One of the variables of the Tamkine Equation for the Qualitative Improvement of Education, the Pedagogical Approach will be visited by expert practitioners and participants around the following axes:

• Education Paradigms
• 21st century skills and attitudes
• Flipped classes and active pedagogy
• Project-based learning
• Social context and learning environments
• Synchronous and asynchronous learning
• Technology-Enhanced Learning
• Pervasive learning
• E-learning, wikis and blogs

Each of the participating countries, their representatives, experts, their practitioners will have the opportunity to present their systems and be exposed to the improvement or even transformation enterprises carried out or in progress on the continent and through the world. The axes of this Track will focus on:

• Preschool Education
• Primary education
• Secondary education
• Higher Education
• Professional training

Considered the cornerstone of any education system, the teacher and educator occupy an important place in the equation for the qualitative improvement of education. As a result, his initial and in-service training is of great interest and will be visited during the Forum around the following axes:

• Educator training
• Training in pedagogical engineering and ethics
• Instructional design
• Evaluation
• Community co-development
• Resource Sharing

The environment of the training institution, the human resources who ensure its animation, that of the teachers, the teaching staff, the learners and their parents, constantly undergoing transformations because of Information and Communication Technologies, an important variable in the Tamkine equation for the qualitative improvement of education, this Track proposes to focus participants' attention on:

• E-learning hardware and software
• Immersive learning (VR/VR/ Metaverse )
• Digital libraries
• Security and personal data protection aspects
• Standards and Interoperability
• Metadata ontologies and standards
• Virtual labs and virtual classrooms

It goes without saying that Accreditation, Evaluation and Quality Assurance play an extremely important role in the continuous improvement of training courses and programs and contribute to improving the internal and external performance of training institutions. More specifically, these systems set the educational objectives of these training courses and the skills they target, as well as the mechanisms and procedures for evaluation and Quality Assurance. This Panel focuses on accreditation, evaluation and Quality Assurance systems with the aim of presenting and discussing the best practices at the global level for these systems.

An important variable in the Tamkine equation for the qualitative improvement of education, the governance of training institutions is a determining factor for their success in their various missions and for the achievement of the various objectives. set for them in the field of training and research and innovation. This Track will be dedicated to the presentation and discussion of "Best Practices" in the management and governance of these institutions through a benchmark involving the governance systems of some countries at the global level.

In the context of the knowledge economy which is highly dependent on skills in science, technology, engineering and mathematics (STEM), all countries are invited to double their efforts to attract as many young people as possible to STEM education and to improve and develop these trainings to prepare the human capital necessary to take advantage of this economy. Thus, there are several initiatives launched by different countries around the world to maximize the number of graduates of these trainings to supply their economies with the STEM skills necessary to make the most of the globalized knowledge economy and to improve their industrial and economic competitiveness. This Panel will be dedicated to the presentation and discussion of best practices for developing STEM training based on a benchmark of the strategies and initiatives of some well-developed countries in this field.

Where do ethical considerations end and where do those relating to the protection of the privacy of individuals begin? How to reconcile between the two, better, is this conciliation possible? What are the framework, the dynamics? Then what arguments do those who advocate all ethics and those who plead for the protection of privacy ensured by a pre-defined legal and regulatory framework put forward?