Survey for Stakeholders and Individuals - African Union CESA 16-25 Review & CESA 26-35

Online survey for education stakeholders and individuals

The African Union’s ESTI (Education, Science, Technology, and Innovation) Department is conducting a brief online survey to contribute to a review of the Continental Education Strategy for Africa 2016-25 (CESA 16-25) and the preparation of a new strategy. CESA 16-25 was driven by the desire to set up a system of education and training to provide the African continent with efficient human resources adapted to African core values and therefore capable of achieving the vision and ambitions of the African Union. The strategy is in line with the African Union 2063 Agenda and the Common African Position on the Post-2015 Development Agenda. This survey is meant for organizations and individuals interested in providing feedback on the CESA 16-25 and the preparation of a new CESA for 2026-35. The survey should take about 20’ to complete. We thank you for completing the survey.

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* 1. What is your name?

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* 2. What is your gender?

Male

Female

Prefer not to say

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* 3. What is your email?

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* 4. What is the name of your organization, if any, and what does your organization focus on?

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* 5. What is your position and responsibility in your organization, if any?

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* 6. What level of education is your organization focusing on (Please select the most relevant level)?

Basic education (primary, and/or secondary) 

Technical and vocational education and training (TVET) 

Teacher training institutions 

Higher education 

Informal or other education (Please specify) 

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* 7. What is your country?

Algeria

Angola

Benin

Botswana

Burkina Faso

Burundi

Cabo Verde

Cameroon

Central African Republic (CAR)

Chad

Comoros

Congo, Democratic Republic of the

Congo, Republic of the

Cote d’Ivoire

Djibouti

Egypt

Equatorial Guinea

Eritrea

Eswatini

Ethiopia

Gabon

Gambia

Ghana

Guinea

Guinea-Bissau

Kenya

Lesotho

Liberia

Libya

Madagascar

Malawi

Mali

Mauritania

Mauritius

Morocco

Mozambique

Namibia

Niger

Nigeria

Rwanda

Sao Tome and Principe

Senegal

Seychelles

Sierra Leone

Somalia

South Africa

South Sudan

Sudan

Tanzania

Togo

Tunisia

Uganda

Zambia

Zimbabwe

Other (not from Africa, please specify)

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* 8. Are you aware (have you ever heard) of the African Union Continental Education Strategy for Africa (CESA 16-25), and if so have you read the strategy?

No, I am not aware of CESA 16-25 and I have not read the strategy. 

Yes, I am aware of CESA 16-25, but I have not read the strategy. 

Yes, I am aware of CESA 16-25 and I have read the strategy. 

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* 9. Has your organization used CESA 16-25 and related resources in any of your work?

No 

Yes 

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* 10. If you used CESA 16-25 and related resources in any of your work, could you please explain how you used the strategy?

Not applicable as we did not used the strategy.

We simply cited the strategy in some of our documents.

We referred to the strategy's objectives and analysis.

We used the strategy to guide our Ministry’s work (please explain).

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* 11. How useful have you found the CESA 16-25 and its guidance for your work?

Not useful 

Somewhat useful 

Useful 

Very useful 

Extremely useful 

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* 12. On a 5-point scale from not at all important for education in Africa (so not only for your specific work) to extremely important, how important are the 12 strategic objectives of CESA 16-25 from your point of view?

