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For more than a decade, higher education and research in the French-speaking countries of Africa has been in a state of severe crisis, stemming from an increasing disparity between available resources and the requirements vital to providing high-quality education. This paper seeks to: 1) highlight the factors which have led to the development of this situation in most countries; 2) identify the conditions for creating a framework for regulating financially-sustainable higher education and research systems; and 3) identify ways of increasing funding for this sector as well as maintaining its quality.

Despite a low enrollment rate in higher education of 3 percent on average, in comparison with 8 percent in countries with comparable levels of development, Francophone African countries are currently facing an immense challenge in terms of numbers. The increased social demand associated with the progress made in universal primary enrollment and the increase in secondary enrollment could cause the student population to grow from 800,000 in 2004 to approximately 2 million in 2015, and to double the coverage. This increase exacerbates the financial problems of higher education institutions and might result in a decline in the quality of training offered. The problem of the relevance of training to labor market requirements has already become quite obvious. The difficulties faced by graduates of tertiary institutions in respect to entry into the modern labor market, which often provides less capacity of systems and, possibly, the revamping of programs to better respond to countries' development needs. In order to better understand the challenges and opportunities facing higher education systems in Francophone Africa, this book takes stock of their situations, highlights the similarities and difference in strategies between countries, and indicates the potential for greater flexibility in order to improve financing as well as the internal and external efficiency of higher education systems. It then uses scenarios of future possible education systems to highlight realistic and sustainable hypotheses for countries. Finally, it proposes policy tools that would enable policy makers and heads of higher education institutions to improve the quality and performance of systems while planning their development.

Abstract The Brazilian government has adopted measures that aim to influence students’ spatial mobility. The extent and success of such measures require detailed knowledge of the mobility determinants. Gravity models are the appropriate tool for analyzing the flows of college students from their place of origin to their destination. To analyze the determinants of student flows, we estimate a negative binomial regression model with Brazilian data. The results show the deterrence effect of distance on mobility, as the total costs of entering a university increase with the distance between the place of origin and the destination institution. Places with lower living costs and smaller university centers (campuses) are attraction factors to students, as are the possibility of having non-reimbursable financing and a larger number of study programs.

The flow experience ( i.e. , challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self-consciousness, transformation of time, and autotelic experience) is an experience highly related to the learning experience. One of the current challenges is to identify whether students are managing to achieve this experience in educational systems. The methods currently used to identify students’ flow experience are based on self-reports or equipment ( e.g. , eye trackers or electroencephalograms). The main problem with these methods is the high cost of the equipment and the impossibility of applying them massively. To address this challenge, we used behavior data logs produced by students during the use of a gamified educational system to predict the students’ flow experience. Through a data-driven study (N = 23) using structural equation modeling, we identified possibilities to predict the students’ flow experience through the speed of students’ actions. With this initial study, we advance the literature, especially contributing to the field of student experience analysis, by bringing insights showing how to step towards automatic students’ flow experience identification in gamified educational systems.

In this paper, according to the randomness of students ’ arrival in the canteen and the randomness of dining time, a queuing model of canteen service is established. The students ’ arrival rate and service time are randomly simulated, and the students ’ multi-queue dining service is dynamically simulated. So got the queuing time, busy rate of dining windows and other factors. Considering the waiting cost of students and the operating cost of canteen, and effectively combining the epidemic prevention, the optimal number of canteen windows is obtained. It puts forward the optimization scheme for students to eat, and provides feasible suggestions for canteen managers and schools.

To address conceptual and methodological shortcomings in the extant literature on student mobility, this study employs event history modeling to describe and explain how state policy levers, specifically state grant aid, relates to mobility and baccalaureate degree completion. We find that state grant aid reduces mobility, but less so than institutional grant aid. We also find that regardless of the form of mobility, it was negatively related to degree completion. This inquiry contributes to work on student mobility, (e.g., McCormick, Transfer behavior among beginning postsecondary students: 1989-94, National Center for Education Statistics, Washington, 1997; Goldrick-Rab, Sociol Educ 79(1): 61-79, 2006); extends the long line of persistence research (e.g., Bean, Res High Educ 12(2):155-187, 1980; Pascarella and Terenzini, J High Educ 51(1): 60-75, 1980; Tinto, Rev Educ Res 45(1):89-125, 1975) by conceptualizing persistence as student flow within and between institutions; and offers a conceptual tool for policy makers seeking to improve college completion.

\"This paper outlines a technique for identifying and representing pathways of student progression through a degree course. Considerable attention over the last decade in developing performance indicators of student progress, retention and completion in higher education, has neglected indicators of individual student progression. Common student outcome performance indicators are based on cohort or census-like counts. A new technique is proposed for longitudinal analysis of individual student enrolment and unit of study completions, to create pathways at the student level. The frequency of individual pathways indicate the common patterns of student progression at the course level. Pathway patterns convey important information about changes in programs of study, and associations with student characteristics. Pathway patterns complement current student outcome performance indicators. The pathway technique is simple, accurate, practical and applicable not only to staff and students in making informed decisions regarding the teaching and learning environment but also to universities and governments in planning and policy development.\" Forschungsmethode: empirisch; empirisch-qualitativ. (author's abstract, IAB-Doku).

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.

Globalization is an irreversible trend in economics. This paper hypothesizes that the highly segmented education market has also followed this trend and has started fast globalization, signaled by the increasing international student flow worldwide. Factors that facilitate this education globalization are analyzed. Retrospective data on student inflow to and outflow from China are studied from the service trade perspective. The interesting phenomenon of the inverse education service trade imbalance in China is outlined. Remediating measures based on the core competence theory for this imbalance are proposed. Outward looking projections are also presented.

All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account, the report evaluates the scope for policy development from three perspectives in the subsequent chapters: the coverage of education systems (chapter five), the quality and cost of service delivery (chapter six), and the division of financing by public and private sources (chapter seven). The fiscal implications of plausible policy packages that SSA countries might consider are assessed in chapter eight. Chapter nine seems up the general conclusions of the report.