Transitions in Secondary Education in Sub-Saharan Africa

Description

This World Bank Working Paper discusses equity and efficiency issues in secondary education transitions in Sub-Saharan Africa. Its main purpose is to identify and analyze national, regional, and local measures that may lead to the development of more efficient and seamless transitions between post-primary education pathways.
In most African countries student transition from primary to junior secondary is still accompanied by significant repetition and dropout. Transitions within the secondary cycle also cause significant losses and should use more effective assessment and selection methodologies. According to global trends, Africa needs to revisit its post-primary structures to provide more diversified (academic and non-academic) pathways of learning which respond better to the continent's present economic and social realities. In the end, the main goal should be to produce young people who can become productive citizens and lead healthy lives, as demonstrated by middle and higher-income economies.

Sujets

• Éducation

Informations

• Publié par: world-bank-publications
• Publié le: 20 février 2008
• Nombre de lectures: 19
• EAN13: 9780821373422
• Langue: English

Extrait

WORLD BANK WORKING PAPER NO. 12

AFRICA HUMAN DEVELOPMENT SER

Transitions in Secondary

Education in Sub-Saharan Africa

Equity and Efficiency Issues

THE WORLD BANK

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01989-00_MF.erv.xq d1 1//580 :994A MP ga eiWORLD BANK WORKING PAPER NO. 12

Transitions in Secondary
Education in Sub-Saharan Africa

Equity and Efficiency Issues

Secondary Education in Africa (SEIA)

Africa Region Human Development Department

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01989-00_MF.erv.xq d1 1//580 :994A MP ga eiiCopyright © 2008
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ISBN-13:978-0-8213-7342-2
eISBN:978-0-8213-7343-9
ISSN:1726-5878DOI:10.1.596/978-0-8213-7342-2
Cover photo by Jacob Bregman
Library ofCongress Cataloging-in-Publication Data
Transitions in secondary education in Sub-Saharan Africa :equity and efficiency issues / the
TRANSE Group.
p.cm.—(SEIA thematic study ;
#
2)
At head oftitle:Secondary education in Africa (SEIA)
ISBN 978-0-8213-7342-2
1.Highschoolattendance—Economicaspects—Africa,Sub-Saharan.2.Educational
equalization—Africa,Sub-Saharan.3.Educational assistance—Africa,Sub-Saharan.I.TRANSE
Group.II.Title:Secondary education in Africa (SEIA).
LC146.8.A357T73 2007
373.12
′
1967—dc22

2007038096

01989-00_MF.erv.xq d1 1//580 11Contents

3: 3MA aPegi iiForeword
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
v
Acknowledgments
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vii
Acronyms and Abbreviations
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ix
Executive Summary
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xi
Résumé analytique
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
xxi

1Introduction
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Background to and Rationale for the SEIA-TRANSE Study. . . . . . . . . . . . . . . . . . . .
1
Overview ofthe Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Definition of“Transitions”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
Effects on Transitions:Critical Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Measures to Improve Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
The Challenges,Strengths,and Limitations ofthe Study. . . . . . . . . . . . . . . . . . . . .
18

2An Overview ofthe Promising Practices Selected for the Study
. . . . . . . . . . . . . .
19
Namibia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Eritrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
Senegal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
Mali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
Tanzania. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35

3Analyses ofthe Promising Practices
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
Key Perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40

4Conclusions and Recommendations
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
Differentiation ofPolicies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48
Holistic Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
Multi-level Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
Sustainability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
Monitoring and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50

References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51

iii

01989-00_MF.erv.xq d1 iv
Contents

1/5B/L0E8S :994A MP ga eviL
ISTOF
T
A
1.Educational Indicators Comparing Sub-Saharan Africa and
All Developing Countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
2.African Countries Classified by Level ofEnrollment in Secondary
Education,1996. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
3.Gross Enrollment Ratio in Secondary Education,1990–2000. . . . . . . . . . . . . . . . . . .
4
4.Enrollment Rate by Gender,1990–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6

GIRUSEL
ISTOF
F
1.Gross Enrollment Rates ofMales and Females in Secondary Education
in Five Different Countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
2.Model ofTransitions between School Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8

01989-00_MF.erv.xq d1 1//580 :94Foreword

9MA aPegv any African countries are undertaking important economic reforms,improving
M
macroeconomic management,liberalizing markets and trade,and widening the
space for private sector activity.Where such reforms have been sustained they produced
economic growth and reduced poverty.However,Africa still faces serious development
challenges in human development,notably in post-primary education.The World Bank
incorporated this within its Africa Action Plan (AAP) by underscoring the fundamental
importance ofexpanding not only primary but also secondary and higher education,and
linking it to employment options for African youth.
The Education for All-Fast Track Initiative (EFA-FTI) involves over 30 bilateral and
international agencies and has made important strides.In the coming years,the key chal-
lenges are to consolidate progress towa