	Not important	Somewhat important	Important	Very important	Extremely important
1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.   	1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.    Not important	1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.    Somewhat important	1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.    Important	1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.    Very important	1-Revitalize the teaching profession to ensure quality and relevance at all levels of education.    Extremely important
2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education.	2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education. Not important	2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education. Somewhat important	2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education. Important	2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education. Very important	2-Build, rehabilitate, preserve education infrastructure, and develop policies that ensure a permanent, healthy and conducive learning environment in all sub-sectors and for all, so as to expand access to quality education. Extremely important
3-Harness the capacity of ICT to improve access, quality and management of education and training systems.	3-Harness the capacity of ICT to improve access, quality and management of education and training systems. Not important	3-Harness the capacity of ICT to improve access, quality and management of education and training systems. Somewhat important	3-Harness the capacity of ICT to improve access, quality and management of education and training systems. Important	3-Harness the capacity of ICT to improve access, quality and management of education and training systems. Very important	3-Harness the capacity of ICT to improve access, quality and management of education and training systems. Extremely important
4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration.	4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration. Not important	4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration. Somewhat important	4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration. Important	4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration. Very important	4-Ensure acquisition of requisite knowledge and skills as well as improved completion rates at all levels and groups through harmonization processes across all levels for national and regional integration. Extremely important
5-Accelerate processes leading to gender parity and equity.	5-Accelerate processes leading to gender parity and equity. Not important	5-Accelerate processes leading to gender parity and equity. Somewhat important	5-Accelerate processes leading to gender parity and equity. Important	5-Accelerate processes leading to gender parity and equity. Very important	5-Accelerate processes leading to gender parity and equity. Extremely important
6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy.	6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy. Not important	6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy. Somewhat important	6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy. Important	6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy. Very important	6-Launch comprehensive and effective literacy programmes across the continent to eradicate the scourge of illiteracy. Extremely important
7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society.	7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society. Not important	7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society. Somewhat important	7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society. Important	7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society. Very important	7-Strengthen the science and math curricula in youth training and disseminate scientific knowledge and culture in society. Extremely important
8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems.	8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems. Not important	8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems. Somewhat important	8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems. Important	8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems. Very important	8-Expand TVET opportunities at both secondary and tertiary levels and strengthen linkages between the world of work and education and training systems. Extremely important
9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness.	9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness. Not important	9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness. Somewhat important	9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness. Important	9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness. Very important	9-Revitalize and expand tertiary education, research and innovation to address continental challenges and promote global competitiveness. Extremely important
10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups.	10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups. Not important	10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups. Somewhat important	10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups. Important	10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups. Very important	10-Promote peace education and conflict prevention and resolution at all levels of education and for all age groups. Extremely important
11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use.	11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use. Not important	11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use. Somewhat important	11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use. Important	11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use. Very important	11-Improve management of education system as well build and enhance capacity for data collection, management, analysis, communication, and use. Extremely important
12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25. 	12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25.  Not important	12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25.  Somewhat important	12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25.  Important	12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25.  Very important	12-Set up a coalition of stakeholders to facilitate and support activities resulting from the implementation of CESA 16-25.  Extremely important

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* 13. On a five-point scale from no progress to very significant progress, how much progress do you think has been achieved in your country (or in Africa if you are not African) over the last 10 years in the 12 strategic objective areas of CESA.

	No progress	Limited progress	Average progress	Significant progress	Very significant progress
1-Revitalizing the teaching profession.	1-Revitalizing the teaching profession. No progress	1-Revitalizing the teaching profession. Limited progress	1-Revitalizing the teaching profession. Average progress	1-Revitalizing the teaching profession. Significant progress	1-Revitalizing the teaching profession. Very significant progress
2-Expanding access to quality education.     	2-Expanding access to quality education.      No progress	2-Expanding access to quality education.      Limited progress	2-Expanding access to quality education.      Average progress	2-Expanding access to quality education.      Significant progress	2-Expanding access to quality education.      Very significant progress
3-Harnessing the capacity of ICT for education.	3-Harnessing the capacity of ICT for education. No progress	3-Harnessing the capacity of ICT for education. Limited progress	3-Harnessing the capacity of ICT for education. Average progress	3-Harnessing the capacity of ICT for education. Significant progress	3-Harnessing the capacity of ICT for education. Very significant progress
4.Ensuring knowledge and skills acquisition.	4.Ensuring knowledge and skills acquisition. No progress	4.Ensuring knowledge and skills acquisition. Limited progress	4.Ensuring knowledge and skills acquisition. Average progress	4.Ensuring knowledge and skills acquisition. Significant progress	4.Ensuring knowledge and skills acquisition. Very significant progress
5-Accelerating gender parity and equity.	5-Accelerating gender parity and equity. No progress	5-Accelerating gender parity and equity. Limited progress	5-Accelerating gender parity and equity. Average progress	5-Accelerating gender parity and equity. Significant progress	5-Accelerating gender parity and equity. Very significant progress
6-Launching comprehensive literacy campaigns.	6-Launching comprehensive literacy campaigns. No progress	6-Launching comprehensive literacy campaigns. Limited progress	6-Launching comprehensive literacy campaigns. Average progress	6-Launching comprehensive literacy campaigns. Significant progress	6-Launching comprehensive literacy campaigns. Very significant progress
7-Strengthening science and math education.	7-Strengthening science and math education. No progress	7-Strengthening science and math education. Limited progress	7-Strengthening science and math education. Average progress	7-Strengthening science and math education. Significant progress	7-Strengthening science and math education. Very significant progress
8-Expanding TVET opportunities.	8-Expanding TVET opportunities. No progress	8-Expanding TVET opportunities. Limited progress	8-Expanding TVET opportunities. Average progress	8-Expanding TVET opportunities. Significant progress	8-Expanding TVET opportunities. Very significant progress
9-Revitalizing tertiary education, research, and innovation.	9-Revitalizing tertiary education, research, and innovation. No progress	9-Revitalizing tertiary education, research, and innovation. Limited progress	9-Revitalizing tertiary education, research, and innovation. Average progress	9-Revitalizing tertiary education, research, and innovation. Significant progress	9-Revitalizing tertiary education, research, and innovation. Very significant progress
10-Promoting peace education.	10-Promoting peace education. No progress	10-Promoting peace education. Limited progress	10-Promoting peace education. Average progress	10-Promoting peace education. Significant progress	10-Promoting peace education. Very significant progress
11-Enhancing data capacity.	11-Enhancing data capacity. No progress	11-Enhancing data capacity. Limited progress	11-Enhancing data capacity. Average progress	11-Enhancing data capacity. Significant progress	11-Enhancing data capacity. Very significant progress
12-Facilitating stakeholder collaboration.	12-Facilitating stakeholder collaboration. No progress	12-Facilitating stakeholder collaboration. Limited progress	12-Facilitating stakeholder collaboration. Average progress	12-Facilitating stakeholder collaboration. Significant progress	12-Facilitating stakeholder collaboration. Very significant progress

