Ministry of Education (MOE), Federal Democratic Republic of Ethiopia



Ministry of Education and Higher Education (MOHE), State of Palestine 

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The vision of the Ministry is to sustainably building an education and training system that ensures quality and equitable education for all citizens and that continuously produces a competent and competitive workforce fueling the country’s economic development.

The Ministrie's mission is to ensuring effective, quality and equitable education and training system through building the implementation capacity of the education sector at all levels, designing and regulating standards of efficiency, expanding standardized education throughout the country, as well as complementing and leveraging education sector development interventions with strategic communications and public awareness.


The vision of the Ministry of Education and Higher Education is constructed upon knowledge and innovation, interacting positively with the requirements of scientific and technological development, being able to compete in the scientific and practical fields while being open to regional and global cultures and markets. The MOHE aims at building a society based on gender equality, with human values and religious tolerance while advancing the education system, which is characterised by: accessibility, diversity of programs, versality, flexibility, efficiency, effectiveness, sustainability, responsiveness to local needs and quality. 

The mission of the Ministry of Education and Higher Education is to ensure the provision of education for all and improve the quality and standards in order to meet the needs of learners and adapt to the requirements of this era, with the goal of providing a balanced environment that defends the rights of nationals, performs duties efficiently.





National Curriculum Development Centre (NCDC), Uganda


African Curriculum Association (ACA), Uganda

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The National Curriculum Development Centre (NCDC) is an autonomous statutory body/agency under the Ministry of Education and Sports (MoE&S) responsible for the development of educational curricula for primary, secondary and some tertiary institutions in Uganda.

Its functions include, inter alia, initiating processes for curricula research, review and/or reform, updating, testing and coordinating the implementation of educational curricula at all levels of learning (Primary, Secondary and Tertiary) as well as promulgation of guidance for the implementation of improved educational curricula and pedagogy.


Continents around the globe face a lot of challenges as they try to reform and improve on the quality of their education and the African continent is not an exception. Most of the nations with some common characteristics normally join together to form curriculum organizations to help them to mitigate the challenges that come with curriculum development. Curriculum is looked at in a wider perspective as a weapon that is capable of changing the way different people view education.

The African Curriculum Organization has the aim of promoting curriculum development, research, and curriculum support materials development and build synergies among other things.





Ministre de l'Enseignement Supérieur et de la Recherche (MENSUR), Republique de Djibouti


Ministère de l'Education Nationale et de la Formation Professionnelle (MENFOP), Republique de Djibouti

Ministry of Higher Education   Ministry of Education

The Ministry of Higher Education and Research has set out a plan to develop a higher education of excellence which can allow the promotion of all by knowledge, prepared for changing trades and a globalised economy. The promotion of scientific production according to the demands and priorities of the economy and the expectations of society, engaging in an efficient partnership and a globalised space. 


 With a vision built on innovative education for a knowledgeable society, the MENFOP aims at developing an innovative education system for a knowledge-based and competitive society, including all age groups, to meet the future demands of the labor market, ensuring the quality of the results of the Ministry of Education and providing the best students.

The strategic objectives of the Ministry of Education are as follows: 

1. Ensure a quality inclusive education, including pre-school education

2. Achieve excellent leadership and educational effectiveness

3. Ensure the quality, effectiveness and good governance of educational and institutional performance, including the provision of education

4. Ensure a safe, supportive and challenging learning environment

5. Establish a culture of innovation in an institutional work environment





The Southeast Asian Ministers of Education Organisation (SEAMEO)


 The Nigerian Academy of Science (NAS)

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The Southeast Asian Ministers of Education Organisation (SEAMEO) is a regional intergovernmental organisation established in 1965 among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

As an organisation that has continued to nurture human capacities and explored the peoples’ fullest potential, the SEAMEO maintains its work and aspirations for development with peoples of the region to make lives better in quality and equity in education, preventive health education, culture and tradition, information and communication technology, languages, poverty alleviation and agriculture and natural resources.

The organisation's highest policy-making body is the SEAMEO Council, which comprises the 11 Southeast Asian education ministers. The SEAMEO Secretariat is located in Bangkok, Thailand.



The Nigerian Academy of Science (NAS) is the foremost independent scientific body in Nigeria which was established in 1977 (but incorporated in 1986). NAS is uniquely positioned to bring scientific knowledge to bear on the policies/strategic direction of the country and is also dedicated to the development and advancement of science, technology, and innovation in Nigeria.

NAS is a national not-for-profit organisation with membership elected through a highly competitive process, who has distinguished themselves in their fields both locally and internationally. Some of its members have served as Vice-Chancellors of universities, Directors-General of government parastatals and Ministers in federal ministries. The Academy, given its clout, also has the ability to attract other experts from around the country and internationally when needed. NAS, with its combination of expertise and independence, is uniquely positioned to bring scientific evidence to bear on policies and program implementation in the country.

NAS is Nigeria’s national representative on such bodies as the International Council for Science(ICSU) – the umbrella body for all science associations and unions – and the Inter-Academy Panel (IAP) – the umbrella body for all national science academies globally. The Academy is also a member of the Executive Committees of the Inter-Academy Medical Panel (IAMP) and the Network of African Science Academies (NASAC).




