have been doing to professionally
(Nigeria): “The issue of recruitment and retention of
develop teachers. I have been sharing some research
teachers is important to all Nigerians. There has to be
that has surprised me on the difference that individual
a regulatory framework and we support the view from
teachers make to the classroom. Socio-economic
India. Nigeria is interested in the Working Group.”
differences in schooling can be reduced by good teaching.
The evidence is that we can make a difference.”
Hon Hazel Manning (Trinidad and Tobago): “I would
like to underscore this issue. For Trinidad and Tobago, we
Hon Nahas Angula (Namibia): “I am a teacher
have stemmed the flow by completing a job evaluation
on sabbatical as a Minister! If you are employed
exercise and keeping salaries at certain rates. Quality
by somebody you are supposed to give notice. I will
teachers – especially in English language and mathematics
give one month’s notice. I think there is something
– were emigrating. But our policies have stemmed the
wrong somewhere and that is why teachers abscond.
tide of teacher outflow. Nevertheless, Trinidad would
Teachers are paid by public money and are employed
be pleased to be part of the Working Group.”
by public agencies. How can a public agency be
involved in the process of absconding teachers?
Hon Ivan Lewis (United Kingdom): “We can all
Commonwealth governments must adopt the principle
see the importance of the issue of teachers at risk. It is
that when you are recruiting teachers, this must have
a world wide problem – it is not about poaching but
recognition by the government. This is so that the
a complex problem and UK supports the proposal
other government knows what is happening. This will
for a Working Group. Careful work and thought are
also protect the teacher from exploitation. I need
required. The UK would be pleased to take part in
teachers in Namibia.”
a Working Group.”
23

CLOSINGTHE GAP
Conclusions and the way forward
“Regarding the timeframe: there are ways and means of
DSG (Mr Winston Cox) said that the quality of the
ensuring Ministerial support and approval. If Ministers
discussion has been extremely rich. He noted that
find it necessary to meet, we will meet. I am the servant
“you may be interested to learn that colleagues in the
to Ministers. We may err on the side or urgency rather
economic affairs division have been looking at trade
than delay. Regarding the size of the Working Group,
issues and have asked for further work to be done.
we seek not to limit and would urge you to reach around
They reached the conclusion that the financial flows
10 members. If there are more who wish to participate,
involved in the movement of persons could be four
that we will not fight!”
times as much as those by goods.”
He noted that recently the Secretariat had hosted
Recommendations and Agreements:
a meeting for a number of NGOs to discuss education
• The formation of a Working Group to examine
as a service and how education fits into GATS. “As
teacher recruitment.
education officials, you must all pay attention to these
• The Working Group should be Chaired by DSG
important issues about GATS. Recruitment is just
(Mr Winston Cox).
one issue and is only the tip of an iceberg of global
• The Working Group comprises senior officials
proportions.
from any interested country.
“The Commonwealth is becoming a key player in
• Senior officials will submit an interim report on
addressing teacher recruitment, mobility and retention.
their work by April 2004.
I am happy to say that the Commonwealth is well-
• This will be followed by a final consultation of
placed to play a leading role in resolving global issues.
Ministers by the end of September 2004.
The work done so far – in health for example – has
• Trade unions and civil and professional
attracted the attention of WHO and other groups. We
associations will be invited to participate.
have been able to provide certain levels of leadership.
• Membership was agreed: Barbados, India, Jamaica,
“I would anticipate that Ministers seek to capture the
Lesotho, Mauritius, Nigeria, Papua New Guinea,
concerns that Bermuda’s question invited. Recruitment,
St Lucia, Seychelles, South Africa, UK and
Zambia.
Retention and Development should be the focus of
the Working Group. Specific documents have been
• Permanent Observers were agreed: The
prepared and more work must be done until the final
Commonwealth Teachers’ Grouping, the
document can be put out. We hope that Ministers will
Consortium for Education in the Commonwealth,
make use of the background information provided.
the University of Nottingham Centre for
International Research.
“We have identified a practice from the Finance
Ministers’ meetings, to kick off the discussion from
Small States and from industrialised countries; the
debate will enable us to craft the Terms of Reference.
24

Report of the 15th Conference of Commonwealth Education Ministers
CHAPTER FIVE
Commonwealth and International Organisations
There are a number of Commonwealth organisations dedicated to education. The Secretariat’s Education Section
responds to Ministerial mandates as does the Commonwealth Scholarship and Fellowship Plan (CSFP) although its
focus is specifically on scholarships. The Commonwealth of Learning (COL) was established in 1987 following the
CHOGM held in Vancouver. The presentation by COL of its work and plans also addressed a Virtual University for
the Small States of the Commonwealth. A new and welcome addition to the family of Commonwealth education is
the Commonwealth Institute/Centre for Commonwealth Education (CI/CCE). This body is being established following its
move from London to Cambridge. It will serve the Commonwealth well and its presentation by the Chief Executive,
Judith Hanratty was welcomed. Finally presentations were made by the World Bank and by the Commonwealth
Education Fund (CEF) which focuses upon funds for the 17 Commonwealth countries of Africa and Asia.
Commonwealth Secretariat
Ministries of Education to keep them up to date on
latest issues, and trends, related to MDGs;
A presentation was made on behalf of the Education
Section by Nancy Spence, Director of the Social
• In this way we will improve our communications
Transformation Programmes Division. She noted that
network to better promote and publicise innovative
the work of the Education Section has been re-shaped
examples of educational practice to you, Ministers
since the last Ministers’ Meeting in Halifax.
of Education on a regular basis. A dedicated staff
person will be invested with this role.
Drawing attention to the acceptance of a new corporate
strategy for the Secretariat by Commonwealth Heads
We feel proud of the fact that in a time of declining
of Government in 2002, she said that this commits the
resources, we have not lost any education staff. With
Secretariat’s future work plans to addressing the MDGs.
a focused staff of 8, 6 at the programme level, we feel
that this work plan can achieve maximum effectiveness
“So it follows that our Social Transformation Programmes
within such a focused framework.
Division (STPD), now embracing Education, Gender
and Health is mandated to address poverty reduction
B. Brokering – to facilitate the matching of
through helping to meet these Goals. In relation to
needs to resources
Education, these are to support the achieving of universal
primary education and to work to reduce gender
As brokers, the Education staff can help in three ways:
disparity in primary and secondary education.
To co-ordinate the matching of mandates and needs to
the broader set of Commonwealth resource capacity
“We see a new role emerging from this new focus and
that exists. You will be learning in this meeting of the
new structure and also an opportunity to assist you,
work we are doing to ensure an Action Plan is delivered.
Ministers of Education. Drawing upon our comparative
The Plan draws upon this wider set of Commonwealth
advantage of over 40 years of working with
resources to take up on Ministerial mandates.
Commonwealth education institutions and Ministries
of Education, we are developing a three-fold approach
Secondly the Education section will call upon our own
to assistance. We see this as an ABC role – Advocacy,
Commonwealth Fund for Technical Cooperation to
Brokering and being a Catalyst.”
assist the needs of Ministries of Education.
A. Advocacy – to promote education as a key
Finally we will develop more collaborative partnerships.
priority in all Commonwealth agendas
We are about to renew and deepen our commitment to
the Association for the Development of Education in
• As advocates we will work to promote the importance
Africa (ADEA). We will further these collaborations
of education in all Commonwealth fora.
with COL, the new Commonwealth Centre for
Education (CI/CCE), the Consortium for
• Drawing from the advantage that we feel we have,
Commonwealth Education and the UNESCO high
we will facilitate the sharing of knowledge with
level group for EFA and many others.
25

CLOSINGTHE GAP
C. Catalyst – to share best practice to stimulate
• Articulate a pan-Commonwealth policy response
faster and wider replication across the
on the critical impact of HIV/AIDS on pupils’
Commonwealth.
education (specifically orphans) in HIV/AIDS-
prevalent Commonwealth countries.
And lastly as Catalysts, we feel we are in a privileged
and strategic position to be able to:
Under the portal of Reducing Gender Disparities in
Primary and Secondary Education, the following three
• Gather and share evidence-based best practices
broad areas are proposed:
from across Commonwealth countries related to the
attainment of educational goals of the MDGs.
• A pan Commonwealth workshop on best practices
related to girls’ access and retention issues – facilitated
• Through the promotion of pan-Commonwealth
by key Commonwealth partners such as FAWE and
workshops and publications, to share best practices
others in Asia, the Pacific and the Caribbean.
and thereby help demonstrate innovative projects
for national and regional replication in supporting
• A publication in the ongoing series of Gender
universal primary education and the elimination
mainstreaming for which the Secretariat is well
of gender disparities.
known, but addressing education policies in particular.
• Address the emerging area of male under-achievement.
All our commitments to work in these ABC roles are
subject to the elaboration of a four year strategic plan
Conclusion
that will be developed for the Secretariat as a whole
With this new focus, new structures and the new
and approved by our Governing Boards. But we do
ABC role, the Education Section stands ready to assist
not see our framework changing dramatically over
in a more focused way in helping countries meet the
the next four years.”
Commonwealth targets related to the Millennium
Development Goals.
The Strategic Work Plan for 2003-2004
Specific activities
Under UPE as a portal, the following four activities
are proposed:
• Hosting a pan Commonwealth Best Practices
workshop on strategies and policies for achieving
UPE to learn from each other about what works best
and develop this into a publication for the year 2005.
• Managing of a Working Group to further teacher
mobility issues for quality education.
• Develop citizenship education curricula in conflict
related areas ( Sri Lanka and Pacific) in partnership
Commonwealth Secretariat staff working at the sessions
with the Gender Section.
Commonwealth Scholarship and Fellowship Plan
Professor Trudy Harpham, Chair of the CSFP
• there are now more awards – from 421 in 2000 to
introduced Dr John Kirkland (General-Secretary ACU)
579 – that being the highest figure since 1995.
who gave a presentation on behalf of the Commonwealth
• More countries to host scholarships – from 7 in
Scholarship and Fellowship Plan (CSFP). He noted that
2000 to 13, nearly now at the target of 14 countries.
the mandate from the previous CCEM, at Halifax, had
been to facilitate more awards, involve more countries
The number of countries hosting awards has increased
in the Scholarship Plan and encourage more diversity
– although the UK remains the main contributor, it
in provision. In addition, the CSFP had been asked
has been joined by Malaysia, Trinidad and Tobago,
to develop a website and generate a tracer study of
Mauritius and South Africa. Cameroon and Ghana
where Commonwealth Scholarship alumni can be
offer awards.
found. He noted that no longer was the CSFP in
“At Halifax we were set an objective of 14 countries
decline. Far from it: he was delighted to be able to
(from an existing seven), we now have 13 countries,
report the following good news:
so we are nearly there!”
26

