An Education Framework for PACE 2018 – Njobati Frederick Fondzenyuy, MA.

This framework highlights the challenges and expectations of Education Ministries in African nations, and then links these to the PACE materials as a practical response to solve the challenges. The articulation of PACE materials makes visible its content, cross-cutting dimensions, competency-based activities, the pedagogic approach and methodologies. The framework equally presents the competences developed by using PACE materials and the presentation style of PACE materials.  It was developed by Njobati Frederick Fondzenyuy, M.A., education advisor, trainer and mentor.

Education for sustainable development is setting a new direction for education, with emphasis on quality education and the inclusion of all people. It articulates on learner outcomes as the main indicator for quality, thus highlighting the development of competences in learners that are both ethical and cognitive, based on values, principles and practices necessary to respond effectively to current and future challenges (UNESCO, 2009, p. 2). Inclusive quality education and lifelong learning therefore constitutes the basis for sustainable development (UNESCO, 2014, p. 2, Didham & Ofei-Manu, 2018, p. 87). In other words, quality education for sustainable development is about the content people learn, its relevance, how it is linked to global challenges and how learners develop competences to address these challenges in a sustainable way (UNESCO, 2014, p.21, Didham & Ofei-Manu, 2018, p. 89). It is on this background that the education framework for PACE 2018 is developed. This framework is responding to the challenges faced by educators in Africa, the expectation of Education Ministries and how to use PACE materials to solve the challenges.

Challenges and expectations of Education Ministries in Africa

Governments and various development organizations across Africa have engaged the process of quality and competency-based education as well as the sustainability agenda and now require education stakeholders to address these salient issues. This means that for, African countries to meet the Sustainable Development Goals (SDGs), the process of curriculum change towards quality and competency-based approach (CBA) needs to speed up to make learning meaningful towards the attainment of learner outcomes (Kabita & Ji, 2017, p. 4).

On the other hand, education stakeholders, especially  teachers, Inspectors, and Advisers face the challenge of how to connect theories linked with the sustainability agenda, quality and competency-based education to the daily life experiences and needs of teachers and learners. Above all, adapting new knowledge and concepts to the local context is still an uphill task – teachers, advisors and inspectors need help to enable them to use these new ideas in their schools to apply them to support students in solving daily life problems and gaining added knowledge through the development of vital competences such as problem-solving, reflection, critical thinking, collaboration, self-esteem and citizenship. These education stakeholders, most of whom are working with rigid curricula, need a practical response to equip them and create a connectivity between theory, process, practice and appropriation. PACE 2018 responds significantly to these needs especially those within the African context by providing a practical connection to theories linked to quality and competency-based education and education for sustainable development. This is articulated in the PACE content and resource, pedagogic approach, methods and guide for teaching; competency-based activities, learning and cross-cutting dimensions. Given that sustainable solutions are increasingly addressing problems in cities while rural areas are neglected (Pesanayi & Lupele,  2018, p. 195), PACE 2018 adequately addresses the rural areas in Africa.

PACE Materials – a practical response to solve the challenge

After having worked with and used PACE materials, educators have expressed that the practical aspects of PACE, the kind of activities PACE offers and promotes can help their teachers to overcome challenges linked to the practical implementation of quality education and education for sustainable development. They then request materials for this purpose.

As a response to the expressed needs of countries and education stakeholders, the PACE Education Framework makes explicit, the direct translation of theories and concepts on quality education, sustainability agenda into process and practice, through PACE materials adapted to local context and the shared understanding of the global agenda. The educational Framework for PACE therefore articulates on the following: content, cross-cutting dimensions and competency-based activities, pedagogic approach and methodology, competencies developed and style of presentation.


Didham, R. J., & Ofei-Manu, P. (2018). Advancing policy to achieve quality Education for Sustainable Development, Leicht, A., Heiss, J., & Byun, W. J. (Eds.), Issues and trends in Education for Sustainable Development (pp. 87-110). Paris: UNESCO.

Kabita, D. N., & Ji, L. (2017). The why, what and how of competency-based curriculum reforms: The Kenyan experience. Progress reflection no. 11 on current and critical issues in curriculum, learning and assessment, UNESCO/IBE.

Pesanayi, V. T., & Lupele, C. (2018). Accelerating sustainable solutions at the local level, Leicht, A., Heiss, J., & Byun, W. J. (Eds.), Issues and trends in Education for Sustainable Development (pp. 177-195). Paris: UNESCO.

UNESCO. (2009). Bonn Declaration. UNESCO World Conference on Education for Sustainable Development. Bonn: UNESCO.

UNESCO. (2014). Shaping the Future We Want. UN Decade of Education for Sustainable Development (2005-2014). Final Report. Paris: UNESCO.


© PACE 2018. The moral rights of the author have been asserted.

This paper is an extract from the PACE 2018 Educators guide. The full version (contents below) is published in the PACE pack, 2018 edition, available from

The Education Framework for PACE 2018.

  • Introduction.
  • Challenges and expectations of Education Ministries in Africa.
  • PACE Materials – a practical response to solve the challenge.
  • Content.
  • Cross-cutting dimensions and competency-based activities
  • Pedagogic approach and Methodology
  • The approaches used
  • The Methodologies used
  • Guide for teaching: Educators’ booklet
  • Competences developed
  • Style of Presentation
  • References