Download or read book Implementing Educational Policies in Sub Saharan Africa written by John E. Craig and published by . This book was released on 1987 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leapfrogging Inequality written by Rebecca Winthrop and published by . This book was released on 2018 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Confronted with pervasive and persistent inequalities, we must make room for bold new approaches that have the potential to deliver quality learning for all children and youth--not a century from now, but today. In Leapfrogging Inequality, researchers at the Brookings Institution chart a new path for global education by examining the possibility of leapfrogging--rapidly accelerating educational progress to ensure that all young people develop the skills they need to thrive in a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. .

Download or read book Planning and Financing Sustainable Education Systems in Sub Saharan Africa written by Perran Penrose and published by . This book was released on 1998 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first part of this paper describes some of the basic issues facing education policymakers in Africa, including the introduction of school fees and private provision of schools. Insufficient attention has been paid to how policy advice is implemented, especially to the relation between planning and budgeting. Most African public-sector budgeting procedures and formats have not changed significantly since colonial times, and they cannot cope with translating short- and medium-term adjustment policies into practice. The second part of this paper is concerned with approaches to strengthening and/or reforming the planning and budgeting for education in African countries. With the improvements described, better use can be made of external assistance. The objectives of the suggested changes are to enable countries to use their limited resources better and to avoid stop-go educational policies so that the capability of providing a sustainable and affordable education service can be achieved. In this respect, governments have a crucial role to play in the process of change, even if in some aspects the "market" will succeed where government planning has failed. (Contains 78 references.) (RT)

Download or read book Facing Forward written by Sajitha Bashir and published by World Bank Publications. This book was released on 2018-09-17 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt: While everybody recognizes the development challenges facing Sub-Saharan Africa, few have put together coherent plans that offer real hope for any feasible and general improvement. Facing Forward combines an evidence-based plan that not only recognizes the deep problems but provides specific prescriptions for dealing with the problems. In the simplest version, focus on the skills of the people and do it in a rational and achievable manner. †“ Eric Hanushek, Paul and Jean Hanna Senior Fellow, Hoover Institute, Stanford University This book offers a clear perspective on how to improve learning in basic education in Sub- Saharan Africa, based on extremely rigorous and exhaustive analysis of a large volume of data. The authors shine a light on the low levels of learning and on the contributory factors. They have not hesitated to raise difficult issues, such as the need to implement a consistent policy on the language of instruction, which is essential to ensuring the foundations of learning for all children. Using the framework of “From Science to Service Delivery,†? the book urges policy makers to look at the entire chain from policy design, informed by knowledge adapted to the local context, to implementation. Facing Forward: Schooling for Learning in Africa is a unique addition to the literature that is relevant for African policy makers and stakeholders. †“ Professor Hassana Alidou, Ambassador of the Republic of Niger to the United States and Canada As the continent gears itself up to provide universal basic education to all its children by 2030, it has to squarely address the challenge of how to improve learning. Facing Forward helps countries to benchmark themselves against each other and to identify concrete lines of action. It forces policy makers to think “where do I go from here?†? “what do I do differently?†? and to examine the hierarchy of interventions that can boost learning. It rightly urges Ministries of Education to build capacity through learning by doing and continuous adaptation of new knowledge to the local context. Facing Forward will unleash frank conversations about the profound reforms that are required in education policy and service delivery to ensure learning for every child on the continent. †“ Dr. Fred Matiang’I, Cabinet Secretary for the Interior and Coordination of National Government, Government of Kenya (former Cabinet Secretary for Education) Facing Forward couldn’t have come at a more opportune time as countries in the region, including Mauritius, focus more on learning outcomes rather than simply on inputs and processes in education systems. The book underscores the important point that African countries need not exclusively model themselves on high-performing education systems in the world. Much can as well be learnt from other countries at the same level of development, or lower, by virtue of the challenges they have faced and successfully overcome. This presents opportunities for greater peer-sharing and networking with these countries. Indeed a number of key focus areas are highlighted in the book that demonstrate good practices worthy of being emulated. These cover domains as diverse as enabling factors leading to improved student progression, strengthened teacher capacity, increased budgetary allocation with a focus on quality, as well as improved technical capacity of implementing agencies in the region. †“ Hon. (Mrs.) Leela Devi Dookun-Luchoomun, Minister of Education and Human Resources, Tertiary Education and Scientific Research, Republic of Mauritius

Download or read book Comparative African Experiences in Implementing Educational Policies written by John Craig and published by Washington, D.C. : World Bank. This book was released on 1990 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Second Handbook of Information Technology in Primary and Secondary Education written by Joke Voogt and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the multiple components that are important for successful implementation of IT in education, including supporting student learning with technology.