Report of the 15th Conference of Commonwealth Education Ministers
Malta then announced a scholarship and became the
required and the CSFP wish to extend regular
14th country to offer scholarships.
communications with former award holders. The
CSFP, he added, also propose to divide alumni into
• More diversity in provision – greater range of needs,
professional groups and encourage regular email
for example, short term professional fellowships:
contacts with and between each group. This would
“Regarding Diversity objectives: at Halifax we were
provide a unique Commonwealth professional network.
asked to move from CSFP traditional awards and
In addition, Dr Kirkland noted that the proportion
increase the diversity through Distance Learning
of female scholars is steadily increasing from 33% in
awards, in Canada and UK, and short term
the two previous recording periods to 45% currently.
professional fellowships. We were asked to explore
For fellows 30% are female. He noted that this is an
split site PhDs also.”
encouraging development. General interest in the plan
• Website:
is high: 40,000 individuals applied for awards in 2002-3.
Democratisation of the plan has worked. “People know
“There is an effective website which is up and running
of it and have applied for scholarships and fellowships.”
and used extensively. It has encouraged people to go
to the country page and see what is on the site for
Dr Kirkland concluded by drawing attention to the
their country. The funding through DFID and FCO
fact that the past three years have seen immense
has been much appreciated.”
support for the Plan. Nevertheless, challenges still
• Tracer study:
remain. He said that with no central administration
and management of the scheme many developments
This will be developed further. In the tracer study
become impossible to undertake. The Scheme falls to
publication, the Directory of Commonwealth
the ACU in the UK to administer: but it may be that,
Scholars and Fellows, launched at this Conference
in the future, another Commonwealth body may wish
and a copy given to each Minister, it was seen that of
to act as the Secretariat of the Plan. Also, there are
the 2000 alumni located, 100 are now Ministers,
discussions on-going as to how the CSFP can harness
Permanent Secretaries or Vice Chancellors. Dr
further the status of alumni and thirdly how countries
Kirkland noted that there is still some ‘tracing’
and alumni can contribute to the scheme.
Commonwealth Education Fund
Contact
3rd Floor, Hamlyn House, Macdonald Road,
The Commonwealth Education Fund (CEF) promotes
London N19 5PG, UK.
Basic Education throughout the Commonwealth by:
www.commonwealtheducationfund.org
• Supporting the Strengthening of civil society
Email: managingcommittee@commonwealtheducationfund.org
participation in the design and implementation of
Tel: +44(0)20 7561 7619 Fax: +44(0)20 7561 7626
national and local education plans and frameworks
especially through support to national coalitions
Recommendations:
and alliances.
1. The CEF strengthen the relationship between
Ministries of Education and national CEF
What do we contribute?
coordinators. Given that a majority of
• Enabling local communities to monitor government
Commonwealth Countries are struggling with the
spending on education both at national and local
challenge of poverty, and that there is a major
levels.
difficulty in mobilising resources, the CEF could
assist countries in mobilising additional funds.
• Supporting innovative ways for civil society to
ensure that all children, especially girls and the
2. Every national coalition should inform
most vulnerable, are able to access quality education.
governments and other partners on its budget
and work plan in a bid for information sharing,
How are we resourced?
and to prevent any duplication of efforts.
• Initial £10million was from the UK government.
3. Ministries of Education should understand the
• A UK Treasury Committee established the Fund
terms of reference of the NGOs in order to know
to match pound for pound a further £10million,
what they are doing, so that roles are defined
raised by March 2004, making the fund worth,
and synergies can be put in place.
potentially, £30million.
27

CLOSINGTHE GAP
Commonwealth of Learning
Dr Dhanarajan noted that the Commonwealth Education
Media Centre for Asia (CEMCA)’s work has contributed
Mr. Lewis Perinbam, Chair of the Board of Governors
to closing the digital divide by encouraging the use of
of the Commonwealth of Learning (COL) was introduced
electronic media and ICTs for education and training in
to the meeting. He noted that he was honoured to have
Asia. CEMCA, hosted on the campus of the Indira Gandhi
been invited to be Chairman of COL, made opening
National Open University (IGNOU), has undertaken
remarks and called upon the President and CEO of COL,
training programmes, developed training materials, created
Dr Gajaraj (Raj) Dhanarajan, to present COL’s work.
and disseminated knowledge resources and provided
advice and guidance on a responsive basis to institutions
Dr Raj Dhanarajan expressed his pleasure at having the
throughout Asia.
opportunity to fulfil the mandatory requirement that COL
report to Ministers on its performance since the last
Singapore’s National Institute of Education, as well as
CCEM and seek their endorsement of, and commitment
India’s National Council for Educational Research and
to finance, the Three-year Plan 2003-2006. As COL is
Training have together accommodated annually about
the only Commonwealth agency funded on a voluntary as
30 leaders of African teacher eduation institutions.
opposed to assessed basis, a formal indication of Ministers’
These leaders have been exposed to latest developments
commitments to provide the financing required to support
in ICTs and institutional management as well as the
the Plan is essential.
opportunities afforded by ODL for teacher development.
He emphasized that COL is committed to enable
Similarly, COL has collaborated with Abertay
Commonwealth governments to provide equal and
University in Dundee, Scotland and the Association
equitable access to education and training to all
of Commonwealth Universities to run professional
Commonwealth citizens.
development institutes for heads of African tertiary
institutions. A key element from COL’s perspective
The President thanked Ministers for their support and
has been to acquaint those in single mode, i.e
interest in the work of COL.
conventional face-to-face institutions, with how
they might better fulfil their mandate and meet the
The President referred to the papers which COL had
burgeoning demands for higher education, by becoming
submitted for circulation to Ministers, notably the
“dual mode”, i.e. adding capacity to deliver their
Summary Report 2000-2003, the Three Year Plan 2003-
programmes at a distance.
2006, and the Proposal for the Virtual University for
Small States. He noted that, since its inception, COL’s
Under COL’s Media Empowerment (COLME)
work has been supported by CAN$80 million.
programme, and in collaboration with the World Health
At the time of COL’s establishment some 300,000
Organisation (WHO), COL demonstrated how NGOs
Commonwealth citizens had been exposed to Open
can use digital media production to address issues like
and Distance Learning; today that number is over
the stigma associated with HIV/AIDS. COL also reported
three million.
on a programme funded by Britain that demonstrated
how ICTs could effectively and appropriately be used in
He drew Ministers’ attention to the Summary Report
the training of literacy workers, the pilots having occurred
2000-2003 that provides in greater detail a picture of
in both India and Zambia. The programme was so
COL work over the last three years. He then sketched
successful that Zambia announced its intention to scale
some of the achievements during this period, mindful
it up to the national level. Similarly, under COLME,
of the limited time available. He recalled the four roles
training and digitalised production and editing facilities
that COL identified in the last Three Year Plan, namely
have been provided in every region of the Commonwealth
a “Catalyst for Collaboration”, a “Resource for Training”,
for distinct purposes, including agricultural training,
a “Capacity Builder”, and an “Information and
community development, non-formal education, and
Knowledge Provider”.
technical/vocational education and skills development.
COL has collaborated with a wide variety of UN and
He then outlined a few of the achievements under each
international organisations like the Red Cross/Red
of these roles, in the first instance highlighting COL’s
Crescent Society, both to help them to capitalise on
success at stimulating regional collaboration in a number
ODL for the training of their staff around the world, and
of areas, most notably in teacher development and the
to help them deliver their own training and information
development of technical and vocational training, the
to those they are meant to serve around the globe.
former principally in Africa and the latter with a
particular focus on the Pacific. To this end, COL has
At the 14CCEM in Halifax Governments agreed to
organized workshops and regional meetings and developed
a budget of CAN$9m pa to support the Three Year Plan
an on-line training programme for policy makers.
2000 – 2003. Only partial success was achieved in
28

Report of the 15th Conference of Commonwealth Education Ministers
reaching this level of contributions. The major donor
• Systems development – support for the creation of
countries include Australia, Canada, India, New Zealand,
the competencies and systems necessary to underpin
Nigeria,and the UK. COL is grateful for the other
quality ODL programmes, and
contributions it receives as well, especially from some
• Applications – demonstrations of how ODL can be
of the smaller states with few resources that nonetheless
used effectively to address different learning priorities,
manage to make annual contributions. In addition,
with the focus being on teacher development, poverty
many countries have contributed in-kind support or
reduction through rural and community development,
financed discrete initiatives. International financial
health including especially HIV/AIDS, and other
organisations like the Asian Development Bank and the
Commonwealth or MDG priorities.
World Bank have supported other initiatives, sometimes
through contracts for specific work related to distance
Dr Dhanarajan mentioned that all three programmes
education and of benefit to the Commonwealth. All
would be supported by the knowledge/information
Commonwealth countries have access to COL materials
function of COL. In addition to its regular range of
electronically and most, if not all, have received printed
information and knowledge resources, he indicated that
materials designed to enrich their ability to provide
COL is working to facilitate access through the web
access to education for all their citizens.
to a vast array of ODL materials, covering different
topics – essentially creating a virtual library, equipped
Having completed his brief summary of a few of the
with specialised search facilities.
achievements in the 2000-20003 period, Dr Dhanarajan
introduced Ministers to the Three Year Plan 2003-2006.
The President stated that his vision has always been to
He indicated that the Education for All (EFA) goals and
“reach the last person in the queue?” To meet this goal,
the Millennium Development Goals (MDG) informed
it is clear that innovative means of delivering education,
the development of the plan, which is results driven and
including the use of different technologies, must be
has been crafted with a view to results based management.
used. He confirmed that Ministers have indicated their
determination to ensure learning opportunities are
COL sees itself as being able to contribute to the
provided to the last person and that technology is
achievement of the MDGs in a number of ways over
indeed useful in implementing educational strategies.
the next three years. At the most fundamental level,
societies need an education and training system capable
Ministers responded to these remarks by complimenting
of addressing their human resource needs if they are to
COL on its work as carried out under the last Three
be able to significantly reduce poverty. Given the
Year Plan 2000-2003 and endorsing the Three Year Plan
burgeoning growth in the demand for learning at all
2003-2006 including its budget. A number of Ministers
levels, Open and Distance and Open Learning (ODL)
announced the contributions that their countries would
must necessarily play a pivotal role in the future as
be making towards the implementation of the Plan.
conventional education alone simply cannot keep up.
Virtual University for the Small States of the
The three programme areas on which COL will be
Commonwealth Ministers at the 14th CCEM directed
COL to undertake a study into the establishment of
focusing its efforts are:
a Commonwealth Virtual University for Small States,
• Policy development – support for the creation of
building on existing institutions. COL presented the
policy and planning frameworks that are conducive
findings of the study to the 15th CCEM for Ministers
to the use of ODL,
consideration.
World Bank
An outline was presented by the World Bank which gave the background to the launching of the Fast Track Initiative.
It was noted that Closing the Gap also entails addressing quality of learning environments. To achieve quality of education,
clear challenges must be met with knowledge and understanding.
A decade ago it was difficult for countries to have a full understanding of the issues at stake. Today, the level of discussion
has considerably increased. The demand for education has grown tremendously and Ministers of Education have a different
status. Ten years ago Ministers of Education did not have the same strength and weight in government. Nowadays Ministers
of Education are important figures. Political support for education is real.
It was noted that countries with good governance and good policies can get support from the World Bank. Resources therefore
go to those countries with good leadership and good strategic frameworks. Currently 18 countries are participating in the
Fast Track Initiative but discussions to open it up to all countries will be taking place soon.
www.worldbank.org
29

CLOSINGTHE GAP
The way forward
reform, positioning countries to take a quantum leap
The concept report on the Virtual University for the
forward especially through the partnerships that would
Small States of the Commonwealth developed by COL,
be forged.
with the assistance of a technical advisory committee,
benefited from extensive consultations with the
Ministers agreed that :
Ministers of Small States. It was overwhelmingly
• while the focus must be on the small states, benefits
endorsed by the Ministers.
would also be derived by the larger states.
The Vision comprises:
• the project would be nested in COL during the initial
stages of its development.
• A Consortium of institutions
• the funding required of CAN$22m over 5 years is
• Developing content for delivery
unlikely to be available from member states alone and
• Development and access of content data bases
would therefore require COL and the Commonwealth
Secretary General to work together to secure the
• An online digitalised Repository of Learning Objects
necessary resources.
accessible by Small States which can also feed into it.
(Several examples of learning object repositories
Malta and India both indicated potential support for
exist currently).
the initiative.
It was noted that Virtual University offers opportunities
both for expanded access to education and for educational
30

Report of the 15th Conference of Commonwealth Education Ministers
Commonwealth Institute/Centre for Commonwealth Education
The remit of the Commonwealth Institute is to advance education, right across the Commonwealth. The supervision
of the activities of the Commonwealth Institute is delegated to Trustees who include the Secretary-General of the
Commonwealth, a number of the High Commissioners, some lay members and Judith Hanratty as an independent
chairman. The Institute wishes to bring to life the values of the Commonwealth, particularly that of sharing. In order
to fulfil its remit, the Institute is establishing a new body, the Centre for Commonwealth Education. The new Centre
will be responsive to educational needs – primary and secondary – across all Commonwealth countries. The remit
of CI/CCE is on primary and secondary education, and the training of teachers. These wishes reflect the needs of
children, in both primary and secondary schools, in all Commonwealth countries. The decision was therefore taken
by the Commonwealth Institute (representing all Commonwealth countries) to make a real link to the requirements
of countries and establish this new Centre for Commonwealth Education. The countries will be setting up priorities.
The CI/CCE will focus on 3 areas:
functioning as a life-long bank of information and
contacts for both teachers and students.
1. Disseminate expertise – by developing collaborative
programmes, by running courses in educational
The Centre will be a catalyst. It will bring people
leadership and by providing opportunities for leaders
together and will create a system linking the education
to come to Cambridge.
and teacher training institutions across the
Commonwealth. It will seek out and transmit best
2. A programme of research and scholarship which
practice. It will assist in the delivery of knowledge
reflects and responds to the practical educational
so as to deliver best practice in individual countries.
needs of Commonwealth countries.
It will seek to create partnerships with business and
3. Undertaking consultancy projects and the provision
encourage an entrepreneurial approach to projects.
of research-led advice on those areas of specific
This cannot be done without links with other
concern and interest to Commonwealth
institutions throughout the Commonwealth. One of
governments.
the many phenomena of globalisation is that with the
proper organisational structure, knowledge flows more
In addition, the Centre will provide far-reaching
openly. CI/CEE will position itself as a key player as
network opportunities for all involved with education,
a catalyst for action.
Judith Hanratty, Chair Commonwealth Institute, the Hon Don McKinnon, the Secretary-General, Hon Peter Peacock, Minister of Education
(Scotland) and Rozaimah Haji Abd Rahman, youth delegate at the session
31

CLOSINGTHE GAP
Focus and delivery are two things the Centre will
• Next year, the CI/CCE will establish a three year
keep very clearly in mind. Progress requires much
strategic plan.
open sharing between Commonwealth education
• CI/CCE wishes to listen to Ministers and their
organisations. We will act as a catalyst, and will
needs, to give back to the Commonwealth some
benefit from being at Cambridge where there is
of the resources that have been given to the
university work and research. Currently there are
Commonwealth Institute.
40 post graduate education students from 35 countries
of the Commonwealth at Cambridge, where there
• The Institute is seeking to link faculties and teacher
is an outstanding record in research.
training centres, to bring people in for shorter courses.
It should do for education what the Harvard Business
• The Commonwealth Institute will link with the
School has done for business: to become a strong
Ministries through the Advisory Board. It is in the
research engine to multiply knowledge and best
process of appointing a Director and 2 deputy
practice.
directors.
Report of Select Committee on CI/CCE by the Hon Prof Kadar Asmal
On behalf of the Select Committee which met yesterday to discuss the establishment of a Commonwealth Centre
for Education, I am pleased to formally propose to you its approval by this Conference of Commonwealth
Ministers. It is my considered view that the proposed Centre has the capacity to contribute towards the greater
good of the education systems of Commonwealth countries, and this alone should make us approve it.
In doing so, I must advance some constructive
across the Commonwealth. In keeping with the spirit
comments, also made by the Select Committee.
of inclusion, the document proposes that the Centre
These relate to three areas: governance, funding,
could “unleash the power” of the member states, and
and purpose.
indeed it must draw on the capacity of all the people
of the Commonwealth.
On the matter of governance, it is critical that
the programme of the Centre be determined by the
It is also important that the focus remains sharp, and
needs and interests of Commonwealth countries.
that the areas of work are clearly demarcated from
This requires principles and practices of transparency
other institutions like the Commonwealth of Learning.
and accountability, and democratic decision-making
I am not sure it is sufficient just to say that the
procedures. The Advisory Board must be able to
Centre will work “in close collaboration with other
define the agenda, and determine the issues on which
Commonwealth institutions”. The Centre cannot be
research should be conducted. Similarly, we must
“everything to everyone”, and must define its niche
ensure that Ministries of Education are directly
areas. It must also be clear that it is not an inter-
involved; the routing of accountability through the
governmental forum, but a research and capacity
Institute, and hence via High Commissioners and
building agency. There should be no political advocacy
Departments of Foreign Affairs, perhaps needs to be
or agitation; there is no role for country comparisons
reconsidered, and a more hands-on route devised.
or value judgements.
As regards funding, there are some real questions about
We should also accept that the role of the Centre
sustainable funding. In particular, countries need to
should be modest to begin with. The proposed
know what contribution, if any, they will be required
function of “providing advice to governments”
to make. We are advised that initial funding has been
must be done in a modest way, one which is
secured through the sale of the historical assets of the
supportive to member states.
Institute, but this needs to be sustained, and greater
clarity on the matter of financing will be needed.
I make these comments in an attempt to be constructive,
and to see the Centre succeed. We must share expertise
The most important issue is that of focus. In the
and best practice, and we must take on research which
presentations, the Centre is proposed as a “focal point
is of benefit to us all. If we can establish a Centre which
for an international network”, and not a hub which
will do this, then I believe it deserves our support, and
only radiates outwards from Cambridge. As such, it is
I hope we can agree in principle with the establishment
critically important that the Centre makes connections
of the Centre for Commonwealth Education so that
with National Institutes for Education, in their
the hard work of dealing with some of the detailed
various forms, and with higher education institutions
planning can proceed.
32

Report of the 15th Conference of Commonwealth Education Ministers
CHAPTER SIX
Summary of Youth Summit Reports to Ministers
The 15CCEM saw another innovation – the Youth Summit. Held near the main Ministers’ meeting, two youths from
each Commonwealth country spent three days in discussions on the themes and subthemes of the Conference.
Time was made available in the programme for the Ministers to meet the youth delegates and the youth presentation
at the final session was welcomed by Ministers. The following account summarises the discussion at the Youth
Summit and comprises the presentation of the youth delegates to the Ministers.
The delegates expressed the beneficial experience of
Universal Primary Education
coming to ‘abroad’ and especially into a multicultural
The 15CCEM Education Youth Summit is
setting. They welcomed the opportunity of speaking
concerned that:
with Ministers – and they spoke of the way their lives
The profile and benefits of education are not
are being shaped by others. But the future is theirs.
emphasised enough across the Commonwealth.
They suggested that Ministers must give them an
opportunity to spread the word. There are huge gaps
The Youth Summit recommends to the
in gender. “We come from privileged schools and we
Commonwealth Ministers of Education that:
want to see all children with our schools’ facilities.”
They place greater emphasis on raising the profile and
Mitigating the Effects of HIV/AIDS
benefits of education amongst the Commonwealth
The 15CCEM Education Youth Summit is
peoples.
concerned that:
The Youth Summit believes that this can be achieved
The issue of HIV/AIDS education and awareness has
through the following actions:
not yet been properly addressed in all Commonwealth
countries. There is a need for the leaders of the
1. Develop and support youth councils and involve
Commonwealth to publicly recognise that HIV/AIDS
them directly in curriculum design and decision-
is one of the biggest crises facing the future of our
making in education.
nations. Lack of education concerning the factors
that cause the spread of HIV/AIDS has resulted in
2. To create an international Commonwealth
numerous problems.
Education Day on which every school can raise
the profile of education and raise resources to go
The Youth Summit recommends to the Commonwealth
into a central fund that can be used to help develop
Ministers of Education that:
peer education in less fortunate schools.
Ministers across the Commonwealth must act now to
3. Provide central access points in war-torn and rural
improve education on HIV/AIDS.
areas to promote education to parents and children.
The Youth Summit believes that this can be achieved
through the following actions:
4. Encourage parents to return to education with
incentives for them to stay in education.
1. Compulsory inclusion of HIV/AIDS education in
the curriculum.
5. Honour teachers more and promote them as
2. Train all teachers to teach this aspect of the
important in and to society.
curriculum.
3. Involve young people who have knowledge and/or
experience of HIV/AIDS in this education
programme.
4. Create HIV/AIDS Action Committees.
33

CLOSINGTHE GAP
Youth Summit participants
Eliminating Gender Disparities in Education
The 15CCEM Education Youth Summit is concerned
The 15CCEM Education Youth Summit is
at the consistent underachievement and lack of
concerned that:
motivation in education by boys in some Commonwealth
countries. We are concerned about the long-term social
Education Ministers publicly acknowledge the issue
consequences that will result.
of female exclusion from education. Exclusion leads to
young women becoming second class citizens in their
The Youth Summit recommends to the Commonwealth
own country.
Ministers of Education that:
Ministers put in place clear policies and strategies
The Youth Summit recommends to the Commonwealth
to ensure that both boys and girls are motivated to
Ministers of Education that:
achieve their full potential in their chosen fields.
Ministers make greater effort to improve access for
girls and young women into education and make this
The Youth Summit believes that this can be achieved
access easier.
through the following actions:
1. Revise curricula so that they respect that individuals
The Youth Summit believes that this can be achieved
learn at different paces and in different styles, and
through the following actions:
find different subjects relevant to their life choices.
1. Create Commonwealth partnerships to share good
2. Promote effective use of role models to inspire the
practices in dealing with gender issues in school
educational development of young people.
across countries that share similar cultures.
3. Use the public media to raise the profiles of young
2. Develop policies and strategies which create safe
people who have achieved in education against
environments for girls in schools.
adversity.
3. Set up community outreach programmes to promote
the benefits of women receiving education.
4. Fund research to investigate the reasons for the
exclusion of girls from education in different
Commonwealth countries so that positive action
which respects local culture can be identified.
34