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* 14. Could you list a few innovations your organization or your country has implemented (or is implementing) in the strategic objective areas of CESA 16-25 or more broadly to improve educational outcomes? Please feel free to mention several innovations and provide weblinks where more information is available on those innovations.

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* 15. Has your organization conducted assessments (such as monitoring CESA indicators relevant to your work) to assess progress towards achieving the objectives outlined in CESA 16-25?

No, we have not done so.

We have done so, but rarely.

We have done so regularly.

We have done so every year.

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* 16. Overall, on a scale of 1 to 5 from no impact to a very large impact, what is your assessment of the impact that CESA 16-25 has had in your country (or in Africa if you are not African)?

No impact.

Limited impact.

Average impact.

Large impact.

Very large impact.

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* 17. What is the single most important constraints that may have limited the impact of CESA 16-25 in your country in the last 10 years (or in Africa if you are not African)?

Lack of awareness about CESA.

Lack of consultation of your country on CESA.

Lack of relevance of CESA for your country.

Lack of alignment of CESA with frameworks such as SDG4.

Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA.

Lack of capacity in your country to implement CESA.

Lack of support from Regional Economic Communities.

Lack of funding at the African Union to implement CESA. 

Lack of funding in your country to implement CESA.

Other (please specify).

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* 18. More broadly, on a scale of 1 to 5, what are the various constraints that may have limited the impact of CESA 16-25 in your country in the last 10 years (or in Africa if you are not African)?