 The National Academy of Sciences Arts and Letters of Benin (ANSALB)    Geneva School of Diplomacy & International Relations
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The National Academy of Sciences Arts and Letters of Benin (ANSALB) was created following the Constitutive General Assembly held on December 27, 2010, in accordance with the law of July 1, 1901. It is an independent, sustainable, non-profit, scholarly society under the patronage and protection of the President of the Republic.

It is also apolitical and endowed with legal personality and administrative and financial autonomy.It brings together Beninese scientists and can associate foreign scholars chosen among them the most eminent of their fields of competence. They contribute to the accomplishment of the missions of the Academy.


The Geneva School of Diplomacy and International Relations is a small, exclusive university institute in the very heart of international diplomacy: Geneva, Switzerland.

Attracting students from all over the world, GSD is committed to offering the highest level of education to a small number of qualified students.

GSD programmes are a unique combination of conceptual courses in diplomacy and international relations and applied internships within the diplomatic community or an international organization to prepare students for their future careers.

The focus of the school is to offer students the full panoply of abilities needed by professionals in the fields of government, politics, law, economics, journalism, international business and humanitarian work.








Foundation for Science Technology and Civilisation (FSTC), UK

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Globethics.net is a worldwide ethics network based in Geneva, with an international Board of Foundation of eminent persons. It provides an electronic platform for ethical reflection and action. Its central instrument is the internet site www.globethics.net. For its activities in research and access to knowledge in ethics, Globethics.net can also be called a learned society. The aim of Globethics.net is to ensure that people in all regions of the world are empowered to reflect and act on ethical issues. 


The Foundation for Science, Technology and Civilisation (FSTC) is a British not-for-profit, non-political, and non-religious organisation founded in 1999 by a group of philanthropic historians, scientists, engineers and social scientists. It is dedicated to researching and popularising the history of pre-Renaissance civilisations, especially the Muslim civilisation, that have had an impact upon the scientific, technological and cultural heritage of our modern world. FSTC, UK is an action purpose branch of FSTC Ltd., that produces content for educational purposes with a UK focus but not exclusively.






The Center for Applied Linguistics (CAL)


The SEAMEO Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) 




The Center for Applied Linguistics is a private, nonprofit organization promoting access,equity and mutual understanding for linguistically and culturally diverse people around the world. The mission of CAL is to promote language learning and cultural understanding by serving as a trusted source for research, resources, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.


 The SEAMEO Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) is one of three SEAMEO regional centers hosted by the Government of the Philippines (GOP). SEAMEO INNOTECH was established in January 1970 following the SEAMEO Council’s approval of its five-year plan and interim plan of operations.

Its headquarters was first set up at the SEAMEO Secretariat headquarters in Thailand. It was then moved to Singapore and later on to Vietnam until it was moved back to Thailand in 1975. On July 1, 1976 a memorandum of agreement was signed between the GOP and SEAMEO for the temporary hosting of SEAMEO INNOTECH in the Philippines. On July 1, 1981, the GOP accepted the formal request of the SEAMEO Council for the Philippines to permanently host SEAMEO INNOTECH. The Center is now located within the campus of the University of the Philippines in Diliman, Quezon City.

SEAMEO INNOTECH is principally dedicated to identifying common and unique education problems and needs of Southeast Asian countries and developing innovative and technology-based solutions to address these problems. The Center aids in educational development within and outside the region through training and human resource development, research and evaluation, information and communications technology and other special programs addressing specific areas of concern in the Southeast Asian educational scenario.




The Union of University Social Responsibility for Latin America (URSULA) 

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Coordinadora de las Organizaciones Indígenas de la Cuenca Amazónica (COICA)

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The Union of University Social Responsibility for Latin America (URSULA) comprises of 90 Latin American member universities with an objective to set out strategies and methodologies for good practices and innovative and sustainable management models of education. 


The Coordinator of the Indigenous Organizations of the Amazon Basin (COICA), is an indigenous organisation that promotes, protects and assures the full exercise of fundamental rights as an integral part of nature and the universe. COICA aims at generating policies, proposals and actions at the local, national and international levels to promote the equitable development of the Amazonian nationalities and indigenous peoples.




Ministry of Education (MOE), Republic of Ghana    Islamic Educational, Scientific and Cultural Organization (ISESCO)
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The Ministry of Education is responsible for all policies on education, including apprenticeships and wider skills acquisition in Ghana. Their vision is to provide relevant education to all Ghanaians at all levels to enable them to acquire skills that will assist them to develop their potential in order to be productive, promotion of technology culture at all levels of society to facilitate poverty reduction and to promote socio-economic growth and national development. 


ISESCO is a specialised international intergovernmental organisation founded in 1979 by the Organisation of Islamic Cooperation (OIC) with headquarters in Rabat, Morocco. Its objectives include strengthening cooperation among its 54 Member States in the fields of education, science culture and communication; consolidate understanding among peoples inside and outside Member State; contribute to world peace and security through various means; publicize the true image of Islam and Islamic culture; promote dialogue among civilizations, cultures and religions; encourage cultural interaction and foster cultural diversity in the Member States, while preserving cultural identity and intellectual integrity.





 Ministerio de Educación (MINEDUC), República de Guatemala    

The Ministry of Education of Guatemala is an evolutive institution that generates teaching-learning activities which are streamlined with the opportunities that the XXI century offers. It aims at forming citizens with character, capable of learning for themselves, allowing students to develop and learn about the sociocultural context of Guatemala.