Report of the 15th Conference of Commonwealth Education Ministers
Supporting Education in Difficult Circumstances
The 15CCEM Education Youth Summit is
concerned that:
Many young people in the Commonwealth suffer from
physical and emotional special needs and that education
in the Commonwealth does not provide adequate
access for these students with special needs.
The Youth Summit recommends to the
Commonwealth Ministers of Education that:
Ministers develop and maintain appropriate access
and inclusion for special needs students to improve
their opportunity to achieve.
The Secretary General, his son James and the African
Children’s Choir
The Youth Summit believes that this can be achieved
through the following actions:
2. Ensure that teachers of specialist subject areas are
properly trained.
1. Ensure that all teachers in the Commonwealth
have basic training in special education, with more
3. Include child psychology, conflict resolution and
teachers trained specifically in special physical and
non-violent discipline approaches in teacher
emotional needs.
training.
2. Develop and / or promote a special needs support
unit within the Education Ministries which involves
4. Raise the profile of teaching as a respectable and
youth in developing the support structures for those
worthwhile profession.
with special needs.
3. Establish and maintain the infrastructures in
Using Distance Learning to Overcome Barriers
education to accommodate young people with
The 15CCEM Education Youth Summit is
special needs.
concerned that:
4. Enforce education legislation in every Commonwealth
Not all Commonwealth countries have access to open
country against discrimination based on disability.
and distance learning infrastructure and resources,
including human resources.
Improving Quality in Education
The 15CCEM Education Youth Summit is
The Youth Summit recommends to the
concerned that:
Commonwealth Ministers of Education that:
Ministers make measurable progress towards achieving
In many areas of the Commonwealth, there is an
access to open and distance learning infrastructures
insufficient number of qualified and trained teachers.
and resources for all Commonwealth countries before
Moreover, the standard of their training is impeding
the next CCEM.
the improvement of the quality of education.
The Youth Summit believes that this can be achieved
The Youth Summit recommends to the
through the following actions:
Commonwealth Ministers of Education that:
1. Teachers should be trained to use the technologies
Ministers create positive incentives throughout the
required for open and distance learning.
Commonwealth to recruit quality people into the
2. There is consistency in the delivery of open and
teaching profession and provide them with a high
distance learning across communities’ centres.
standard of training so they can do their job effectively.
3. Ensure that donated resources are allocated
The Youth Summit believes that this can be achieved
appropriately and equitably.
through the following actions:
1. Include learners in the process of training and
selecting teachers.
35

CLOSINGTHE GAP
15CCEM Parallel Symposium Recommendations
to Ministers

Interim Report from 15CCEM Parallel
In each of these cases a number of the Symposium
Symposium 29 October 2003
sessions were relevant, e.g. the sessions on inclusive
education from policy to practice, social inclusion
In her opening address Amina Ibrahim expressed the
and education in difficult circumstances clearly have
hope that through the Symposium ‘we should be able to
relevance for the Action Area ‘Supporting education
consolidate on the gains we have made at our different
in difficult circumstances.’
levels; share best and worst practice, measure our
successes and failures constructively, so that we may
The Parallel Symposium therefore commends the
continue to accelerate our actions towards the goals
attention of Ministers to the following proposed
that have eluded us so far.’
agendas for action in each of the six areas.
She also reminded us that ‘It is essential we address the
Universal Primary Education
design and delivery of education within the realities of
our countries so that we avoid the disconnect between
• In order to ensure we achieve the delivery of EFA,
the well-meaning declarations that we make and the
all countries and the international community
reality of our environments…’
should revisit and re-commit to the Dakar EFA
goals. Attention to the Dakar goals will ensure the
Bob Fryer reminded us that we live in a era of profound
achievement of the MDGs.
social change. Professor Sen also expressed eloquently
• International commitment to providing free basic
the way in which education should improve the security
education of high quality needs to be followed up
of individuals and communities that are being challenged
with concerted action at the national level that
by the threats arising from living in a era which is
ensures that constitutional and legislative mechanisms
characterised by rapid change.
are put in place to remove this barrier to education.
Professors Natarajan and Fryer from their different
• Both the Dakar framework for action and the MDGs
perspectives set out the challenges of producing a new
explicitly underscore the importance of partnerships
generation of learners able to respond to the challenges
in the sustainable delivery of basic education.
and opportunities of the 21st century.
Partnerships need to be consolidated at all levels
with civil society, the private sector and the
Brendan Nelson encouraged young people to create
international community. The principle stakeholders
their own world and not to necessarily accept the one
must develop common understandings of the
bequeathed to them by the current generation.
definition and scope of basic education. Governments
must recognise that all pupils, parents and teachers
Symposium delegates have worked hard to respond to
are stakeholders in this process. There is no “one size
these exhortations for action.
fits all” approach to partnerships, and local solutions
may vary.
The Symposium sessions were organised to address the
major themes of Access, Inclusion and Achievement
Gender Disparities in Education
and the cross-cutting themes of Capacity Building,
• Without a doubt the actualisation of the gender goal
HIV/AIDS and Millennium Development Goals. As
by 2005, Eliminating Gender Disparities, is essential
the planning of the Ministers’ conference proceeded,
not only to the Dakar framework and DFA but to
the wisdom of focussing on a number of key areas for
the achievements of all the 8 MDGs.
action became evident. These action areas are
• National governments are called upon to ensure that
• Universal Primary Education
they have the necessary institutional and financial
• Gender Disparities in Education
capacity to plan for the mainstreaming of gender,
boys and girls, into policy and strategies for
• Improving Quality in Education
implementation in partnership with civil society.
• Using Distance Learning to Overcome Barriers
Improving Quality in Education
• Supporting Education in Difficult Circumstances
• Central to achieving the 2015 goals and to improving
• Mitigating the impact of HIV/AIDS on education
the quality of education is lifting the quality of
systems.
teachers and their leaders. This process must involve
36

Report of the 15th Conference of Commonwealth Education Ministers
Mokobung Nkomo, Chair of South African Qualifications Authority and participant at the Parallel Symposium
the teachers themselves and their organisations so
recurrent and capital budgets needs to be prioritised
that they help to provide the solution rather than
at national level while the international community
be part of the problem.
must deliver on funding the gaps to support
government efforts.
• Ministers should develop programmes which build
Using Distance Learning to Overcome Barriers
the capacity of head teachers. High-quality schools
require high-quality leaders.
• ICT offers a wonderful opportunity to help close
some gaps. It can reach people in remote or rural
• Teaching needs to be re-established as a desired,
areas, for example, and can be used to deliver the
sought-after profession, viewed by communities and
curriculum in flexible ways to suit the varied needs
governments as a profession of high status. Pay and
and lifestyles of citizens everywhere. Governments
conditions of service are critical factors in this regard.
should develop strategies to make the best use of
Governments need to coordinate their policies on
ICT in their country so that it is used to close the
teacher supply and professional development, and
gaps not to widen the digital divide.
recognise the impact internationally of these policies.
We all need to work together to recapture the glory
Supporting Education in Difficult Circumstances
of teaching, for without an adequate supply of well-
trained, well-led and motivated teachers no country
The education of children in difficult circumstances
will be able to achieve its education goals.
takes on two dimensions. One is the familiar context
of marginalised groups such as the nomads, traders,
• The impact of a relevant curriculum is essential to the
HIV/AIDS-infected, while the other one deals with
quality of learning inputs and outputs in the classroom
environments created by the absence of human and
both at the level of the teacher and the child. Emphasis
child rights.
on innovative curriculum reform that reflects country
realities especially in federal systems and the
• National governments and international partners
achievement of the Dakar goals must be supported
must strive to design and provide non-formal structures
at both international and national levels.
to accommodate the same quality inclusive education
as for those in formal education.
• While funding alone will not deliver a quality
education, the availability of adequate funding in
37

CLOSINGTHE GAP
• National governments must ensure conventions
is tomorrow’s future. We need to, as critical friends,
signed by them in support of human and child rights
engage in open and transparent dialogue that will enable
are enacted into law at country level, thus creating
the monitoring of all stakeholders in the delivery of EFA.
an environment where there would be zero tolerance
We must build on the strengths of the Commonwealth
for crimes against the child and women.
and ensure we share knowledge through a network of
best practice.
Mitigating the Impact of HIV/AIDS on
Education Systems

At this juncture we would like to recommend that
the Ministers create awards for best practice in each
• The threat of HIV/AIDS is extremely serious in
one of the six areas, to be awarded at the 16CCEM.
some countries now, and potentially serious in all
countries. Education about HIV/AIDS should start
We hope we have provided constructive
at the early childhood stage and should involve
recommendations that you, our honourable Ministers,
parents. Young people themselves need to be involved
will be able to act upon and carry forward to the
in developing reproductive health programmes.
Commonwealth Heads of Government Meeting being
held in December this year. We thank you for the
• Governments need to support research and
opportunity to provide input into your Ministerial
development into HIV/AIDS and its impact
sessions as they conclude tomorrow.
upon their education system. Countries have
much to learn from one another by the transfer
Finally, we have the pleasure in handing over the
of information, knowledge, experience and
Interim Report from this Parallel Symposium. We hope
expertise on this vexed issue.
that it will contribute to the formulation of the action
plans which are being prepared.
In conclusion, there is an urgency to make ACTION
our watchword if we are to tend to our youth, which
38

Report of the 15th Conference of Commonwealth Education Ministers
CHAPTER SEVEN
The Edinburgh Communiqué and Action Plan
15th Conference of Commonwealth Education Ministers, Edinburgh, Scotland, United Kingdom, 27-30 October 2003
1. Education Ministers and representatives from forty-
learning to Overcome Barriers; Supporting
eight Commonwealth countries met in Edinburgh,
Education in Difficult Circumstances; Mitigating
Scotland, United Kingdom from 27-30 October
the Impact of HIV/AIDS in Education.
2003 for the 15th Conference of Commonwealth
Education Ministers (15CCEM).
6. The key point made by delegates from the Youth
Summit was that young people should be directly
2. The essence of the Conference can best be
involved in developing education systems, including
encapsulated in the following statements:
participation in Youth Councils, and involvement
in the selection of teachers and in the design and
I am a beautiful, confident, strong, educated young
evaluation of resource materials and the
woman… We need more of us.
curriculum.
Carolanne Makakaufaki, Tonga, Youth Summit Delegate
7. Running through the recommendations made by
the Parallel Symposium was the recurring theme of
If we continue to leave vast sections of the people of the
Partnership without which, they suggested, future
world outside the orbit of education, we make the world
action on all six Action Areas could not be taken
not only less just, but also less secure.
forward successfully. Such partnerships should be
Professor Amartya Sen, Keynote Speaker
formed at the widest level between and among
governments, civil society, the private sector and
3. Unique about this Conference was the input of
the international community; and at ground level
a Youth Summit and a Parallel Symposium, which
between pupils, teachers, head teachers and parents.
fed directly into the Ministerial Conference.
Ministers engaged in discussions around the theme
8. They also recommended sharing knowledge
of the Conference and the six Action areas in
through a network of Best Practice. To show the
break-out sessions with the Parallel Symposium
importance that the Commonwealth places on
and the Youth Summit. The range and complexity
this, they recommended the creation of an award
of the discussions are summarised in Annex A,
for Best Practice in each of the six Action Areas,
attached. Summaries of the Conclusions of the
which would be presented for the first time
Youth Summit and the Parallel Symposium are
during 16CCEM.
attached at Annexes B and C.
9. Ministers affirmed that education is a crucial
4. Ministers reviewed progress in education across
means for adapting to and directing change;
the Commonwealth in the context of the main
reducing poverty, ensuring security; improving
theme of the conference - Closing the Gap:
health and well-being; enhancing economic
Access, Inclusion and Achievement. They
prosperity and personal security and safety;
identified key issues, challenges and opportunities
promoting fairness, justice, and peace; and
that needed to be addressed if their educational
achieving environmental sustainability.
aspirations were to be achieved.
10. Ministers noted with satisfaction the progress made
5. They identified six Action Areas where work
on taking forward the Action Areas identified in
would be taken forward to address these challenges:
the Halifax Statement, and the need to work with
Achieving Universal Primary Education;
vigour if they were to meet the targets of the
Eliminating Gender Disparities in Education;
Education For All (EFA) and the Millennium
Improving Quality in Education; Using Distance
Development Goals (MDGs): Universal Primary
39

