............ . . East African states harmonise education   By Baguma Arthur   LITERACY levels in the East African region are still low. This is a situation that is not conducive to increasing productivity and coping with global competition. The quality of education and training is paramount for developing human skills that are needed in the world of work and in the world of competition. Therefore, one of the key issues in the integration process is harmonisation of East Africa education and training system. To facilitate the regional integration process and especially the free movement of human resources, the EAC Partner States identified harmonisation of the education curricula, standards, assessment and evaluation of education programmes as a priority issue. Education plays a crucial role of enabling EAC member countries to define priorities and aspirations. It is a means through which the region will determine the type of human resource to facilitate social and economic development. The people of East Africa have shared in the past a common educational curricula which changed after the break-up of the former East African Community in 1977. With the revamping of the new East African Community, there is a renewed commitment to ensure that the common goals and aspirations of the peoples of East Africa are realised through a harmonised curricula.   Pupils at the Aga Khan school in Kampala in a computer literacy class   During the colonial period and the immediate post colonial period, the East African countries were integrated and harmonised in the provision and training services through a harmonised curriculum and through established regional organisations and institutions. The East African National Examination Council ensured standardisation and quality assurance of education in East Africa. The University of East Africa served the region in higher education needs. The various colleges of the university were located in the three partner states each specialising in a specific discipline. The medical school was located in Makerere, Uganda; Nairobi hosted the Faculty of Engineering while the Faculty of Law was based in Dar-es-Salaam, Tanzania. This cooperation occasioned many interactions amongst the people of East Africa, but with the break up of the old East African Community in 1977, this interaction was curtailed. The break up also weakened the instruments of harmonisation of the basic education and training programmes and therefore facilitating diversity in approach and implementation by each partner state. Tanzania and Uganda still retain the 7.4.2*3 system while Kenya adopted an 8.4.4. system of education.   A graduation ceremony being held for Makerere University graduates   The curriculum content also changed to adapt to each country’s national priorities and aspirations. However, the labour market demands have changed over the years allowing the free movement of human resources across countries within the region and outside it.   Harmonisation Process: The proposed harmonisation of curricular process started in 1998 with the three partner states exchanging their national curricular documents for review/analysis. The process has produced country position papers on areas where the curricula of a particular country converges or diverges with the other partner states. The EAC has therefore been mandated to undertake a regional comparative study in the Partner States with a view to harmonise the national goals and philosophies of education, curriculum content, education structures, policies and legal framework. The project will be implemented in 4 phases.   Phase I: The first phase will include the undertaking of a regional study to harmonise the goals and philosophies of education, curriculum content, education structures, policies and legal frameworks. Phase II: The second phase will involve examining the curricula and approaches of delivering teacher, adult, vocational and technical education in the partner states with a view to identify gaps/overlaps and areas to be harmonised. Phase III: The third phase will involve the development of a relevant curriculum based on the recommendations of the regional study. Phase IV: The final phase will focus on the necessary reforms/review of structures/adjustments to be initiated by the partner states in order to implement the harmonised curricula.   Development Objective: A completely harmonised East African education system for enhancement of a productive and creative human resource.   Strategic Interventions: Harmonise E.A education systems; Harmonise E.A school curricula for Primary Schools Level and vocational training Integrated Production Skills (IPS); Reform and harmonise E.A Secondary School curricula; Harmonise primary and secondary schools examinations; Re-establish an East African Examinations Council; Harmonise E.A. certification and accreditation of education and training institutions; Establish East Africa as a Common Education Area.