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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.

Africa's Future, Africa's Challenge compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.

As part of the Country Status Report series, this book provides a comprehensive review of the status of education in post-conflict South Sudan. It is a result of collaborative work between MOE, key education stakeholders in South Sudan, and the World Bank. The aim is to contribute to the development of a shared vision for the future of the education system between government, citizens, and partners of the new South Sudan.With the signing of the Comprehensive Peace Agreement in 2005 began the establishment of a new education system specifically for South Sudan. Primary school enrollments approximately doubled between 2005 and 2009 from 0.7 million to 1.4 million; yet, the recent rapid growth has resulted in a concentration of students in the early grades, a high proportion of overage students, repetition, dropout, and weak levels of student learning. Thanks to the detail it offers, this book provides a solid foundation for dialogue about the future of education in South Sudan and will immediately be used to inform the preparation of an Education Sector Plan for the new country. The book underlines the strong progress that South Sudan has made in terms of expanding access to education, but also the many challenges that lie ahead. In particular, it sheds light on such questions as: Is everyone getting a chance at education? How much are students learning? What is the situation of schools and service delivery? What is South Sudan investing in education and how is it using these resources? Are the resources well-deployed and managed to ensure efficient functioning of the education system? The book offers a valuable and comprehensive resource for anyone interested in education in South Sudan.

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.

'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.

This book gathers in one volume all the information related to Automated DEC [Development Economics -- Vice Presidency at the World Bank] Poverty Tables (ADePT) Edu, the software platform created by the World Bank for reporting and analyzing education indicators and education inequality. It includes a primer on the availability of education data, an operating manual for using the ADePT software, a technical explanation of all the education indicators ADePT generates, and an overview of global education inequality using ADePT Edu. Chapter one is an introduction to ADePT Edu. It describes its origin and intended use and familiarizes readers with educational statistics. Chapter two is intended for users unfamiliar with the different datasets that contain education statistics and household-level data that contain information on education. Chapter three is a step-by-step technical guide for potential users. In addition to identifying the hardware and operating system requirements, it provides graphic examples of each of the steps needed to install and operate the software. Chapter four describes the outputs of ADePT and the definitions of all the indicators it generates. Chapter five provides a global and regional overview of education inequality, using ADePT Edu outputs obtained from household survey data. It analyzes inequality in school participation, progression, and attainment. Chapter 5 also illustrates how ADePT Edu can be used to readily analyze data from any household survey, a feature that makes this software unique. The analysis of education inequality serves as a backdrop for the potential use of household surveys for analyzing the demand side of education. Tables, Figures, References.

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 report, produced with the help of Madagascar’s national education team in 2006-07, is designed to contribute to ongoing education reform discussions. It analyzes the constraints to system expansion and presents possible next steps for an appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar’s stakeholders in education. We hope this report will contribute to improved implementation of the secondary education reform in Madagascar.This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training.

This study aims to see the effectiveness of education performance in Indonesia which has been budgeted in the state budget (APBN) from 1996 to 2020. This effectiveness can be evaluated from the number of gross enrollment rates aged 15 years and over. The number of gross enrollment rates is affected by the government spending in education sector, national per capita income, and national literacy rate that is measured by the number of literacy. This study uses Auto Regression Distributed Level (ARDL) model to see the government’s performance in education sector in the short term and long term. The finding of the study shows that in the short term, the government’s expenditure for education sector and national literacy level supports the effectiveness of education performance. Meanwhile in the long term, literacy level supports the effectiveness of education performance.

Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic education reform against competing development priorities. They must consider how and sometimes whether, to fund post-basic education in the face of demographic growth, limited public resources, and political and social imperatives. In its new poverty reduction and growth strategy, the Madagascar Action Plan (MAP), the Government of Madagascar made the transformation of its education system one of the key pillars of its development agenda. An important decision was the reform of basic education, covering primary and junior secondary education, including extension of the basic education cycle to 10 years. The Government's new Education for All (EFA) plan provides the policy framework and operational strategies for basic education, covering changes to curricula and learning materials, teaching methods and student assessment. The EFA plan was endorsed by donors and the reform of basic education launched in 2008.The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system.