CLOSINGTHE GAP
Education (UPE) and Eliminating Gender
society organisations and professional associations
Disparity (EGD). To do this, combined efforts
that exist at a Commonwealth level and which
and vision will be required from all governments,
contribute to Commonwealth education and
other public sector stakeholders, civil society and
training. Ministers approved the Education Section’s
the private sector, including support for policies
Work Plan which focuses on the new role of
that enhance and facilitate building capacity and
advocacy, brokering and acting as a catalyst.
achieving these goals, while avoiding practices
that may impede progress.
17. Having made notable progress with the
Commonwealth Scholarship and Fellowship Plan,
11. Welcoming delegates to Scotland, First Minister the
Ministers gratefully received Malta’s declaration
Rt Hon Jack McConnell MSP, said that Scotland
to become the fourteenth country to agree to fund
has a long tradition of valuing and investing in
a Fellowship under the Plan. Ministers recognised
education. I hope that we can all learn from the
that smaller states need more scholarships and
ideas, expertise and experience from around the
fellowships.
world which is collected here this week.
18. Ministers supported the establishment of the
12. The UK Secretary of State for Education, the
Centre for Commonwealth Education, a partnership
Rt Hon Charles Clarke MP, opened the 15CCEM
between the Commonwealth Institute and
with the statement that education is at the centre
Cambridge University as a significant additional
of the Commonwealth. He launched the Global
asset in meeting the educational challenges
Gateway, an on-line system to promote and enable
facing the Commonwealth. They welcomed the
partnership working to support Commonwealth
announcement of a £1.25m private donation to the
education.
centre for carrying out some of its future activities.
13. Ministers affirmed the unique value of the
19. Ministers complimented the Commonwealth of
Commonwealth recognising that it is ideally placed
Learning (COL) on its work and accomplishments
to share expertise, resources and best practices in
of the past three years. They approved the 2003-06
education as a vital component in attaining the
business plan and pledged financial support.
individual and collective goals and aspirations for
In view of the impending retirement of President
their countries. Noting the significance that Youth
Gajaraj Dhanarajan, they recorded their
Summit delegates placed on meeting together as
appreciation for his significant contribution
members of the Commonwealth, it is important
to the Commonwealth through his many years
to provide opportunities for young people to learn
of dedicated work. They also welcomed the new
about the Commonwealth and its values.
Chair, Mr Lewis Perinbam.
14. Education Ministers discussed the critical issue of
20. Ministers endorsed the proposal, requested at the
cross-country teacher recruitment. This was viewed
14CCEM, for a Virtual University for Small States,
by Ministers as one of the most urgent issues to be
designed to offer opportunities for expanded access
addressed in “closing the gap”. They established
to education, teacher training and upgrading, and
a working group on this issue, to be chaired by the
which may also benefit other regions and states of
Deputy Secretary-General, to develop appropriate
the Commonwealth. Ministers decided that COL
and ethical codes of conduct. The working group is
should take leadership of this capacity-building
to report to all Ministers by the end of April 2004,
initiative, and collaborate with existing resource
and an ad hoc group of Ministers will finalise the
institutions in member countries. In order for this
document by September 2004.
initiative not to be a burden on COL, Ministers
directed COL to work with the Commonwealth
15. Ministers emphasised the importance of ongoing,
Secretariat to identify sources of funding to take
lifelong professional development for all teachers
this concept forward.
including the leadership development of head
teachers.
21. Education Ministers agreed to the attached message
to the Commonwealth Heads of Government
16. Ministers accepted the new structure of the
Meeting (CHOGM), to be held in Abuja, Nigeria
Commonwealth Secretariat. They recognised that
in December 2003 emphasising the importance
it complements the already existing Commonwealth
of mobilising a broad range of Commonwealth
advantages, namely, the broad similarity amongst
resources in meeting educational targets by 2015,
educational systems, the almost universal use of the
as a contribution to social reconstruction in the
English language, and the multiplicity of civil
Commonwealth.
40

Report of the 15th Conference of Commonwealth Education Ministers
22. Ministers were unanimous in voicing their
30. To develop mechanisms to include learners in
appreciation for the outstanding hospitality and
decisions about their education.
warm welcome extended by the UK and the
Scottish hosts.
31. To individually and collectively promote
education by:
23. Ministers warmly welcomed the suggestion that
the next Conference be held in Malaysia, subject
a) Sponsoring an international commonwealth
to confirmation by the Malaysian Government.
education day where the funding raised will be
used to train young people as peer educators in
24. Based on the Conference’s rich dialogue and
HIV/AIDS
exchanges, Ministers agreed to a set of actions
around the six Action Areas. Ministers asked
b) making awards for good practice in the six
the Commonwealth Secretariat and its partner
Action Areas, to be presented at 16CCEM
organisations to monitor and report on the
implementation of the Edinburgh Action Plan.
c) Promoting teaching as a career and encouraging
teacher representation at parallel forums at
The Edinburgh Action Plan
16CCEM
Ministers agreed:
d) Introducing and/or strengthening initiatives
25. To meet with Youth Summit delegates from their
to promote the involvement of parents and
own country to consider the outcomes of 15CCEM.
guardians in education.
26. That every future CCEM will have a Youth
32. Ministers agreed to develop a shared understanding
Summit where Ministers inform delegates on
of the elements which constitute an excellent
progress and consult them on future actions.
education system, recognising that education
As the Youth Summit said, We can’t do it
must be of high quality if it is to make a positive
ourselves, but you can’t do it without us.
difference to the lives of young people and their
communities.
27. That a Working Group be established to consider
cross-country teacher recruitment, chaired by
33. That the more developed countries should be
the Deputy Secretary-General, to report back to
requested to facilitate greater opportunities
Ministers in April 2004; and that an ad hoc group
for higher education and skills training for
of interested Ministers would then meet not later
Commonwealth citizens, in a spirit of co-operation
than September 2004 to agree action.
and sharing.
28. Recognising that many countries regard education
34. To ask the Commonwealth Secretariat to take
as a public good and that there is widespread
stock of best practices in eliminating gender
concern that the inclusion of education under
disparity.
the WTO and GATS as a service could lead to
its commodification, Ministers agreed that
35. To share best practice and expertise in supporting
Commonwealth Heads of Government should
children in difficult circumstances.
affirm the paramount importance of safeguarding
the values, standards and quality of education.
36. To include compulsory age-appropriate HIV/AIDS
education in the curriculum of every education
29. That the Commonwealth as a whole, and most
system within the Commonwealth, including
particularly the wealthier countries within it, use
teacher education.
their influence within the G8 and elsewhere to
ensure that the Dakar commitments are adhered
Commonwealth Secretariat
to by the international community, in particular
Edinburgh, Scotland
within the framework of the fast track initiative.
30 October 2003
41

CLOSINGTHE GAP
ANNEX A
Ministers took a particular note of the six Action
Areas for specific focus leading to 16CCEM and they
vowed to work in harmony with broad range of
Summary of the key points raised in the discussion on
commonwealth resource capacity to address these areas:
the theme of the conference and the six action areas.
Access
Universal primary education
1. Ministers recognised that too many children in the
8. Ministers stressed that poverty is the biggest barrier
Commonwealth are still denied access to education.
to the provision of universal primary education.
The barriers to access were identified as culture;
Poverty can only effectively be addressed if
lack of finance, proper infrastructure and teachers.
governments face the requirement to modify the
In order to address the problems, Ministers
existing international trade and finance regimes
recommended development of partnerships between
to create a more level playing field.
governments, civil society, donor organisations
9. Ministers reaffirmed the priority to be given to
and the international lending agencies. In order to
UPE but insisted it be set in the context of the
increase access at tertiary level the more developed
Dakar consensus on Education for All (EFA) that
countries needed to offer university places to
stressed the importance of basic education. They
Commonwealth students at concessionary rates.
emphasized that the issue must not be restricted
to the concept of access, but more importantly to
Inclusion
completion. Moreover, quality education is essential
2. Ministers fully recognised that inclusion is a
if learners are to have a realistic expectation of
critical issue in education; that is inclusion of each
a productive future.
individual in the educational process. Accordingly,
barriers to participation should be identified and
10. Continuous professional development (CPD) for
removed and provision made for each individual
teachers, along with the training of new teachers
to obtain high quality relevant education. There
is essential for both the provision and the quality
should be equality of opportunity irrespective of
of education. Given the massive requirements,
gender, religious belief, ethnicity, socio-economic
open and distance learning should be seen as a key
status, colour or disability. Every student should
means to address these requirements. In addition,
have access to good quality education at least to
ODL may be a means to address the particular
the end of primary school.
needs of marginalised and mobile minorities,
including Nomads.
3. Ministers identified the development of the
necessary policies, strategies and legislation as
11. One of the main groups not participating in
critical and urged governments which have not
primary education is girls, so increasing their
yet taken the necessary actions to do so urgently.
attendance is essential. Security and the need
for separate facilities were considered critical for
Achievement
girls to access school-based education. Community
4. Ministers felt that a key action in addressing
and family support could play key roles.
achievement was the development of a clear
definition of achievement. They felt that since
12. In addition, if there is to be universal access,
achievement was likely to mean different things to
those with special needs must be included.
different members, each country should articulate
its own definition and then identify clear standards
Eliminating gender disparity
for measurement. Ministers also strongly suggested
13. Ministers were keen to achieve the UN millennium
that measures of achievement must be based on
target date of 2005 to eliminate gender disparity
the full value added as a result of education and
in primary and secondary education. Ministers
not simply on academic outcomes.
recognised the importance of women having access
to tertiary education so that they can become role
5. They were also of the view that whereas there
models for younger girls and women. They also
were many variables which impinged on
noted the continued need to encourage girls into
achievement, school leadership, teacher quality
non-traditional areas of study such as mathematics
and parental involvement were critical variables
and science, and women into leadership levels of
for which training must be provided.
education. Moreover, they appreciated the benefits
6. Ministers also noted that whereas the scourge
to family welfare from better educated mothers.
of HIV/AIDS has been noted and was being
14. While girls’ access and completion remain a
addressed, other impediments to achievement like
challenge, boys’ under-achievement is a growing
illegal drugs needed to receive similar attention.
concern. A close review of policies, cultural practices,
7. Ministers noted the importance of developing
and curricula in Commonwealth countries would
instruments for measurement and the development
assist in addressing all gender-related issues.
of standards.
42