Download or read book The Condition of Young Children in Sub Saharan Africa written by Nat J. Colletta and published by World Bank Publications. This book was released on 1996-01-01 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reviews the World Bank's experience in industrial restructuring in 46 countries during the past 14 years. The study finds that for most completed public enterprise restructuring operations, sustainability of benefits was a large problem, mainly because of fragile sector reforms and inadequate governance and management. Those completed for the private sector experienced poor outcomes from inadequate attention to country economic conditions and policy distortions. To overcome such problems, the study recommends that future restructuring operations be designed and implemented to have an impact at the firm level.

Download or read book Why Educational Policies Can Fail written by George Psacharopoulos and published by . This book was released on 1990 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper reviews a number of educational policy statements in east African countries on issues ranging from combining education with production at the primary level to the financing of higher education. An assessment is made as to how successful the policies have been in achieving their original intention. The paper's conclusion is that policy outcomes fall far short of matching expectations, mainly because of insufficient, or the absence of, implementation. Most educational policies are not implemented because they are vaguely stated and the financing implications are not always worked out. Another common reason for failure is that the content of a policy is based on an empirically unsustained theoretical relationship between instruments and outcomes. The paper makes a plea for the formulation of more concrete, feasible and implementable policies based on documented cause-effect relationships.

Download or read book Out of School Youth in Sub Saharan Africa written by Keiko Inoue and published by World Bank Publications. This book was released on 2015-03-17 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The economic and social prospects are daunting for the 89 million out-of-school youth who comprise nearly half of all youth in Sub-Saharan Africa. Within the next decade, when this cohort becomes the core of the labor market, an estimated 40 million more youth will drop out, and will face an uncertain future with limited work and life skills. Furthermore, out-of-school youth often are “policy orphans,†? positioned between sectors with little data, low implementation capacity, lack of interest in long-term sustainability of programs, insufficient funds, and little coordination across the different government agencies. This report provides a diagnostic analysis of the state of out-of-school youth in Sub-Saharan Africa, focusing on the 12- to 24-year-old cohort. This report also examines the decision path youth take as they progress through the education system and the factors that explain youth’s school and work choices. It finds that individual and household characteristics, social norms, and characteristics of the school system all matter in understanding why youth drop out and remain out of school. In particular, six key factors characterize out-of-school youth: (i) most out-of-school youth drop out before secondary school; (ii) early marriage for female youth and (iii) rural residence increase the likelihood of being out of school; (iv) parental education level and (v) the number of working adults are important household factors; and (vi) lack of school access and low educational quality are binding supply-side constraints. Policy discussions on out-of-school youth are framed by these six key factors along with three entry points for intervention: retention, remediation, and integration. This report also reviews policies and programs in place for out-of-school youth across the continent. Ultimately, this report aims to inform public discussion, policy formulation, and development practitioners’ actions working with youth in Sub-Saharan Africa.

Download or read book Comparative Analysis on Universal Primary Education Policy and Practice in Sub Saharan Africa written by and published by BRILL. This book was released on 2015-01-01 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda.

Download or read book Multilingual Learning and Language Supportive Pedagogies in Sub Saharan Africa written by Elizabeth J. Erling and published by Routledge. This book was released on 2021-07-01 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

Download or read book Policies Procedures and Strategies for the Allocation of Resources for Education in Sub Saharan Africa written by Beedeeanum Conhye and published by . This book was released on 1999 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Education in Sub Saharan Africa written by Rosarii Griffin and published by Symposium Books Ltd. This book was released on 2012-05-14 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential - often taken for granted in Western countries – giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume’s contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context.

Download or read book Going to School in Sub Saharan Africa written by Jim Nesin Omatseye and published by Greenwood. This book was released on 2008-02-28 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational practices vary widely in sub-Saharan Africa, due to political instability, economic pressures, and availability of resources. This volume examines the history, educational philosophies, and current practices of schools in the region, including a special Day in the Life feature that shows readers what an average student's school day is like for that country. All educational levels are covered, from primary through secondary school, and both public and private systems are examined. ; Angola ; Cameroon ; Democratic Republic of Congo ; Ghana ; Ivory Coast ; Kenya ; Nigeria ; South Africa ; Tanzania ; Uganda

Download or read book Educational Management for Sub Saharan Africa written by and published by . This book was released on 1998 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education in Sub Saharan Africa written by Kirsten Majgaard and published by World Bank Publications. This book was released on 2012-06-26 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in Sub-Saharan Africa: A Comparative Analysis takes stock of education in Sub-Saharan Africa by drawing on the collective knowledge gained through the preparation of Country Status Reports for more than 30 countries.

Download or read book Re thinking Postcolonial Education in Sub Saharan Africa in the 21st Century written by Edward Shizha and published by Springer. This book was released on 2017-04-17 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada