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Why abolish school fees in Africa? The answer seems obvious: to achieve the right to education for all and thus promote equitable participation in economic growth and political action. However, moving from a system based on user fees, which stifled enrollment of the poorest and most vulnerable children, to one of free basic education for everyone has hidden costs if the effort is unplanned or underplanned. The immediate and dramatic influx of students can overburden the education system and compromise quality because of a lack of qualified teachers, an increase in class size, and the loss of school-level funding. Such a result benefits no one. If the elimination of school fees is to make a positive and sustainable impact on school access and learning outcomes, then it must be carefully planned, widely negotiated, and financially supported. Toward these ends, the School Fee Abolition Initiative (SFAI) was launched jointly by the United Nations Children's Fund (UNICEF) and the World Bank in 2005. The initiative promotes access to quality basic education worldwide through three specific goals: constructing a knowledge base (database and analysis of experiences), providing assistance (technical and financial) to countries developing a national education plan, and building the partnerships that will ensure success. 'Abolishing School Fees in Africa' is the product of a SFAI workshop, \"School Fee Abolition: Building on What We Know and Defining Sustained Support,\" held in Kenya in 2006. The book begins with a comparative overview of the processes, challenges, and lessons learned by five countries that had already abolished school fees: Ethiopia, Ghana, Kenya, Malawi, and Mozambique. The subsequent chapters delineate the actual experiences of each of the countries in planning and implementing their policies. This volume will be invaluable to national policy makers and their development partners—civil society, the private sector, development agencies—in eff orts to open access to a quality basic education to all.

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company. Colette Chabbott is Director of the Board on International Comparative Studies in Education at the National Academy of Sciences. She has served with the United States Agency for International Development in Bangladesh and Guinea, taught in the International and Comparative Education program at Stanford University, and has consulted for other international organizations in Egypt, India, Pakistan, and Afghanistan.

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

With the end of civil war in 1991, Ethiopia’s government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, Education in Ethiopia argues for wise tradeoffs in the use of resources—a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards—such as those for teacher recruitment and school construction—to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.

Education is improving in Brazil. The average years of education has almost doubled over the last 20 years, as has the proportion of adults who have completed secondary school. Brazil's high school students have improved consistently in math and language performance over the last decade. These gains stem from the federal government's priority attention to education through both reforms and resources over the past 15 years. The progress laid out in this book is impressive and praiseworthy, but Brazil still trails its competitors in several of the ways that matter most. Student learning, while improving, still lags far behind wealthier nations. Many secondary schools lose the majority of their students well before graduation. Teachers are drawn from among the lowest achievers and have few performance incentives, and it shows in how class time is used. This important book explores not only the basis for Brazil's progress, but also what it must do to bridge the remaining quality gap to a first-rate education for its children. It provides detailed recommendations for strengthening the performance of teachers, supporting children's early development, and reforming secondary education. In Brazil's highly decentralized basic education system, each level of government has an integral role to play.

Are school-based management reforms improving education? This book analyzes the theory and evidence behind decentralized decision-making in schools worldwide. Decentralized Decision-Making in Schools explores the impact of school-based management (SBM) reforms across diverse countries. It examines how empowering principals and teachers, and strengthening parental involvement, affects educational outcomes. The authors review over 20 country experiences, providing insights into the effectiveness of SBM in various contexts. * Discover the key factors for successful SBM implementation. * Understand the impact of SBM on student achievement and attendance. * Learn how to design effective education projects with decentralized authority. This insightful analysis is for education officials, policymakers, and researchers seeking evidence-based strategies for improving school governance and student outcomes.

Based on case studies of education systems and practices in eight English-speaking African countries, the publication closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. Teachers in Anglophone Africa offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies.

This review was prepared jointly by the World Bank Group and the World Food Programme (WFP), building on the comparative advantages of both organizations. It examines the evidence base for school feeding programs with the objective of better understanding how to develop and implement effective school feeding programs in two contexts: a productive safety net, as part of the response to the social shocks of the global food, fuel and financial crises, and a fiscally sustainable investment in human capital, as part of long-term global efforts to achieve Education for All and provide social protection to the poor.

This report finds that in developing countries over the past 15 years, high priority was accorded to increasing enrolments in primary schools, but much less attention was directed to the crucial issue of whether children are learning adequately. The report recommends that countries, the World Bank and development partners give the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. The World Bank is the largest provider of external financial support to education in developing world. Since 1963, it has transferred about US$36.5 billion for education, over $14 billion of which has been for primary education. Its current lending portfolio consists of about 143 operations in 88 countries amounting to US$8.4 billion. (DIPF/Orig.).

A pesquisa objetiva demonstrar de que forma os organismos internacionais, mais especificamente o Banco Mundial, influenciam na formulação das políticas públicas inclusivas no Brasil. Trazemos uma breve contextualização histórica acerca da importância da Educação Inclusiva no Brasil e de que forma ela vem sendo atravessada pela política neoliberal no país no contexto de crise estrutural do capital. Este estudo utilizou como metodologia, as pesquisas bibliográfica e documental. Analisamos as declarações resultado das Conferências de Jomtien (Organização das Nações Unidas para a Educação, a Ciência e a Cultura [Unesco], 1990), de Direitos Humanos (1993), de Salamanca (Organização das Nações Unidas para a Educação, a Ciência e a Cultura [Unesco], 1994), da Guatemala (Organização das Nações Unidas [ONU], 1999), de Brasília (Brasil, 2008) e de Incheon (Organização das Nações Unidas para a Educação, a Ciência e a Cultura [Unesco], 2015). No âmbito das políticas públicas no Brasil, trazemos a Constituição Federal (Brasil, 1988), a LDB 9394/96 (Brasil, 1996) e o Plano Nacional de Educação (PNE/2014). A materialidade tem-nos mostrado, nos resultados e discussões, que as políticas públicas para a Educação Inclusiva seguem as determinações do Movimento de Educação Para Todos (EPT). A partir de 1984, o Banco Mundial passou a liderar a pasta das políticas educacionais, que antes ficava a cargo da UNESCO, tratando a educação não mais como apenas um direito social, mas sobretudo, como interessante mercadoria de alta possibilidade de geração de lucros, portanto, os empréstimos realizados na área educacional estavam atrelados a condicionalidades que dependiam de uma série de negociações que desdobravam em cláusulas financeiras, gerenciais e fixação de diretrizes educacionais, como apontam as pesquisas de Fonseca (2000). Concluímos que apesar de existirem diversas leis que regulamentam a inclusão das pessoas com deficiência nos mais diversos espaços da sociedade, essas leis ainda não são, de fato, efetivadas em sua totalidade e que as questões socioeconômicas têm um importante papel no que diz respeito às melhores possibilidades de desenvolvimento das pessoas com deficiência.