Report of the 15th Conference of Commonwealth Education Ministers
15. Ministers agreed it was important to share best
There are benefits to be derived by strengthening
practice both in terms of policy and its subsequent
Commonwealth networks and by adjusting
translation into action. They felt a stock-taking of
intellectual property rights protocols so that they
progress to date of evidence based best practices,
recognise education and education products as
available at country level, would be a useful starting
social goods, perhaps by developing Commonwealth
point for the Commonwealth Secretariat to
conventions designed to reduce the costs of moving
undertake. A more formal information sharing
knowledge products amongst Commonwealth
should be explored with other Commonwealth
jurisdictions.
agencies such as COL for broader outreach.
23. Ministers recognized the importance of addressing
16. Greater emphasis needs to be placed on gender
the risk that the use of technology to deliver
mainstreaming in education policy and related
education across borders could lead to the treatment
national development plans including poverty
of education as a commercial commodity subject to
reduction strategies as critical to the required
GATS rather than as the public good that it is.
resource allocation in reducing gender disparities.
Education in difficult circumstances
Improving quality in education
24. Many countries in the Commonwealth have to
17. Ministers stressed the importance of improving
provide education to millions of children living in
education outcomes for all learners. This will
very difficult circumstances: poverty, unemployment,
be achieved using a variety of mechanisms to
homelessness, war, famine, and of course, HIV/AIDS.
enhance quality, including the strengthening of
The Commonwealth countries have ratified
Commonwealth qualifications, accreditation
international treaties to address these issues: the
frameworks and quality assurance mechanisms.
Universal Declaration of Human Rights, the ILO
Convention, the Dakar Framework for Action and
18. Ministers agreed on the importance of increasing
the Convention on the Rights of the Child. The
teacher quality. They identified the issues of
challenge now is for all Commonwealth countries
teacher selection, training, retention and ongoing
to put these commitments into action.
professional development as vital to the
improvement of education outcomes. They look
25. There are many examples in the Commonwealth
to the Commonwealth Centre for Education in
of actions that make a difference and which should
Cambridge to play a key role in this respect.
be shared. To do so, it was recommended that
a knowledge sharing system of best practices be
19. Ministers also pointed to the need to ensure that
set up, to share expertise, including databases to
quality leadership exists at the school, regional and
know where all children are and avoid ‘invisible’
national levels. They stressed the importance of
children; the development of national indicators
the professional development of head teachers and
on improving participation by children in difficult
senior education officials. Moreover, they agreed
circumstances; and the setting of targets and
on the urgency of improving the status of teachers
reporting on them.
so that they are in the position to “recapture the
glory of teaching”.
Effects of HIV/AIDS in education
20. Ministers further committed themselves to ensuring
26. Ministers addressed multi-sectoral issues related
the availability of quality resources, appropriate to
to the spread of HIV infection and the impact of
the needs of students and reflective of the local
AIDS. They noted the urgency of accelerating
environment.
educational responses, particularly the need to
improve curricula and materials and the value of
21. Lifelong learning should play a vital role in the
involving young people in this process. Teaching
provision of quality education, as should access
and learning must share information and promote
to higher and vocational education.
understanding, but also focus on the necessary
changes in social and sexual behaviour.
Distance education
22.
Ministers noted the importance of addressing
27. Ministers agreed to take urgent action in the
policy issues and designing strategies that position
area of HIV/AIDS education. They noted the
open and distance learning (ODL) to be a key
importance of anticipating and preparing for the
instrument for enhancing access and inclusion.
impact of AIDS on future numbers of orphans
There is a need to invest in the development of
and students in the education system and on
the skills and infrastructures required for the
the supply and demand of teachers. They also
delivery of quality ODL. Ministers understand
requested international assistance to curtail the
the value of sharing Commonwealth best practice,
spread of the pandemic. EFA would not be
policy and plans, and noted that the role that
achieved without tackling HIV/AIDS.
ODL can play in delivering education and training
to geographically separated populations and to
those requiring flexible learning options.
43

CLOSINGTHE GAP
APPENDIX 1
Delegates
Australia
Pg Hajah Hairani PML PG MUDA KAHAR – Acting Director General
Hon Dr. Brendan NELSON – Minister for Education, Science
Hajah Kasmah HAJI SIPUT – Director of Islamic Studies
and Training
Haji Mohd Daud HAJI MAHMUD – Acting Director of Technical
Dr Jeff HARMER – Secretary, Department of Education
Education
Science and Training
Haji Abdul Salam POKPS DP HJ HASHIM – Acting Director
Ms Catherine MURPHY – Chief of Staff
of Planning, Development & Research
Mr Matthew JAMES – Counsellor
Abdullah/Dollah Haji AHAD – Education Officer
Bangladesh
Cameroon
HE Mohammed Hasib AZIZ – Deputy High Commissioner
Hon Emmanuel Bantar NGAFEESON – Secretary of State –
to the UK
National Education
Dr TASIRUDDIN – Hon Consul of Bangladesh, Edinburgh
Richard WILLAYI – Technical Advisor – National Education
The Bahamas
Dorothy FORBIN – National Inspector of Pedagogy – National
Hon Alfred SEARS – Attorney General & Minister of Education
Education
Dr Leon HIGGS – President, College of the Bahamas
Canada
Mr Cecil THOMPSON – Deputy Director, Department of Education
Hon Jake OOTES – Minister for Education, Culture, &
Employment, Northwest Territories
Barbados
Hon Ron LEMIEUX – Minister of Education & Youth, Manitoba
Hon Reginald FARLEY – Minister
Ms Maria DAVID-EVANS – Deputy Minister of Alberta Learning
Idamay DENNY – Deputy Chief Education Officer
Ms Pat ROWANTREE – Deputy Minister of Education & Youth,
Belize
Manitoba
Hon Francis FONSECA – Minister
Dr Paul CAPPON – Director General, Council of Ministers of
Mr Alan GENITTY – Deputy Chief Education Officer
Education
Maud HYDE – Chief Education Officer
Dr Loretta FOLEY – Deputy Minister of Education, Culture &
Employment, NWT
Botswana
Mrs Sheila MOLLOY – International Desk Office, CMEC
Hon Kgeledi George KGOROBA – Minister for Education
Mr Gerald BROWN – President, Association of Canadian
Philemon Themba RAMATSUI – Permanent Secretary
Community Colleges
Mogotsa KEWAGAMANG – Director, Vocational Education
Ms Terry PRICE – President, Canadian Teachers Federation
& Training
Dr Julius BUSKI – Secretary-General, Canadian Teachers
Kgomotso MOTLOTLE – Secretary-General, Botswana National
Federation
Commision for UNESCO
Mr Richard MARTIN – Head, International Academic Policy, DFAIT
Oemetse NKOANE – HIV/AIDS co-ordinator, Ministry of Education
Ms Nancy HECTOR – Program Manager, International
Bojosi OTLHOSILE – Vice Chancellor, University of Botswana
Academic Relations, DFAIT
Patrick MOLUTSI – Executive Secretary, Tertiary Education Council
Evelyn LEE – Senior Program Manager, UN & Commonwealth
Division, CIDA
Burton S. MGUNI – Deputy Vice Chancellor, University of Botswana
Archibald MAKGOTHI – Chief Education Officer, Planning
Cyprus
Statistics & Research
Hon Pefkios GEORGIADES – Minister of Education and Culture
R.J. MOTSWAKAE – Director, Secondary Education
Mr Vassilis PROTOPAPAS – Coordinator/Counsellor, Ministers
Daniel TAU – Director, Botswana College of Distance and
Office
Open Learning
Mr Kyriakos PILLAS – Cultural Affairs Counsellor
Brunei Darussalam
Mr Stefanos GEORGIADES – Counsellor
Hon Pehin Dato Hj Abd Aziz UMAR – Minister of Education
Mrs Alexia GEORGIADOU – Counsellor
Sheikh Adnan SHEIKH MOHAMAD – Permanent Secretary
44

Report of the 15th Conference of Commonwealth Education Ministers
Dominica
Ms Purity Rita MUTHONI – Student
Hon Roosevelt SKERRIT – Minister for Education, Sports &
Master Wilson MUCHURIKU
Youth Affairs
Mr Gathoga W CHEGE – PA to the Minister
Fiji islands
Hon Ro Teimumu KEPA – Minister for Education
Kiribati
Hon Teima ONORIO – Minister of Education, Youth & Sports
Betty KALOU – Senior Education Officer
Mr Taakei TAOABA – Permanent Secretary for Education,
HE Emitai Lausiki BOLADUADUA – High Commissioner to the UK
Youth & Sports
The Gambia
Ms Teboranga TIOTI – Senior Assistant Secretary
Hon Ann Therese NDONG-JATTA – Secretary of State for
Education
Lesotho
Hon Archibald LEHOHLA
Dr Pap SEY – Director – Basic Education
Deputy Prime Minister & Minister of Education
Mr Musa SOWE – Head of School of Education, Gambia College
Ms Ntsebe I KOKOME – Principal Secretary
Mrs Ann ROBERTS – Consultant for Applied Scholastic for
Africa Region
Mr Paramente PHAMOTSE – Chief Education Officer
Mr Yahya Al-Mahtarr JOBE – Programme Officer – NATCOM
Mr Calvin MASENYETSE – Counsellor, Lesotho High Commission
Tamsir JALLOW – Student
Malawi
Calment MENDY – Student
Hon Dr A.G. Nga MTAFU – Minister of Education
Zangazanga D. CHIKHOSI – Principal Secretary
Ghana
Hon Kwadwo BAAH-WIREDU – Minister for Education
Dr J KUTHEMBA-MWALE – Director – Education Planning
Henry Daniel CLERK – Director
Stanley V. CHAMDIMBA – Director of Secondary Education
Epifany THOMO – Deputy Director – Teacher Education
Guyana
HE Leleshwar SINGH – High Commissioner to the UK
J MKANDAWIRE – Education Methods Advisor
India
Malaysia
Hon Dr Murli Manohar JOSHI – Minister of Human Resource
Dato’ Hj Ambrin BUANG – Secretary-General, Ministry of
Development
Education
Shri Alok TANDON – Private Secretary to the Minister
Mr Kenneth J LUIS – Principal Assistant Secretary, International
Relations Division
Shri S.C. TRIPATHI – Permanent Secretary, Department of
Elementary Education & Literacy
Dr Kam Foong CHOONG – Head, Department of ELT Management
Shri S.P. GAUR – Joint Secretary Department of Secondary &
Ms Sahara AHMAD – Assistant Director, Education Planning
Higher Education
& Policy Research
Prof P. Ramachandran RAO – Vice Chancellor, Banaras Hindu
Ms Siti Ramah AHMAD – Education Attache, Malaysian
University
Students Department, London
Shri V. N. Rajasekharan PILLAI – Vice Chairman, University
Maldives
Grants Association
Dr Mahamood SHOUGEE – Deputy Minister of Education
Jamaica
Ms Amaal ALI – Principal
Hon Maxine HENRY WILSON – Minister of Education
Mrs Adelle BROWN – Deputy Chief Education Officer
Malta
Ms Nora MACELLI – Advisor to the Minister of Education
Mr Wesley BARRETT – Chief Education Officer
Mrs Sharon WOLFE – Consultant
Mauritius
Hon Louis Steven OBEEGADOO – Minister of Education and
Kenya
Scientific Research
Hon Prof George SAITOTI – Minister for Education, Science
Raj Sunkur LUTCHMEAH – Executive Director, Tertiary
and Technology
Education Commission
Mr Gabriel LENGOIBONI – SDDE – Ministry for Education,
Hiranand Boolchand Alimchand DANSINGHANI – Director,
Science and Technology
Ministry of Education and Scientific Research
Mr Galma BORU – First Counsellor, Kenya High Commission
Mrs Leah ROTICH – Education Attaché
Mozambique
Hon Mrs Telmina PEREIRA – Vice Minister of Education
Mr Ibrahim M HUSSEIN – Chairman, TSC
Mr Virgilio Zacarias JUVANE – Director of Planning
Mr Joel NGATARI – Commissioner, TSC
Mrs Suzana MONTEIRO – Curricular Planner
Mrs Charity GICHURU – Commissioner TSC
Mr Constancio Azarias XERINDA – Primary Education Officer
Mr Andiwo OBONDOH – Elimu Yetu Coalition Coordinator
HE Antonio GUMENDE – High Commissioner to the UK
Ms Emily K ECHESSA – CEF, Kenya
45

