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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.

This book gathers in one volume all the information needed to use ADePT Edu, the software platform created by the World Bank for the reporting and analysis of education indicators and education inequality. It includes a primer on education data availability, an operating manual for the software, a technical explanation of all the education indicators generated, and an overview of global education inequality using ADePT Edu. The World Bank developed ADePT Edu to fill the need for a user-friendly program designed to give everyone the ability to organize and analyze education data from households. ADePT Edu can be used with any household survey with the aid of its user friendly interface, generating education tables and graphics that comply with international standards for performance indicators. Because this volume is a compendium its chapters can be consulted independently of each other, depending on the need of users.

Introduction - International trends influencing secondary education in Sub-Saharan Africa - Issues of governance in secondary education in Sub-Saharan Africa - Management of secondary education: focus on the school - Accountability - The governance and accountability of private schools - Special issue: addressing ICT and technical training - Recommendations.

It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.

Vocational education often is ignored during discussions of secondary education reform even though it accounts for between 25 percent and 79 percent of upper secondary enrollment in the former centrally-planned countries of the European Union. Based on information, data, and feedback from most of these countries, this paper develops a set of propositions about vocational education reform, not with a view to prescribing a detailed “one-size-fits-all” strategy, but rather it derives some principles that continued reform of vocational education could take into account, to the benefit of fiscal efficiency.

'School Construction Strategies for Universal Primary Education in Africa' examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost.

The steering of educational institutions in developed countries has changed radically during the past several decades. One of the most crucial changes has been the move from centralized rational planning to more decentralized governance with a diverse set of actors and networks. Education decision-makers (politicians and officials) must be able to steer through a very complex and fluid environment and use different forms of governing tools beyond the traditional command and control. However, the core education steering institutions- education ministries-are still governed in strictly hierarchical ways. This leads to a clash of cultures: officials must be able to operate in networks while they are themselves deeply embedded within a hierarchical organization. This may lead to role confusion. We argue that people who are more engaged in communication are more inclined to a mission orientation. Open communication also increases the level of trust among actors. However, officials who are engaged in communication networks are also less willing to accept the instructions of their superiors if these seem contrary to the utmost goal of education. It is also argued that officials should be trained in new kinds of skills, including critical thinking and social skills.

This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This World Bank Working Paper aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, and the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement.

The pace of progress of HPV vaccine introduction in Sub-Saharan francophone African countries has been limited, particularly in conflict-affected countries. To better understand the barriers affecting the introduction and sustainability of the HPV vaccine, we conducted a qualitative study from January – April 2024 informed by insights from a multi-country HPV symposium. Our study explored perspectives from stakeholders across six countries through key-informant interviews: four in the pre-introduction phase (Chad, Central African Republic, Gabon, Republic of Congo) and two seeking to sustain HPV vaccination program (Senegal and Côte d'Ivoire), alongside regional and global partners. We identified shared and context-specific barriers using semi-structured interviews and abductive thematic analysis, which included weak health system capacity, competing vaccine priorities, human resource constraints, political and conflict instability, and logistical challenges that limited countries' ability to introduce the HPV vaccine. For countries with existing programs, challenges included coordination between Ministries of Health and Education, insufficient funding for communication, misinformation, and gaps in teacher engagement. Despite policy commitment, financial sustainability, including co-financing and transition from Gavi support, remains a core concern. The study findings emphasize the importance of strengthening health systems, promoting cross-sectoral coordination, allocating finance for communication plan, and planning for sustainable financing to support both the introduction and long-term sustainability of HPV programs in low-resource settings.

Many countries are using digital transformation to increase their productivity and organizational performance. In Saudi Arabia, digital transformation is a crucial part of their Saudi Vision 2030 plan, but it is still in its early stages. To understand the factors that affect the adoption of digital transformation. The study used a qualitative interview to identify the critical success factors and challenges in adopting digital transformation at the Ministry of Education of Saudi Arabia. The main results of the study show, first, the seven main success factors include technology, employee engagement, vendor partnerships, budget, top management support, culture, and strategy. Second, the main seven challenges include organizational and strategic stakes, resistance to change, governance, data, cost, and IT infrastructure. The study developed a framework that shows the main success factors and challenges that affect adopting digital transformation in the Ministry of Education. These findings can benefit many individuals and groups, such as academics, business people, and the public, and can apply this research in other contexts. This research aimed to determine the primary factors contributing to the success of digital transformation in the Ministry of Education and the challenges that arise when implementing it, specifically within the Saudi Arabian Ministry of Education.