Africa Human Development Series - Böcker
Visar alla böcker i serien Africa Human Development Series. Handla med fri frakt och snabb leverans.
6 produkter
6 produkter
Transitions in Secondary Education in Sub-Saharan Africa
Equity and Efficiency Issues
Häftad, Engelska, 2008
163 kr
Skickas inom 10-15 vardagar
The main purpose of the Secondary Education in Africa (SEIA) -TRANSE study has been to identify and analyze measures that may lead to more efficient and equitable transitions in secondary education. These measures are on the one hand aiming at improving the structure and increasing the capacity of secondary education, and on the other hand to facilitate the individuals' possibilities to enter and to succeed in secondary education. Measures may be implemented at the national, regional or local level. The author especially focuses on measures like: (a) Financial (expansion of capacity, improvement of infrastructure, support to students); (b) Provisions (attractiveness and relevance, volume, location, quality and support, selection mechanisms); (c) Counseling; (d) PTA (parent teacher associations) and other local community and school relations; and (e) Reducing factors that are hindering youth to enter or to stay in schools. This paper synthesizes the findings of the country studies, highlighting the factors contributing to more equitable and efficient transitions in secondary education, and offers conclusions and recommendations.
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa
Häftad, Engelska, 2008
163 kr
Skickas inom 10-15 vardagar
Economic and social changes, fast evolution of technology, and the growing importance of internet services and international communications-all these require secondary education providers to adapt what is taught and learned in schools. However, in Africa the content of secondary curricula is in most cases ill-adapted to 21st century challenges, where young people are mobile, have access to "more and instant information," and face health threats such as HIV/AIDS. In addition, implementation problems exist, and the time for instruction is often much less then what is required by the prescribed secondary curriculum. In Africa there is a need to develop a secondary education curriculum adapted to the local economic and social environment, but with international-comparable performance indicators. This study analyses that challenge: the quality of curricula and assessment, and their development processes in secondary education in Africa against the background of existing contexts, conditions, and ambitions on the one hand and current pedagogical thinking on the other.
Teachers for Rural Schools
Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda
Häftad, Engelska, 2008
267 kr
Skickas inom 10-15 vardagar
Much is going well with the effort to provide universal primary education in Sub-Saharan Africa. Gross enrollment rates have increased from 78 percent in 1998/99 to 91 percent in 2002/03; sizable investments have greatly improved school infrastructure and access; and large numbers of new teachers have been recruited. But educating the children in remote rural areas continues to be a challenge. Schools in hard-to-reach locations find it difficult to attract and retain teachers. Therefore, the deployment, effectiveness, management, and support of teachers in these areas require special attention and action. Such issues are thoroughly examined in this book, which also includes case studies from Lesotho, Malawi, Mozambique, Tanzania, and Uganda. The country studies give rich insights into the potential and drawbacks of specific policy options. 'Teachers for Rural Schools' provides information that will be invaluable in its practicality to policy makers and practitioners responsible for educating rural populations. It will also appeal to anyone interested in Africa, development, education, public policy, and social welfare.
Abolishing School Fees in Africa
Lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique
Häftad, Engelska, 2009
423 kr
Skickas inom 10-15 vardagar
Progress in literacy and learning, especially through universal primary education, has done more to advance human conditions than perhaps any other policy. Our generation has the possibility of becoming the first generation ever to offer all children access to good quality basic education. But it will only happen if we have the political commitment - at the country as well as at the international level - to give priority to achieve this first in human history. And it will only happen if also those who cannot afford to pay school fees can benefit from a complete cycle of good quality primary education. Investment in good quality fee-free primary education should be a cornerstone in any government's poverty reduction strategy.
School Construction Strategies for Universal Primary Education in Africa
Should Communities Be Empowered to Build Their Schools?
Häftad, Engelska, 2009
267 kr
Skickas inom 10-15 vardagar
African countries have made significant progress in expanding access to primary education, and particularly since the year 2000, due in large part to commitments of aid made by developed countries through such agreements as Education for All (EFA), the Millennium Development Goals (MDGs), and the Education For All-Fast Track Initiative (EFA-FTI). Yet these achievements have placed great stress on school infrastructure, which has not grown fast enough to accommodate all school-age children. School facilities are often inadequate and unsuitable for learning. The development and creation of school infrastructure is too often hampered by poorly allocated resources, inefficient planning norms and practices, unsuitable construction technology, and non-cost-efficient management and implementation processes. ""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. It assesses the experiences of African countries with school planning, school facility designs, construction techniques, and procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process: central and decentralized administrations, local governments, agencies, social funds, NGOs, and local communities. Drawing upon extensive analysis of data from over 250 projects sponsored by the World Bank and other donor agencies, the book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the EFA goals and MDGs of complete quality primary education for all children at the lowest marginal cost.
Developing Post-Primary Education in Sub-Saharan Africa
Assessing the Financial Sustainability of Alternative Pathways
Häftad, Engelska, 2010
267 kr
Skickas inom 10-15 vardagar
Countries in Sub-Saharan Africa have made substantial progress in universalising primary school completion. Many young Africans are completing primary schooling, and many more will do so in the coming years. The pressure - already strong - to expand secondary and tertiary education is expected to intensify. Finding a sustainable path for such expansion is a challenge for all countries in the region. Given the diversity across African countries, Developing Post-Primary Education in Sub-Saharan Africa: Assessing the Financial Sustainability of Alternative Pathways offers no generic policy fix. Rather, it seeks to provide policy makers and their development partners with an analytical tool to inform discussion and debate about alternative options in light of country circumstances. It presents simulation scenarios that serve an illustrative function to draw attention to the implications of such options as raising the share of education in the national budget, reforming the service delivery arrangements to manage costs, diversifying the student flow beyond lower secondary education, and enlarging the role of private funding, particularly in post-primary education.The study captures the nature of the policy choices by presenting alternative packages of policies and using them to clarify the affordability of what the authors characterise as spartan and generous choices. One of the study's most valuable contributions is the flexibility of the simulation model, which can be used to adapt the package of policies to national contexts. Developing Post-Primary Education in Sub-Saharan Africa: Assessing the Financial Sustainability of Alternative Pathways, which contains detailed annexes with results for 33 low-income countries, will be of interest to national education policy makers and development partners, as well as education researchers and education consultants.