CLOSINGTHE GAP
Namibia
Seychelles
Hon Nahas ANGULA – Minister
Hon Danny Rollen FAURE – Minister for Education
Mr Alfred ILUKENA – Director, Namibia Institute for
Macsuzy Helena MONDON – Principal Secretary
Educational Development
Ms Frances MENSAH – Director, Namibia College of Open Learning
Sierra Leone
Hon Dr Alpha Tejan WURIE – Minister of Education, Science, &
HE Monica NASHANDI – High Commissioner to the UK
Technology
Prof Ernest H. WRIGHT – Vice Chancellor, University of
New Zealand
Sierra Leone
Hon Trevor MALLARD – Minister for Education
John SUMAILAH – Deputy Permanent Secretary
Mr Christopher HIPKINS – Advisor, Office of the Minister for
Education
Davidson KUYATEH – Secretary General, Sierra Leone
Teachers Union
Howard FANCY – CEO, Ministry of Education
Mr Bruce AIDIN
South Africa
Lynne BRUCE
Hon Prof Kadar ASMAL – Minister of Education
Mr Phil SMITH
Mr Thami D MSELEKU – Director-General of Education
Mr Anthony DAVIES – Manager Policy/Strategy
Mr Duncan HINDLE – Deputy Director-General: General
Education
Nigeria
Mr Ghaleeb JEPPIE – Acting Chief Director: International
Hon Prof Fabian Ngozichukwu Chinedum OSUJI – Minister
Relations
of Education
Ms Gugu NYANDA – Director: Human Resources Planning
Dr Usman Bokani AHMED – Director, Primary & Secondary
Ms Bronwen LEVY – Executive Assistant to the Minister
Education
Dr Jav BHALI – Deputy Director – International Relations
Dr Peter Shehu ABDU – Director, Higher Education
Mr Kehtsi LEHOKO
Mrs M. O. A. OLORUNFUNMI – Deputy Director, International
Education Division
Sri Lanka
Mr Festus Ndubisi NDEFO – Assistant Director, BACAA
Hon Karunasena KODI THUWAKKU – Minister of Human
Mr U Y ISMAILA
Resource Devlp., Education, & Cultural Affairs
Prof JEGEDE – National Open University of Nigeria
Lakshman Lloyd RATNAYAKE – Vice Chairman, University
Grants Commission
Dr M MOHAMMED
Indrani KARIYAWASAM – Secretary
Prof OBIOMA – Special Assistant to Minister of Education
Prof Peter OKEBUKOLA – Executive Secretary, National
Swaziland
Universities Commission
Mr Jabulani G. KUNENE – Principal Secretary
Dr A UMAR
Sibusiso MKHONTA – Director – Education
Mr Ayo OKE – Minister, Nigeria High Commission
Israel SIMELANE – Chief Inspector, Primary Education
Mr O IBIDAPO – Minister Counsellor, Nigeria High Commission
Tonga
Papua New Guinea
Hon Paula S. BLOOMFIELD – Interim Minister of Education
Hon Micheal LAIMO – Minister for Education
Trinidad and Tobago
HE Jean L KEKEDO – High Commissioner to the UK
Hon Hazel MANNING – Minister of Education
Wari PALA – Assistant Secretary, Department of Education
Angella JACK – Permanent Secretary
Paula DANIEL – Chief Education Officer
St Kitts
HE James E. WILLIAMS – High Commissioner to the UK
Victoria FARLEY
Hon Dr Timothy S HARRIS
Tuvalu
Mr Osmond PETTY
Hon Dr. Alesama Kleis SELUKA – Minister of Education and Sport
Mr Steve PARNIU – Permanent Secretary for Education & Sports
St Lucia
Hon Mario F. MICHEL – Minister
Uganda
Dr Didacus JULES – Permanent Secretary
Hon Dr Khiddu Edward MAKUBUYA – Minister of Education &
Sports
St Vincent & The Grenadines
Dr Richard RWAGALA AKANKWASA – Director of Education
Hon Michael BROWNE – Minister of Education, Youth & Sports
Mr Aggrey David KIBENGE – Senior Assistant Secretary and PRO
Samoa
Mr Francis Xavier LUBANGA – Permanent Secretary, Ministry of
Hon Fiame Naomi MATA’AFA – Minister of Education
Education and Sports
Perive LENE – Chief Executive Officer, Samoa Polytechnic
46

Report of the 15th Conference of Commonwealth Education Ministers
United Kingdom
Montserrat
Rt Hon Charles CLARKE – Secretary of State for Education
Hon Eugene SKERRITT – Minister of Education
and Skills
Idabelle MEADE – Permanent Secretary – Education
Rt Hon Jack McConnell – First Minister of Scotland
Mr Peter PEACOCK – Minister for Education and Young
St Helena Island
People, Scotland
Mr. William DRABBLE – Member of Executive Council
Ms Jane DAVIDSON – Minister for Education and Lifelong
Turks & Caicos Island
Learning, National Assembly for Wales
Hon Lillian ROBINSON-BEEN – Minister of Education, Youth,
Mr David MILIBAND – Minister of State for School Standards
Sports & Culture
Mr Ivan LEWIS – Minister for Vocational Skills
Mrs Clara GARDINER – Permanent Secretary of Education
Jenny LOOSLEY – Private Secretary to Charles Clarke
United Republic of Tanzania
Derek FEELEY – Private Secretary to First Minister
Hon Joseph J. MUNGAI – Minister for Education and Culture
David STEWART – Private Secretary to the Minister for
Hon Haroun A SULEIMAN – Minister for Education, Sports &
Education and Young People
Culture, Zanzibar
Craig STEPHENSON – Private Secretary to Jane Davidson
HE Hassan Omar Gumbo KIBELLOH – High Commissioner to
Jo Bewley – Private Secretary to Ivan Lewis
the UK
David NORMINGTON – Permanent Secretary DfES
Ricky A. MPAMA – Chief Education Officer
Asif AHMED – Head, Commonwealth Coordination Unit, FCO
Idriss A’WAILIL YAHYA – Director, Zanzibar
Tony HUMPHRIES – Deputy Head, Commonwealth
Rosalia P. MSOFFE – Acting Chief Inspector of Schools
Coordination Unit, FCO
Mary A MUNGAU – Curriculum Developer, Tanzanian Institute
Mike Ewart – Secretary, Scottish Executive Education Department
of Education
Colin MACLEAN – Scottish Executive Education Department
Muhwela M.A. KALINGA – Private Secretary to the Minister
Elizabeth WILLIAMSON – Scottish Executive Education
Zambia
Department
Hon Andrew MULENGA – Minister
John ASLEN – DfES
HE Mr Anderson K. CHIBWA – High Commissioner to the UK
Clive TUCKER – DfES
Mr Alfred SIKAZWE – Director – Standards & Curriculum
Richard URMSTON – DfES
Katherine Quigley – DfES
Commonwealth Secretariat
Rt. Hon. Don MCKINNON – Secretary-General
Des BERMINGHAM – DfID
Mr Winston COX – Deputy Secretary General
David LEVESQUE – DfID
Ms Janet DAVIES – OSG Staff
Don TAYLOR – DfID
Mr Emmanuel KATTAN – OSG Staff
Alan LANSDOWN – National Assembly for Wales, Education
and Training
Ms Nancy SPENCE – Conference Secretary
Margaret-Anne BARNETT
Dr Henry KALUBA – Deputy Conference Secretary
Anne DIACK
Mr James ROBERTSON – Conference Spokesperson
Mr Adam COOLE – Conference Officer
British overseas territories
Mr Alan MCLEOD – Documents Officer
Bermuda
Record Editors – Dr Ved GOEL – Dr Roli DEGAZON-JOHNSON
Hon. Paula A. COX* – Attorney-General and Minister of Justice
Dr Gari DONN – Dr Amina OSMAN
and Education
Team Secretaries – Ms Bobbie DOHUNSO-TETTEY –
Ms. Michelle B. KHALDUN – Permanent Secretary
Ms Pindra KAUR
Advisors – Ms Alexandra JONES – Dr Peter FROST
British Virgin Islands
Josephine E. CALLWOOD – Permanent Secretary
Mr Rupert JONES-PARRY – Publications Manager
Angel SMITH – Chief Education Officer
Domini BINGHAM – Marketing Executive
Ms Sharon ROBINSON – Civil society Liaison Officer
Cayman Islands
Mr Ignatius TAKAWIRA – Youth Affairs Special Advisor and Head
Mr. Roy BODDEN – Minister
Ms. Joy BASDEO – Permanent Secretary
Mr. Sam BASDEO – President, Community College
47

CLOSINGTHE GAP
APPENDIX 2
Observers
ABCollectables
Commonwealth Institute/Centre for Commonwelth
Natalie TENIOLA
Education
Miss Judith HANRATTY
Association of Colleges
Ms Josephine CLOUGH – International Director
Mr Robert ALSTON
Prof Donald MCINTYRE
Association of Commonwealth Examination &
Miss Barbara CORBETT
Accreditation Bodies
Miss Elizabeth NORRIS – President
Commonwealth Foundation
Mr Colin ROBINSON – Information Officer
Mr Colin BALL – Director
Association for the Development of
Commonwealth Local Government Forum
Education in Africa
Mr Carl WRIGHT – Director
Dr Hamidou BOUKARY – Senior Programme Manager
Mr Graham LANE – Councillor
Bernard van Leer Foundation
Commonwealth of Learning
Peter LAUGHARN
Mr Lewis PERINBAM – Chairman, Commonwealth of Learning
British Council
Dr Gajaraj DHANARAJAN – President and Chief Executive Officer
David GREEN – Director-General
Mr Brian LONG – Vice-President
Rod PRYDE – Assistant Director-General
Ms Helena FEHR – Governance and Programme Officer
Mary STIASNY – Director, Education and Training Group
Ms Doris McEACHERN – Manager, Finance and Administration
Caribbean Community Secretariat (CARICOM)
Hon Senator Burchell WHITEMAN – Member COL Board
Ms Myrna BERNARD – Programme Manager, Human Resource
of Governors
Development
Ms Shona BUTTERFIELD – Member COL Board of Governors
CASTME
Dr Tara de MEL – Member COL Board of Governors
Mr Dennis CHISMAN – Treasurer & Vice-President
H E Ambassador Michael OMOLEWA – Member COL Board
of Governors
Ms Lynne SYMONDS – Liaison Officer
Dr Usha REDDI – Director CEMCA
Commonwealth Business Council
Mr Dave WILSON – Communications Manager
Dr Ravi NAGARAJAN – Advisor
Dr Glen FARRELL – Consultant Commonwealth of Learning
Leena CHATTERJEE – Programme Manager, CBC Academy
Mr David WALKER – Education Specialist Educational
Commonwealth Consortium for Education
Technology
Mr Colin N. POWER – Chair
Dr Asha KANWAR – Education Specialist Higher Education
Mr Peter R.C. WILLIAMS – Hon. Secretary
Ms Helen LENTELL – Education Specialist Training and
Materials Development
Commonwealth Countries League, UK
Mavis LONGHORN – Chairman of Trustees Education Fund
Mr Vis NAIDOO – Education Specialist Educational Technology
Sheila KENHARD – Administrative Secretary
Mr Paul WEST – Education Specialist Knowledge Management
Commonwealth Scholarship Commission (UK)
Prof Trudy HARPHAM – Chair
Dr John KIRKLAND – General-Secretary
48

