Publication: Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 5 - Costs and Financing of Secondary Education in Zambia, A Situational Analysis
Loading...
Date
2008
ISSN
Published
2008
Author(s)
Editor(s)
Abstract
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.
Link to Data Set
Citation
“Lewin, Keith M.. 2008. Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 5 - Costs and Financing of Secondary Education in Zambia, A Situational Analysis. World Bank Working Paper ; No. 136. Africa
Human Development Series. © World Bank. http://hdl.handle.net/10986/6403 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Publication Environmental Implications of a Central Bank Digital Currency (CBDC)(Washington, DC : World Bank, 2022-07)Two-thirds of central banks in the East Asia and Pacific (EAP) region have started researching or testing the implementation of a Central Bank Digital Currency (CBDC). At the same time, the region accounts for one-third of world CO2 emissions and is vulnerable to climate risks. As the Group of 7 (G7), European Central Bank (ECB), and Bank of England (BoE) have stated in their public statements, it is increasingly important to consider environmental impact when designing CBDC. However, only a few brief studies have been done on this subject, which will be crucial for the region. This Note explores the environmental implications of CBDC by comparing technical mechanisms and energy consumption within its distributed structure. It also illustrates differences in ecological footprint between CBDC and other payment methods (cryptocurrency, cash, and card networks). As the legitimacy of CBDC is backed by the trust of central banks, CBDC does not need to prove its legitimacy through its technological structure. Therefore, CBDC does not require the energy-intensive consensus or mining mechanisms used by a cryptocurrency, so its energy consumption is lower (comparable to that of a credit card system). CBDC can be designed to use various systems, such as Real Time Gross Settlement (RTGS), Distributed Ledger Technology (DLT), or a mixture of both. Careful deliberation to meet the objectives and implications will be important as CBDC can be a catalyst for financial innovation.Publication Assessing Incentives to Increase Digital Payment Acceptance and Usage(World Bank, Washington, DC, 2022-01-18)An important step to achieve greater financial inclusion is to increase the acceptance and usage of digital payments. Although consumer adoption of digital payments has improved dramatically globally, the acceptance and usage of digital payments for micro, small, and medium-sized retailers (MSMRs) remain challenging. Using random forest estimation, The authors identify 14 key predictors out of 190 variables with the largest predictive power for MSMR adoption and usage of digital payments. Using conditional inference trees, they study the importance of sequencing and interactions of various factors such as public policy initiatives, technological advancements, and private sector incentives. The authors find that in countries with low point of sale (POS) terminal adoption, killer applications such as mobile phone payment apps increase the likelihood of P2B digital transactions. They also find the likelihood of digital P2B payments at MSMRs increases when MSMRs pay their employees and suppliers digitally. The level of ownership of basic financial accounts by consumers and the size of the shadow economy are also important predictors of greater adoption and usage of digital payments. Using causal forest estimation, they find a positive and economically significant marginal effect for merchant and consumer fiscal incentives on POS terminal adoption on average. When countries implement financial inclusion initiatives, POS terminal adoption increases significantly and MSMRs’ share of person-to-business (P2B) digital payments also increases. Merchant and consumer fiscal incentives also increase MSMRs’ share of P2B electronic payments.Publication A Novel Tobacco Market Diversification(World Bank, Washington, DC, 2022-04-27)In this working paper, an exploration of available data and information is conducted and findings presented, to support the view that the dichotomous business model and related harm reduction narrative promoted nowadays by the tobacco industry, merits scrutiny by the international community. The promotion of e-cigarettes as welfare enhancing in rich countries, particularly because they are posited to help adult smokers quit, tends to obfuscate a dire reality. The same tobacco industry that promotes (e-cigarettes as harm reduction in rich countries, derives the bulk of its profits by selling cigarettes in lower income countries.Publication Structured Lesson Plans for Literacy Instruction(World Bank, Washington, DC, 2022-03-31)Literacy is the cornerstone of education, and a driver of human economic, social, and civic wellbeing. Despite its importance, far too many children fail to become literate. The World Bank uses a measure called learning poverty to indicate when a child cannot read and understand an age-appropriate text by age ten. The best available data showed that more than