Egypt’s House of Representatives resumed its general sessions to discuss a number of questions addressed to the country’s Minister of Education, Tarek Shawqi.

The House approved amending three laws that regulate the Renewable Energy Authority, universities, and the Academy of Arts.

According to the chairman of the parliament’s energy committee, Hossam Awadallah, the first law states that the Hydroelectric Stations Authority will be phased out and replaced by the Renewable Energy Authority.

The House also approved amending the law regulating universities, doubling the financial sum granted to professors when they reach retirement age and become emeritus professors.

Chairman of the House’s Education Committee, Sami Hashem, said the objective of the amendment is to legally allow highly-experienced university professors to stay in service as emeritus professors after they reach the retirement age of 60.

A Member of Parliament, Amira Abu Shoka, said the amended law opens the door for Egyptian universities to seek the service of highly-experienced and gifted professors who reach retirement age.

Parliament also approved a third law regulating the Academy of Arts.

Chairwoman of the House’s Culture and Media Committee, Doreya Sharafeddin, said the law regulating the performance of the Academy of Arts was amended to open the door for members of the academy’s teaching board who reach retirement age to stay in service and get a financial bonus plus the pension salary.

Parliament speaker Hanafi Gibali said the three laws will be put up for a final vote in a later session.

The African Union’s heads of state and government adopted the Continental Education Strategy for Africa (CESA 2016-2025) as the framework for a transformative education and training system in Africa.

They have further requested member states and partners to promote the alignment of Technical and Vocational Education and Training (TVET) skills and to expand TVET opportunities. Aware of the potential that TVET represents for sustainable development, the Government of The Gambia is currently reforming its TVET sector. The TVET units of the Ministry of Higher Education, Research, Science and Technology and the Ministry of Basic and Secondary Education are currently developing their respective curriculum frameworks, which will serve as guidelines for teachers and set the standards and regulations that will ensure that TVET education is mainstreamed into the overall education system of The Gambia.

In line with CESA and its TVET strategy, UNESCO Dakar has partnered with the Gambian Ministry of Higher Education, Research, Science and Technology, the Ministry of Basic and Secondary Education and other key stakeholders in the Gambian education sphere to reinforce the TVET system in the country through the implementation of this project.

This project aims to contribute to the development of sustainable, affordable, accessible, relevant and quality Technical and Vocational Education and Training (TVET) in The Gambia through the following results:

Relevance of the TVET system strengthened through supporting the development of the TVET policy in The Gambia.

Quality of TVET improved through enhanced TVET institutions management, TVET teacher training and provision of pedagogical resources and equipment.

Perception and attractiveness of TVET pathways improved through skills competitions, an incubator system and communications campaigns.

The project will have an impact on the whole TVET system through actions such as the development of an improved TVET Policy and TVET EMIS and communication strategies to improve TVET perception.

Besides, specific TVET skills and areas will be targeted by the project through targeted measures: equipment provision (Computer Science); review and development of curricula (Carpentry and Joinery, Electrical Installation, Motor Mechanics, Welding and Fabrication, Plumbing an Pipe fitting, Building Construction, Further and Adult Education and Teacher Training, Road Construction, Industrial Electronics and Web Application Development) and the celebration of Skills Competitions to enhance TVET visibility and positive perception (electrical installation, fashion and designing, refrigeration and air conditioning amongst

The overall goal of the project is to create an enabling environment that will give young people, especially girls, a better chance of finding decent employment by providing them with lifelong learning opportunities as recommended by SDGs 4 and 8, through Technical and Vocational Education and Training (TVET).

The direct beneficiaries of this project are Gambian institutions such as the Gambia Technical Training Institute (GTTI).

The National Accreditation and Quality Assurance Authority of The Gambia (NAQAA), Policymakers, private sector stakeholders and Teaching staff in TVET institutions, including TVET institutions leaders.

At least 1,000 young Gambians will benefit indirectly from this project.

The expected results will be achieved through the development of the following activities:

1.Development and approval of a TVET Policy,development and review of TVET curricular.

2.Provision of modernindustry-standard equipment for training and upgrading of teacher trainings.

3.Create teacher training institutions.

4.Strengthening of the management information System (EMIS) creation of an incubator systemorganization of a Regional (RSC) and National Skills Competition (NSC)

5.Development of a guidance and communication strategy to change the perceptions of TVET.

Each activity is being carried out by an ‘activity cluster’, conformed by a UNESCO expert/technical institute and the most relevant technical unit/Directorate in The Gambia.

As part of efforts to improve the quality of education and enhance the development and wellbeing of the Nigerian child, Nigeria’s telecom provider, 9mobile, recently organised a one-day train-the-trainer workshop for teachers within the Lagos State Education District III, comprising Lagos Island and Etiosa Local Councils.

With the theme ‘Understanding Affirmative Communication and the Emotional and Psychological Needs of a Child’, the workshop was an opportunity to equip teachers with the skills to manage and influence the upcoming generation of students to be future agents of positive change.

Facilitators Emike Oyemade, a trained counsellor and therapist, and Adesoga John-Mabun, a certified life coach and management trainer, identified areas that need improvement in the management of the teacher-student relationship.

Oyemade said teachers need to adapt to the new realities of the times. “As teachers, your style of communication must align with modern reality. You must learn to speak and understand your students’ language, use the right words to impact and influence them, and connect to correct where mistakes have been made.”

On his part, Mabun stressed the importance of adopting a communication style that enhances the synergy between teachers and students.

He said: “You cannot deliver well if you do not see your students as your children. Understanding the psychological and emotional needs of your students is a skill, and you must be deliberate about it.”

Commenting on the workshop, the Executive Director, Regulator and Corporate Affairs, 9mobile, Abdulraham Ado, represented by the PR Lead, Chineze Amanfo, restated the company’s commitment to prioritising the interest of the youths. He said it will continue to invest in initiatives that impact their development.

He said the company organised the training because teachers play a critical role in shaping a child’s future aside from guiding students in academics and extracurricular activities.

One of the participants, Akande Abideen of Akande Dahunsi Senior School, Ikoyi, described the workshop as informative, eye-opening, and helpful. He encouraged his colleagues to put to good use all they learnt from the session to improve their relationship with their students.