	Not a constraint	Somewhat of a constraint	An average constraint	A major constraint	A most important constraint
Lack of awareness about CESA.	Lack of awareness about CESA. Not a constraint	Lack of awareness about CESA. Somewhat of a constraint	Lack of awareness about CESA. An average constraint	Lack of awareness about CESA. A major constraint	Lack of awareness about CESA. A most important constraint
Lack of consultation of your country on CESA.	Lack of consultation of your country on CESA. Not a constraint	Lack of consultation of your country on CESA. Somewhat of a constraint	Lack of consultation of your country on CESA. An average constraint	Lack of consultation of your country on CESA. A major constraint	Lack of consultation of your country on CESA. A most important constraint
Lack of relevance of CESA for your country.	Lack of relevance of CESA for your country. Not a constraint	Lack of relevance of CESA for your country. Somewhat of a constraint	Lack of relevance of CESA for your country. An average constraint	Lack of relevance of CESA for your country. A major constraint	Lack of relevance of CESA for your country. A most important constraint
Lack of alignment of CESA with frameworks such as SDG4.	Lack of alignment of CESA with frameworks such as SDG4. Not a constraint	Lack of alignment of CESA with frameworks such as SDG4. Somewhat of a constraint	Lack of alignment of CESA with frameworks such as SDG4. An average constraint	Lack of alignment of CESA with frameworks such as SDG4. A major constraint	Lack of alignment of CESA with frameworks such as SDG4. A most important constraint
Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA.	Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA. Not a constraint	Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA. Somewhat of a constraint	Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA. An average constraint	Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA. A major constraint	Lack of specificity of CESA beyond stating broad objectives.  Lack of African Union capacity to implement CESA. A most important constraint
Lack of capacity in your country to implement CESA.	Lack of capacity in your country to implement CESA. Not a constraint	Lack of capacity in your country to implement CESA. Somewhat of a constraint	Lack of capacity in your country to implement CESA. An average constraint	Lack of capacity in your country to implement CESA. A major constraint	Lack of capacity in your country to implement CESA. A most important constraint
Lack of support from Regional Economic Communities.	Lack of support from Regional Economic Communities. Not a constraint	Lack of support from Regional Economic Communities. Somewhat of a constraint	Lack of support from Regional Economic Communities. An average constraint	Lack of support from Regional Economic Communities. A major constraint	Lack of support from Regional Economic Communities. A most important constraint
Lack of funding at the African Union to implement CESA. 	Lack of funding at the African Union to implement CESA.  Not a constraint	Lack of funding at the African Union to implement CESA.  Somewhat of a constraint	Lack of funding at the African Union to implement CESA.  An average constraint	Lack of funding at the African Union to implement CESA.  A major constraint	Lack of funding at the African Union to implement CESA.  A most important constraint
Lack of funding in your country to implement CESA.	Lack of funding in your country to implement CESA. Not a constraint	Lack of funding in your country to implement CESA. Somewhat of a constraint	Lack of funding in your country to implement CESA. An average constraint	Lack of funding in your country to implement CESA. A major constraint	Lack of funding in your country to implement CESA. A most important constraint
Other (please specify).	Other (please specify). Not a constraint	Other (please specify). Somewhat of a constraint	Other (please specify). An average constraint	Other (please specify). A major constraint	Other (please specify). A most important constraint

Other (please specify)

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* 19. As the African Union is planning a new CESA for 2026 to 2035, on a scale of 1 to 5, how important would it be to keep the current strategic objectives in the new strategy for the next 10 years?

	Not important	Somewhat important	Important	Very important	Extremely Important
1-Revitalizing the teaching profession.	1-Revitalizing the teaching profession. Not important	1-Revitalizing the teaching profession. Somewhat important	1-Revitalizing the teaching profession. Important	1-Revitalizing the teaching profession. Very important	1-Revitalizing the teaching profession. Extremely Important
2-Expanding access to quality education.     	2-Expanding access to quality education.      Not important	2-Expanding access to quality education.      Somewhat important	2-Expanding access to quality education.      Important	2-Expanding access to quality education.      Very important	2-Expanding access to quality education.      Extremely Important
3-Harnessing the capacity of ICT for education.	3-Harnessing the capacity of ICT for education. Not important	3-Harnessing the capacity of ICT for education. Somewhat important	3-Harnessing the capacity of ICT for education. Important	3-Harnessing the capacity of ICT for education. Very important	3-Harnessing the capacity of ICT for education. Extremely Important
4.Ensuring knowledge and skills acquisition.	4.Ensuring knowledge and skills acquisition. Not important	4.Ensuring knowledge and skills acquisition. Somewhat important	4.Ensuring knowledge and skills acquisition. Important	4.Ensuring knowledge and skills acquisition. Very important	4.Ensuring knowledge and skills acquisition. Extremely Important
5-Accelerating gender parity and equity.	5-Accelerating gender parity and equity. Not important	5-Accelerating gender parity and equity. Somewhat important	5-Accelerating gender parity and equity. Important	5-Accelerating gender parity and equity. Very important	5-Accelerating gender parity and equity. Extremely Important
6-Launching comprehensive literacy campaigns.	6-Launching comprehensive literacy campaigns. Not important	6-Launching comprehensive literacy campaigns. Somewhat important	6-Launching comprehensive literacy campaigns. Important	6-Launching comprehensive literacy campaigns. Very important	6-Launching comprehensive literacy campaigns. Extremely Important
7-Strengthening science and math education.	7-Strengthening science and math education. Not important	7-Strengthening science and math education. Somewhat important	7-Strengthening science and math education. Important	7-Strengthening science and math education. Very important	7-Strengthening science and math education. Extremely Important
8-Expanding TVET opportunities.	8-Expanding TVET opportunities. Not important	8-Expanding TVET opportunities. Somewhat important	8-Expanding TVET opportunities. Important	8-Expanding TVET opportunities. Very important	8-Expanding TVET opportunities. Extremely Important
9-Revitalizing tertiary education, research, and innovation.	9-Revitalizing tertiary education, research, and innovation. Not important	9-Revitalizing tertiary education, research, and innovation. Somewhat important	9-Revitalizing tertiary education, research, and innovation. Important	9-Revitalizing tertiary education, research, and innovation. Very important	9-Revitalizing tertiary education, research, and innovation. Extremely Important
10-Promoting peace education.	10-Promoting peace education. Not important	10-Promoting peace education. Somewhat important	10-Promoting peace education. Important	10-Promoting peace education. Very important	10-Promoting peace education. Extremely Important
11-Enhancing data capacity.	11-Enhancing data capacity. Not important	11-Enhancing data capacity. Somewhat important	11-Enhancing data capacity. Important	11-Enhancing data capacity. Very important	11-Enhancing data capacity. Extremely Important
12-Facilitating stakeholder collaboration.	12-Facilitating stakeholder collaboration. Not important	12-Facilitating stakeholder collaboration. Somewhat important	12-Facilitating stakeholder collaboration. Important	12-Facilitating stakeholder collaboration. Very important	12-Facilitating stakeholder collaboration. Extremely Important

