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This report is on the secondary education in Ethiopia. The report analyzes the challenges of secondary education in the context of the government's growth and transformation plan and its stated goal of becoming a middle-income country by 2020-23. The education system in Ethiopia as currently organized, together with existing education policies, has served the country well as it has transitioned from a country with some of the lowest enrollment ratios in the world to one where universal primary education is within reach. The current secondary curriculum is not designed to meet the demands of universal general secondary education; it is too difficult and academic for that purpose. The report begins with an investigation of the participation rate in secondary education that would support a middle-income economy. It then examines whether the current secondary curriculum can ensure a supply of secondary graduates compatible with the needs of this economy. The report also analyzes how teacher preparation, development, and management, together with school-based management, can contribute to ensuring quality secondary graduates. Based on the quantity and quality of secondary graduates required, the report then assesses the options for ensuring sustainable financing for the subsector. It concludes with a summary of policy options for the expansion of secondary education. Ethiopia's recent economic performance has been impressive. Sustaining this performance over the coming 15 years will require significant improvements in productivity, which must be achieved through improved management, the application of technology, and the upgrading of human capital. Ensuring that its education system both imparts students with middle-level skills and facilitates improved learning achievement is probably the most critical challenge that Ethiopia faces.

This dissertation assesses the effectiveness of the Ugandan Universal Secondary Education policy. It seeks to ascertain whether and to what extent offering free-tuition education at eligible public and private secondary schools has affected gross enrollment rates at the lower secondary school level in Uganda between 2007 and 2015. Using a synthetic control method as well as a linear probability model, I explore the impact of the USE policy on lower secondary school enrollment both at the country and household levels since the policy implementation in 2007 up to 2015. To carry out the analysis, I merge several sources of administrative data, including World Bank education indicators, UNESCO Institute of Statistics data on school participation, Uganda National Bureau of Statistics' annual statistical abstracts and Uganda’s Ministry of Education and Sports’ annual reports into a country-panel dataset for the period of 1992-2015 and use the latter for the synthetic control approach. The linear probability model exploits the data from the 2013 Uganda National Household Survey (UNHS). The synthetic control analysis shows no effect of the USE policy at the country level. Instead, the results indicate that during my study period, lower secondary school enrollment rates growth in Uganda was reduced by a yearly average of 8 percentage points compared to its synthetic version. The micro-analysis, however, shows that the receipt of a government subsidy to enroll in lower secondary school had a positive and statistically significant effect ranging from .5 to 9.4 percentage points.

Division D was one of a number of post-primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached crisis point. This paper explores the origins of the problem of teacher supply and locates the establishment of Division D within the ideological and practical context within which the problem was posed and confronted. It suggests that, because the students entered the profession without the university qualifications which had traditionally defined eligibility to teach in New Zealand secondary schools, the course presented contradictions as both a solution to the Department's problem of supply, and a problem for status within the profession.

This book reviews current education and skills training options in the Eastern Caribbean and asks whether the prevailing education policies adequately prepare youth for the global economy. It provides in-depth analysis and relevant international cutting-edge practices to guide policymakers, educators and private sector leaders in fostering a creative, productive and well-paid workforce. Specifically, it makes the case for why the OECS education and training systems need to be more responsive to changing labor market demands in the region, and discusses how this could be achieved, taking into consideration the latest education and training policies.

Improving student learning is the key challenge for education in Latin America and the Caribbean. This book is divided into three parts. Part one focuses on the central role of student learning in education. Chapter one examines why student learning outcomes are important. Chapter two analyzes the extent to which learning takes place in schools in the region. Chapter three discusses some of the advantages and disadvantages of generating and using information on student learning to raise the quality of education. Part two reviews the evidence on the factors and policies that affect student learning. It first presents a conceptual framework that facilitates understanding of the factors that influence student learning. It then reviews the evidence on the impact on student learning of economic, political, and social conditions (chapter four); student endowments and behaviors (chapter five); school endowments and behaviors (chapter six); and institutional factors and policies (chapter seven). Part three focuses on quality assurance and beyond. Chapter eight examines evidence from countries that have succeeded in achieving high levels of learning among most, if not all, students, in order to present policy options on education quality assurance. Chapter nine summarizes the book's main messages and discusses unanswered questions.

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.

The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning, or UDL, can be used as a framework to guide tertiary educators in the planning and delivery of their courses. The effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities. A rapid review was conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. A total of 52 articles were included in the study and annotation was used for data extraction. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice are suggested. As the current study was conducted at a university in Australia, the current research (which is largely from the United States) has been examined with the Australian university context in mind. [Author abstract]

'Developing Science, Mathematics and ICT in Secondary Education' is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in science, mathematics and ICT (SMICT) education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

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.