Publication: Universal Secondary Education (USE) in Guyana
Loading...
Published
2008-06
ISSN
Date
2013-02-12
Author(s)
Editor(s)
Abstract
In 2002, Guyana adopted a broadly-based five year plan (2003-2007) to achieve universal secondary education (USE), with a strategy to convert secondary classes in primary schools and grade 7-10 community high schools into General Secondary Schools (GSS) in which all students could present for the Caribbean Examination Certificate (CXC) or an alternative competency-based Certificate. Current status of secondary education (chapter one) summarizes the performance of public schools in Guyana against the Ministry of Education (MOE) policy on universal secondary education (2002), trends evident in the annual statistical digests, and the broad issues presented to Senior MOE officers on 13 December and to the Minister on 19 December 2007. Improving secondary student participation (chapter two) examines national and regional trends in population, enrollment, low levels of apparent transition from primary to secondary schools, poor secondary school entry examination (SSEE) results and issues related to the "size" of secondary schools. Upgrading and qualifying teachers (chapter three) identifies small school enrollment issues in earlier chapters with the enrollment required to offer a viable secondary curriculum, improve teacher qualification/training and reduce attrition rates. Student learning outcomes (chapter four) links poor student attendance, poor primary (SSEE) examination outcomes, limited secondary curriculum offerings, low rates of survival from grade 7 to grade 11 to the reported CXC results for Guyana. Schools and infrastructure (chapter five) presents the assessment that low student "demand" and a shortage of qualified teachers prevents Guyana achieving USE. Increasing the "supply" of secondary school places would not achieve USE unless other investments are made to improve the pool of suitably qualified students. Secondary education resources and budgets (chapter six) reviews education expenditure as aproportion of budget and the salary/non-salary recurrent expenditure for primary ("Tops") and secondary schools.
Link to Data Set
Citation
“World Bank. 2008. Universal Secondary Education (USE) in Guyana. © World Bank. http://hdl.handle.net/10986/12327 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Philippines : Basic Education Public Expenditure Review(World Bank, Pasig City, Philippines, 2012)The 2010 Philippines Basic Education Public Expenditure Review (BEPER) provides an overview of public expenditures and outcomes in the basic education sector since 2000. The PER team intends this analysis to assist the Department of Education (DepED) in setting policy priorities and in making decisions on resource allocation, utilization, and management. In this review, we analyze trends in education performance as they relate to the Philippines' Education for All (EFA) goals and the objectives of the Basic Education Sector Reform Agenda (BESRA). The analysis traces trends in government spending and their impact on basic education inputs and outcomes. It also examines the equity dimensions of the education outcomes and spending across geographic areas, households of different income levels, and gender. It examine in detail the processes for executing DepED's priority programs such as the provision of new teaching posts, school buildings, furniture, and textbooks, and we identify potential bottlenecks that slow implementation. Although the Government of the Philippines has committed to the Millennium Development Goals (MDGs) and EFA goals by 2015, its level of investment in basic education is not sufficient for realizing these commitments. The PER analysis suggests that although the basic education sector needs additional resources for rapidly expanding the supply of key inputs for quality education services, unless efforts are intensified to improve budget execution and even if resources were available, merely increasing allocation would be unlikely to result in actual increases in the larger number of critical inputs and their efficient deployment.Publication Education Reform in Mozambique : Lessons and Challenges(Washington, DC: World Bank, 2012)The report opens with a brief description of the conceptual framework that guided the analysis as well as the data used. The next chapter presents the analysis of changes in household behavior and educational outcomes related to the implementation of the reforms, at both the primary and secondary levels. The descriptive nature of this analysis does not allow for inferences regarding the effects of the reforms on enrollment and demand for education. The following chapter presents the results of an econometric impact analysis of the reforms to quantify the magnitude of the effects on enrollment. In considering priorities for the future, the Government is paying increasing attention to the impact of the investments in education on growth, jobs, and poverty reduction, as measured by increased earnings from employment, and particularly by improving opportunities for the labor force to move to higher productivity activities and livelihoods. The next chapter presents the results on the changing structure of employment in Mozambique between 2003 and 2008, the impacts of education on employment opportunities, and the implications of these changes for education policy. The final chapter integrates the education and labor force analyses and provides strategic recommendations as Mozambique continues to improve educational outcomes, particularly for those population groups that have had the most difficulty entering and remaining in school.Publication Out of the Ashes(Washington, DC, 2011)This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.Publication The Challenge of Expanding Secondary Education and Training in Madagascar(Washington, DC: World Bank, 2008)Madagascar is making significant progress in achieving its Education for All Initiative (EFA) goals of providing universal primary education. It has recently decided to initiate far-reaching reforms in its primary and secondary education cycles. Good quality primary graduates are necessary for entry into the secondary education cycles in Madagascar. But equally important is the quality and relevance of what is taught and learned in secondary schools. This is one of the keys for accelerated economic growth and effective social development. International global trends in secondary education provide a useful framework for undertaking the current reform in secondary education. Madagascar's labor market needs more and better secondary graduates with "modern knowledge and better skills" to make its economy competitive and to attract overseas investments in the country. Asia and Latin America have already shown the way. However, to make the expansion of post-primary education services in Madagascar sustainable the system should become much more efficient and produce better results (in terms of quality and quantity). This report is designed to contribute to ongoing education reform discussions by presenting: analysis of the secondary education and training system; challenges and constraints to the expansion of the system; options to expand and improve secondary education based on other country experiences; and possible next steps for identifying the most appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders, and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar's stakeholders in education.Publication Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition(World Bank, 2011-01-01)The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector, particularly in the context of ongoing decentralization and the government's recent initiative to extend basic education to nine years of schooling.
Users also downloaded
Showing related downloaded files
Publication World Development Report 2011(World Bank, 2011)The 2011 World development report looks across disciplines and experiences drawn from around the world to offer some ideas and practical recommendations on how to move beyond conflict and fragility and secure development. The key messages are important for all countries-low, middle, and high income-as well as for regional and global institutions: first, institutional legitimacy is the key to stability. When state institutions do not adequately protect citizens, guard against corruption, or provide access to justice; when markets do not provide job opportunities; or when communities have lost social cohesion-the likelihood of violent conflict increases. Second, investing in citizen security, justice, and jobs is essential to reducing violence. But there are major structural gaps in our collective capabilities to support these areas. Third, confronting this challenge effectively means that institutions need to change. International agencies and partners from other countries must adapt procedures so they can respond with agility and speed, a longer-term perspective, and greater staying power. Fourth, need to adopt a layered approach. Some problems can be addressed at the country level, but others need to be addressed at a regional level, such as developing markets that integrate insecure areas and pooling resources for building capacity Fifth, in adopting these approaches, need to be aware that the global landscape is changing. Regional institutions and middle income countries are playing a larger role. This means should pay more attention to south-south and south-north exchanges, and to the recent transition experiences of middle income countries.Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.