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* 20. For the next 10 years, what other important strategic objectives should CESA 26-35 consider? You may suggest several objectives or areas of focus.

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* 21. CESA 16-25 identified strategic objectives but did not include targets for those objectives or details on how to achieve them. How important would it be for the new strategy for 2026-35 to include the following?

	Not important	Somewhat important	Important	Very important	Extremely Important
Specific targets to be achieved by 2035.	Specific targets to be achieved by 2035. Not important	Specific targets to be achieved by 2035. Somewhat important	Specific targets to be achieved by 2035. Important	Specific targets to be achieved by 2035. Very important	Specific targets to be achieved by 2035. Extremely Important
Monitoring and evaluation plan to assess progress.	Monitoring and evaluation plan to assess progress. Not important	Monitoring and evaluation plan to assess progress. Somewhat important	Monitoring and evaluation plan to assess progress. Important	Monitoring and evaluation plan to assess progress. Very important	Monitoring and evaluation plan to assess progress. Extremely Important
Estimates of the potential cost of reaching targets.	Estimates of the potential cost of reaching targets. Not important	Estimates of the potential cost of reaching targets. Somewhat important	Estimates of the potential cost of reaching targets. Important	Estimates of the potential cost of reaching targets. Very important	Estimates of the potential cost of reaching targets. Extremely Important
Discussion of trade-offs between targets.	Discussion of trade-offs between targets. Not important	Discussion of trade-offs between targets. Somewhat important	Discussion of trade-offs between targets. Important	Discussion of trade-offs between targets. Very important	Discussion of trade-offs between targets. Extremely Important
Guidance on good practices in key target areas.	Guidance on good practices in key target areas. Not important	Guidance on good practices in key target areas. Somewhat important	Guidance on good practices in key target areas. Important	Guidance on good practices in key target areas. Very important	Guidance on good practices in key target areas. Extremely Important
Other (please specify).	Other (please specify). Not important	Other (please specify). Somewhat important	Other (please specify). Important	Other (please specify). Very important	Other (please specify). Extremely Important

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* 22. Do you have advice on the consultation process that the African Union could use for the review of CESA 16-25 and the preparation of CESA 2026-35?

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* 23. Has your organization used any other continental frameworks, instruments, or strategies from the African Union to inform your education programs and policies (If yes, please list the documents you used and how you used them)?

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* 24. Has your organization collaborated with the African Union or at the national level with countries on areas related to CESA 16-25?

No, we have not collaborated with the African Union or other countries. 

Yes, we have collaborated with the African Union. 

Yes, we have collaborated with other countries. 

Yes, we have collaborated with both the African Union and other countries. 

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* 25. Are you aware of the CESA thematic clusters and to your knowledge has your organization participated in any of the clusters (If so, please indicate which clusters you are aware of and have participated in)?

	Not aware of the cluster	Aware of the cluster but did not participate	Aware of the cluster and participated
ECED (Early childhood).	ECED (Early childhood). Not aware of the cluster	ECED (Early childhood). Aware of the cluster but did not participate	ECED (Early childhood). Aware of the cluster and participated
Teacher Development.	Teacher Development. Not aware of the cluster	Teacher Development. Aware of the cluster but did not participate	Teacher Development. Aware of the cluster and participated
Peace Education.	Peace Education. Not aware of the cluster	Peace Education. Aware of the cluster but did not participate	Peace Education. Aware of the cluster and participated
ICT in Education.	ICT in Education. Not aware of the cluster	ICT in Education. Aware of the cluster but did not participate	ICT in Education. Aware of the cluster and participated
STEM.	STEM. Not aware of the cluster	STEM. Aware of the cluster but did not participate	STEM. Aware of the cluster and participated
Curriculum Development .	Curriculum Development . Not aware of the cluster	Curriculum Development . Aware of the cluster but did not participate	Curriculum Development . Aware of the cluster and participated
Life Skills and Carrier Guidance.	Life Skills and Carrier Guidance. Not aware of the cluster	Life Skills and Carrier Guidance. Aware of the cluster but did not participate	Life Skills and Carrier Guidance. Aware of the cluster and participated
TVET.	TVET. Not aware of the cluster	TVET. Aware of the cluster but did not participate	TVET. Aware of the cluster and participated
Higher Education.	Higher Education. Not aware of the cluster	Higher Education. Aware of the cluster but did not participate	Higher Education. Aware of the cluster and participated
School Feeding.	School Feeding. Not aware of the cluster	School Feeding. Aware of the cluster but did not participate	School Feeding. Aware of the cluster and participated
Education Planning.	Education Planning. Not aware of the cluster	Education Planning. Aware of the cluster but did not participate	Education Planning. Aware of the cluster and participated
Women and Girls Education.	Women and Girls Education. Not aware of the cluster	Women and Girls Education. Aware of the cluster but did not participate	Women and Girls Education. Aware of the cluster and participated

Survey for Stakeholders and Individuals - African Union CESA 16-25 Review & CESA 26-35

Online survey for education stakeholders and individuals

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* 1. What is your name?

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* 2. What is your gender?

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* 3. What is your email?

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* 4. What is the name of your organization, if any, and what does your organization focus on?

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* 5. What is your position and responsibility in your organization, if any?

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* 6. What level of education is your organization focusing on (Please select the most relevant level)?

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* 7. What is your country?

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* 8. Are you aware (have you ever heard) of the African Union Continental Education Strategy for Africa (CESA 16-25), and if so have you read the strategy?

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* 9. Has your organization used CESA 16-25 and related resources in any of your work?

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* 10. If you used CESA 16-25 and related resources in any of your work, could you please explain how you used the strategy?

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* 11. How useful have you found the CESA 16-25 and its guidance for your work?

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* 12. On a 5-point scale from not at all important for education in Africa (so not only for your specific work) to extremely important, how important are the 12 strategic objectives of CESA 16-25 from your point of view?

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* 13. On a five-point scale from no progress to very significant progress, how much progress do you think has been achieved in your country (or in Africa if you are not African) over the last 10 years in the 12 strategic objective areas of CESA.

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* 15. Has your organization conducted assessments (such as monitoring CESA indicators relevant to your work) to assess progress towards achieving the objectives outlined in CESA 16-25?

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* 16. Overall, on a scale of 1 to 5 from no impact to a very large impact, what is your assessment of the impact that CESA 16-25 has had in your country (or in Africa if you are not African)?

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* 17. What is the single most important constraints that may have limited the impact of CESA 16-25 in your country in the last 10 years (or in Africa if you are not African)?

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* 18. More broadly, on a scale of 1 to 5, what are the various constraints that may have limited the impact of CESA 16-25 in your country in the last 10 years (or in Africa if you are not African)?

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* 19. As the African Union is planning a new CESA for 2026 to 2035, on a scale of 1 to 5, how important would it be to keep the current strategic objectives in the new strategy for the next 10 years?

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* 20. For the next 10 years, what other important strategic objectives should CESA 26-35 consider? You may suggest several objectives or areas of focus.

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* 21. CESA 16-25 identified strategic objectives but did not include targets for those objectives or details on how to achieve them. How important would it be for the new strategy for 2026-35 to include the following?

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* 22. Do you have advice on the consultation process that the African Union could use for the review of CESA 16-25 and the preparation of CESA 2026-35?

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* 23. Has your organization used any other continental frameworks, instruments, or strategies from the African Union to inform your education programs and policies (If yes, please list the documents you used and how you used them)?

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* 24. Has your organization collaborated with the African Union or at the national level with countries on areas related to CESA 16-25?

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* 25. Are you aware of the CESA thematic clusters and to your knowledge has your organization participated in any of the clusters (If so, please indicate which clusters you are aware of and have participated in)?

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* 26. Finally, is there anything else you would like to share for the CESA 16-25 review and the preparation of a new CESA for 2026-35?