two-thirds of children in low- and middle-income countries suffer learning poverty. The World Bank is committed to helping countries achieve the learning target: to cut learning poverty by at least half by 2030. Achieving better outcomes in literacy requires a comprehensive effort in many domains. One of the most important is ensuring that students and teachers have and use high-quality instructional materials, especially textbooks, for reading instruction. As countries and systems review their literacy teaching and learning materials, they will want to compare them to the materials from other countries and systems. The purpose of the compendium is to allow such reviews and comparisons by grouping a critical mass of structured pedagogy lesson plans and related materials in one place.Publication WBG COVID-19 Crisis Response Operational Update(Washington, DC, 2022-03-31)This note provides an update on the WBG’s COVID-19 Crisis Response, outlined in June 2020 to help developing countries address the impacts of the pandemic while maintaining a line of sight to long-term development goals. It comprises five short sections: (I) the impacts of COVID-19 and compounding crises on developing countries, (II) an update on the WBG’s operational crisis response and priorities moving forward, (III) the critical role of international coordination, (IV) WBG financing framework for GRID, and (V) concluding remarks.
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Education in Sierra Leone : Present Challenges, Future Opportunities(Washington, DC: World Bank, 2007)The purpose of this report is to provide an analysis of the education sector that enables a shared understanding among stakeholders, and thus lays a foundation for the preparation of an Education Sector Plan. With this objective in mind, the study outlines the current status of the education sector and highlights issues that policy makers need to address to move the sector forward. It also simulates a few policy scenarios and their financial implications to facilitate discussions about future feasible, affordable, and sustainable policy options. The coverage of this report -- a stock-taking exercise based on data, studies, reports, and documents available up to the 2004/05 school year -- is limited to key factors, including access, quality, equity, management, and finance, and has an emphasis on basic education.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 Education in the Republic of South Sudan : Status and Challenges for a New System(Washington, DC, 2012-06-22)This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education, and emphasizes that quality of education and accountability of the education sector should become central considerations early on in the development of the education system. Finally, the report emphasizes the importance of South Sudan's unique Alternative Education System (AES), which will continue to play a central part in the education system for years to come. The majority of youth and adults in the country today may never benefit from formal basic education, but their learning needs must be met if South Sudan is to build a solid state and society. The AES is currently offering accelerated learning programs to more than 200,000 youth and adults and holds significant promise.Publication Alternative and Inclusive Learning in the Philippines(Washington, DC, 2016-05-10)The Philippines has made remarkable progress in improving the quality of basic education in recent decades. Even so, despite significant improvements in primary and secondary education, the number of students who drop out of school remains worryingly high. More than five million youths have failed to complete a basic education. Alternative Learning System (ALS) is a second-chance, informal education program operated by the Department of Education (DepEd) for out-of-school youths and adults. This report aims to assess the current implementation of ALS using a variety of sources , including recent surveys, and analyzes (a) the target populations, (b) current beneficiaries, (c) delivery modes (with a focus on learning facilitators’ contracting schemes), and (d) labor market returns to ALS. Key messages are as follows: (i) Only a small proportion of the target populations are enrolled in the ALS program, (ii) the first target groups for ALS are students who drop out of high school for financial reasons, (iii) performance-based payment is expected to improve performance, (iv) the current arrangement for monitoring activities within the ALS program can be improved, (v) labor market returns to ALS are significant only when learners successfully pass the secondary A&E exam, and (vi) small class size (fewer than 40 learners per facilitator) is more efficient. The report concludes that a holistic approach is required for a socially efficient solution for students who do not complete school and those who are at high risk. An expansion of ALS may distort incentives among students currently in school, and coordinated efforts with other programs such as the Alternative Delivery Mode are becoming increasingly important. Earlier intervention guarantees greater returns.