Report of the 15th Conference of Commonwealth Education Ministers
Council for Education in the Commonwealth (CEC)
New Zealand Qualifications Authority
Mark N. F. ROBINSON – Executive Chair
Mr Michael LERRY – Manager
Martin KENYON – Parliamentary Liaison Officer
Anthony Ross DAVIES – Manager, Policy/Strategy
Education International/All Africa Teachers’
Royal Commonwealth Society
Organisation
Mr Stuart MOLE – Director General
Thomas A. BEDIAKO – Chief Coordinator
B. Aimé SANGARA – Head of Public Affairs
Mr Steve SINNOTT – Chair, Commonwealth Teachers’ Group
University of the Western Cape, South Africa
Japan International Cooperation Agency
Prof George SUBOTZKY – Director, Education Policy Unit
Mr Aiichiro YAMAMOTO – Resident Representative in the UK
Ms Colleen HOWELL – Education Policy Unit
Mr Hideo EGUCHI – League for the Exchange of
Commonwealth Teachers
World Bank
Ms Ruth Kagia, Director Education
League for the Exchange of Commonwealth Teachers
Anna TOMLINSON – Director
Gillian TALLACH – Programme Officer
Ms Lesley AUGER – National Union of Teachers, UK
49

CLOSINGTHE GAP
APPENDIX 3
Provisional Ministerial Agenda
Date
Time
Comments
Saturday
Ministers who wish to arrive in the UK before
The Scottish Executive is prepared to act
25th Oct
the 15CCEM begins may participate in focused
as intermediary in organising these visits.
visits to educational establishments in the UK.
Please contact the SE for further details.
Sunday
Arrival of Ministers.
26th Oct
18:00 to
Reception: hosted by University of Edinburgh/
Ministers who wish to, are invited to
20:00
Commonwealth Scholarships/CEC.
attend this event.
Monday
09:00 to
Possible Ministerial visits to educational
Ministers are asked to indicate in
27th Oct
13:00
institutions in Central Scotland.
correspondence prior to the conference
that they wish to participate in visits.
Ministers are invited to join the Parallel Symposium
(PS) for sessions during this day.
Ministers are encouraged to visit the Showcase of
Best Practice in the Cromdale Hall in the Edinburgh
International Conference Centre (EICC).
10:00 to
Senior Officials meeting
The full Programme for this Meeting
13:00
Election of chair and adoption of agenda
will be issued separately.
Governance issues
Additional Business meetings with:
– ComSec
– CoL
– CSFP
– CCE
– CEF
12:00 to
Lunch for Ministers and PS Delegates will be
The Showcase of Best Practice will be
14:00
available from 12:00
running in the Cromdale Hall and the
Ministers and PS delegates are invited
to visit it informally during lunch.
14:00 to
Senior Officials meeting – continued
16:00
14:00 to
Briefing to Ministers from representatives of the
15:00
Centre for Commonwealth Education.
15:00 to
Briefing to Ministers from representatives of CEF.
16:00
17:00 to
Receptions by countries/organisations.
• Ministers and/or officials may choose to
18:00
do this for their own country delegations.
• Countries wishing to host a reception are
requested to notify the Commonwealth
Secretariat to secure accommodation.
• Sponsors will be invited to host
Receptions.
18:30
Official photograph of Commonwealth
Joint event with PS/YS/SBP
Education Ministers
50

Report of the 15th Conference of Commonwealth Education Ministers
Date
Time
Comments
Monday
19:00 to
Opening eremony and stageshow Pentland
27th Oct
20:00
The opening ceremony will be introduced and the
Ministers and delegates welcomed by the First
Minister. The Secretary General of the
Commonwealth with offer a short speech of
welcome and there will be a short welcome to
Edinburgh from the Lord Provost.
There will also be a short message from a young
ambassador from the CCYM in Botswana, a
representative of the Parallel Symposium and
another from the Youth Summit All presentations
will be interspersed within the stage show.
The UK Secretary of State for Education will close
the ceremony.
20:15 to
Buffet Reception – Strathblane
Ministers/PS/YS
22:00
Tuesday
08:00 to
Breakfast briefing by the Centre for
28th Oct
09:00
Commonwealth Education to Select Committee
of Ministers.
09:00 to
Session One (1): Pentland
• Delegates of all 3 events will participate in
10:30
this session in the main auditorium.
Joint Opening Session with the Parallel
Symposium and the Youth Summit delegates.
• All speakers will be briefed in advance to
keep their contribution to the Theme and
• Welcome and introduction of the Keynote
with a view to focusing thoughts and
Speaker – Professor Amartya Sen.
discussions on the importance of education
• Keynote Speaker address; Prof. Sen will offer his
to a new and vibrant Commonwealth.
views on the Themes of the Conference and host
a 15 minute Question and Answer session.
• A representative of the Parallel Symposium will
give a short description of how their discussions
have progressed.
• A representative of the Youth Summit will also
give a short description of their work to date.
• External facilitator to lead on general feedback
and comments from the informal discussions.
• A Commonwealth Education Minister will be
asked to close the session.
10:30 to
Break
YS delegates return to Murrayfield
11:00
11:00 to
Session Two (2): Lomond Suite
Ministers in Plenary
12:30
2.1: Election of Chair, approval of Agenda,
Timetable and procedures, Report from SOM.
2.2: Access, Inclusion and Achievement: Closing
the Gap (Plenary focused discussion).
The purpose of this session is to highlight the key
issues and open the debate.
Three Ministers will be invited to speak for 5
minutes each on the following areas:
– Response to the Key Note speaker and plenary
debate in the First Session.
– Linking the three themes of Access, Inclusion
and Achievement together.
– Drawing out the 4 Cross Cutting Issues.
The remainder of the session to be plenary discussion.
51

CLOSINGTHE GAP
Date
Time
Comments
Tuesday
12:30 to
Buffet Lunch
Ministers and PS Delegates may choose to
28th Oct
14:00
have their lunch in the Cromdale suite
where the Showcase of best practice will be
taking place.
14:00 to
Session (3): Lomond Suite
15:30
Presentations and launch of specific initiatives
by Commonwealth Ministers and specific
Commonwealth organisations:
Launch of Global Gateway by UK and other
possible pan-Commonwealth initiatives to be
proposed by other countries
Presentation of Initiatives by the Commonwealth
Secretariat, the Commonwealth Scholarships and
Fellowships Plan, the Commonwealth of Learning
and the CCE.
15:30 to
Break
16:00
16:00 to
Session Four (4): Lomond Suite
17:30
Ministerial Committees: Deepening the themes of
Access, Inclusion and Achievement.
The purpose of this session is to:
• Sharpen and highlight the different perspectives
on each of the topics.
• Identify and Articulate the priorities for the
Commonwealth in these areas.
Two Ministers will be invited to begin the
discussions in each of the areas. The Ministers will
be identified once the expressions of interest have
been received.
A) Access
B) Inclusion
C) Achievement
The detailed planning of this session will be done
once the responses from Ministers registering their
interests have been received.
19:30 to
15CCEM dinner hosted by First Minister for all
22:30
Ministers at the Museum of Scotland.
20:00 to
Ceilidh (Scottish Country Dance) for other
23:30
delegates hosted by NUT and EIS at the Hub, near
Edinburgh Castle. A simple finger buffet and soft
drinks will be available.
20:00 to
An alternative evening event may be arranged for
23:30
those not wanting to attend the Ceilidh – free
time, etc.
52

Report of the 15th Conference of Commonwealth Education Ministers
Date
Time
Comments
Wednesday
08:00 to
Breakfast meeting with CEF and the 17 countries For the countries involved in CEF to learn
29th Oct
09:00
involved in the Commonwealth Education Fund.
more about the Fund and how they can
benefit from it.
09:00 to
Session Five (5): Plenary session
CoL presentation.
09:30
Virtual University for Small States.
This is to prompt thinking from both
Ministers and PS delegates as to the issues
09:30 to
Session Six (6): Joint session of Ministers and
that are of importance to each; to help them
11:00
Parallel Symposium Delegates
realise the expertise and knowledge that is
Roundtables with PS delegates focusing on the 6
already available across the Commonwealth
Action Areas:
and to add value to the plans for future work
on the Action Areas.
– Universal Primary Education
– Gender disparities in education
– Improving quality in education
– Using distance learning to overcome barriers
– Supporting education in difficult circumstances
– Mitigating the impact of HIV/AIDS on
education systems
11:00 to
Break
11:30
11:30 to
Session Seven (7): Lomond Suite
12:30
Commonwealth Teacher and Learners Issues.
Plenary: Presentations and discussions.
12:30 to
Sit down lunch and discussions with the
• Ministers will share tables for lunch with
15:00
Youth Summit at Murrayfield.
young people.
• The discussion on each table will focus on
different aspects of the theme.
• Young people will be coached in advance
on approaches to Ministers.
• The layout is likely to be 2 Ministers and
10 Young People per table.
15:00 to
Session Eight (8): Lomond Suite
16:30
Report back from the Break out sessions on Access,
Inclusion and Achievement the previous day, the
sessions with the Parallel Symposium and lunch
with the Youth Summit.
This will be led by rapporteurs who will give a
short presentation on each session and facilitate
discussion on the important points that have arisen
and help to clarify how they will feed into the
future work on the Action Areas
16:30 to
Break
17:00
17:00 to
Session Nine (9):
18:15
PS and YS reporting back to Ministers facilitated
by external professional.
– 17:00-17:30 feedback from the PS
– 17:30-18:00 feedback from the YS
– 18:00-18.15 formal thanks from the Ministers to the
PS and YS for their work and the recommendations
and suggestions they have offered
18:15 to
Small group of Senior Officials to consult about the
18:45
outcomes for the Communiqué, Message from
Edinburgh to CHOGM from the day’s proceedings
and the priorities/actions to be agreed on.
19:30 to
Reception by the Secretary General
By invitation only
22:00
53

CLOSINGTHE GAP
Date
Time
Comments
Thursday
08:00 to
Breakfast meeting hosted by CISCO
30th Oct
09:00
09:00 to
Session Ten (10): Lomond Suite
Drafts from the Senior Officials Meeting
10:30
presented to Plenary for discussion and
Plenary discussion on the:
confirmation.
(i) Edinburgh Communiqué and Action Plan
(ii) Message to CHOGM and
(iii) The press release
10:30 to
Break
11:00
11:00 to
Session Eleven (11): presentations on their future
12:30
work plans by the Commonwealth of Learning, the
CSFP, the Commonwealth Secretariat Education
Work Programme and the CCE.
Followed by a short composite powerpoint
presentation outlining the capacity available in
some other Commonwealth organisations
This will give Ministers a clearer idea of the
resource capacity available in the Commonwealth
and assist them to complete their consideration of
the future work on the Action Areas.
12:30 to
Lunch
13:30
13:30 to
Session Twelve (12): Lomond
15:00
Finalise and Approve:
1. Edinburgh Communication & Action Plan
2. Message to CHOGM and
3. The press release
15:00
Official Press Conference
54


www.thecommonwealth.org
Commonwealth Secretariat


   © 2006, USP Library. Copyright & Disclaimer                         Contact Us
last updated Sat Sep 01, 2012