Mingat, AlainMajgaard, Kirsten2013-04-112013-04-112012-06-26978-0-8213-8889-110.1596/978-0-8213-8889-1https://hdl.handle.net/10986/13143As in most countries worldwide, Sub-Saharan African countries are striving to build their human capital so they can compete for jobs and investments in an increasingly globalized world. In this region, which includes the largest number of countries that have not yet attained universal primary schooling, the ambitions and aspirations of Sub-Saharan African countries and their youth far exceed this basic goal. Over the past 20 years, educational levels have risen sharply across Sub-Saharan Africa. Already hard at work to provide places in primary schools for all children, most countries of the region are also rapidly expanding access to secondary and tertiary levels of education. Alongside this quantitative push is a growing awareness of the need to make sure that students are learning and acquiring the skills needed for life and work. Achieving education of acceptable quality is perhaps an even greater challenge than providing enough school places for all. Thus, Sub-Saharan African countries are simultaneously confronting many difficult challenges in the education sector, and much is at stake. This book gives those concerned with education in Sub-Saharan Africa an analysis of the sector from a cross-country perspective, aimed at drawing lessons that individual country studies alone cannot provide. A comparative perspective is useful not only to show the range of possibilities in key education policy variables but also to learn from the best performers in the region. (Although the report covers 47 Sub- Saharan African countries whenever possible, some parts of the analysis center on the region's low-income countries, in particular, a sample of 33 low-income countries). Although countries ultimately must make their own policy choices and decide what works best in their particular circumstances, Sub-Saharan African countries can benefit from learning about the experiences of other countries that are faced with, or have gone through, similar development paths. Given the large number of countries included in the analysis, the book finds that Sub-Saharan African countries have more choices and more room for maneuver than will appear if attention were focused on only one or a few country experiences. Countries can make better choices when understanding the breadth of policy choices available to them. They are well advised, however, to evaluate the applicability of policy options to their contexts and to pilot and evaluate the results for performance and subsequent improvement.en-USCC BY 3.0 IGOAccess to InformationAccess to Secondary EducationadultsAge CohortAllocation to Primary SchoolsAverage Education Levelaverage primary completion rateaverage teacher salariesAverage Teacher Salarybasic educationbasic education cycleclass sizesClass-sizeclassroomscognitive skillsCommunity involvementcommunity teacherscountry studiescurriculumdata on dropout ratesDistance to Schooldropout ratesEducation ExpenditureEducation For AllEducation Policieseducation policyeducation programseducation sectorEducation Spendingeducation statisticseducation systemEducation SystemsEducational Attainmenteducational institutionseducational levelsEducational OutcomesEducational QualityEducational resourceseffective learningEffectiveness of EducationEffectiveness of Education SystemsEffects of EducationEnrollment Dataenrollment ratesExamExpansion of EducationFemale Teachersfinal gradefirst gradeformal educationfree textbooksGender DisparitiesGender Disparitygender equityGender GapGender ParityGender Parity IndexGeneral Secondary EducationGERGirlsGross EnrollmentGross Enrollment Rategross enrollment ratiogross intake ratioHealth Carehigh dropouthigh dropout ratehigh rates of teacher absenteeismHigher Educationhigher education institutionsHousehold SurveysHuman DevelopmentInstructional Timeintake rateintake ratesinterventionsKnowledge DevelopmentLearningLearning AchievementLearning OutcomesLevel of EducationLevels of EducationLife ExpectancyLiteracyliteracy skillsLower Secondary EducationMathematicsministries of educationMultigrade classesmultigrade teachingnumber of repeatersNumber of Schoolsnumber of studentsnumber of teachersOut-of-School ChildrenParent-Teacher AssociationPreschool educationPrimary CompletionPrimary Completion RatePrimary Completion RatesPrimary CyclePrimary EducationPrimary Education CoveragePrimary education spendingprimary gross enrollmentprimary gross enrollment ratePrimary Levelprimary schoolPrimary School CompletionPrimary School Completion RatesPrimary School Constructionprimary school costsprimary school feesprimary school participationPrimary school studentsprimary school teacherPrimary SchoolingPrimary SchoolsPrimary TeacherPrimary-Schoolprimary-school-ageprimary-school-age childrenprimary-school-age populationPublic Education SpendingPublic Expenditurepupil teacher ratioPupil-Teacher Ratiopupil-teacher ratiosQuality EducationRadioReadingRegional EducationRepetitionretention of pupilsretention of studentsRetention RatesRural Areassanitationsanitation facilitiesScholarship ProgramSchool AttendanceSchool Censusschool censusesSchool ChildrenSchool ConstructionSchool CoverageSchool DistributionSchool Effectivenessschool enrollmentsschool entrance ageSchool Entryschool feesschool furnitureSchool infrastructureschool levelschool lifeSchool managementschool placesschool principalsSchool Retentionschool yearSchoolingSchoolsSecondary Schoolskilled personnelskilled workersSkills Developmentsocial benefitsStudent FlowStudent Learningstudent learning outcomesTeacherTeacher AbsenteeismTeacher Deploymentteacher educationTeacher Recruitmentteacher salariesTeacherstertiary educationTest ScorestextbookTextbookstraining programsUnemployment Rateunemployment ratesUniversal Basic Educationuniversal primary completionuniversal primary educationuniversal primary school completionuniversal primary schoolingVitamin Avocational educationyouthWorld Bank10.1596/978-0-8213-8889-1