Users also downloaded
Showing related downloaded files
Publication Making Procurement Work Better – An Evaluation of the World Bank’s Procurement System(Washington, DC: World Bank, 2024-12-06)This evaluation assesses the results, successes, and challenges of the World Bank 2016 procurement reform. Procurements acquire the works, goods, and services necessary to achieve the World Bank’s project development outcomes. The World Bank’s procurement processes must ensure that clients get the best value for every development dollar. In 2016, the World Bank reformed its procurement system for Investment Project Financing and launched a new procurement framework aimed at enhancing the Bank’s development effectiveness through better procurement. The reform sought to reduce procurement bottlenecks impeding project performance and modernize procurement systems. It emphasized cutting edge international good practice principles and was intended to be accompanied by procurement capacity strengthening to help client countries. This evaluation offers three recommendations to scale up reform implementation and enhance portfolio and project performance: (i) Improve change management support for the reform’s implementation. (ii) Strategically strengthen country-level procurement capacity. (iii) Consistently manage the full spectrum of procurement risks to maximize project success.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 IFC Annual Report 2012 : Innovation, Influence, Demonstration, Volume 2. Results(Washington, DC: World Bank, 2012)This annual report of the International Finance Corporation (IFC) summarizes the innovation and leadership roles in the private sector during fiscal year 2012. The IFC invested a record $20.4 billion in 103 developing countries, reflecting a doubling of annual commitments over the last five years. Those investments included nearly $5 billion mobilized from other investors, and an investment for Sub-Saharan Africa totaling $2.7 billion, nearly twice as much as five years ago. The advisory services program expenditures grew to $197 million, up more than 50 percent over the last five years. Advisory services also helped 33 client governments introduce 56 investment-climate reforms that will improve access to basic services for more than 16 million people. IFC investment clients helped support 2.5 million jobs in 2011 and made 23 million loans totaling more than $200 billion to micro, small, and medium enterprises. Net income before grants to the International Development Association (IDA) totaled $1.66 billion. The IFC has invested more than $23 billion in IDA countries, nearly $6 billion of it in fiscal year 2012 alone.Publication IFC Annual Report 2011 : I Am Opportunity(Washington, DC: World Bank, 2011)This annual report of the IFC reviews the years accomplishments. IFC, a member of the World Bank Group, is the largest global development institution focused exclusively on the private sector. We help developing countries achieve sustainable growth by fi nancing private sector investment, mobilizing capital in international fi nancial markets, and providing advisory services to businesses and governments. We play a catalytic role by demonstrating the profi tability of investments in emerging markets. Established in 1956, IFC is owned by 182 member countries, a group that collectively determines our policies. Our work in more than 100 countries allows companies and fi nancial institutions in emerging markets to create jobs, generate tax revenues, improve corporate governance and environmental performance, and contribute to their local communities. IFC’s vision is that people should have the opportunity to escape poverty and improve their lives.Publication Mobility and Development Periodical, Fall 2024(Washington, DC: World Bank, 2024-10-01)The fourth edition of the Mobility and Development periodical presents nine stories of how countries have evolved transport sector innovations, policy reform, and technical solutions to improve the quality of life. Opening with big data readiness for urban transport in Latin America, the narrative zooms out to present the potential of drones in the region. After unpacking the fiscal risks of the transport sector, experts unpack pressing urban mobility challenges. Dhaka offers an example of how critical governance can help metropolitan transit agencies deliver value. Keeping inclusion in focus, the next article shows how effective public transportation can boost economic opportunities for women in Middle East and North Africa. Moving to the Europe and Central Asia region offers a perspective of how improved roads influence jobs in rural Armenia. Travelling to Pakistan, authors discuss how to accelerate electric mobility adoption. The final article shows how an economic corridor approach to harness lithium could transform Argentina’s northwest.