School Enrollment Decline In Sub Saharan Africa

The overarching objective of the World Bank's assistance to Sub-Saharan African countries is poverty reduction through sustained economic growth at a high level and improved social services. Past experience shows that a minimum level of educational attainment has been a prerequisite for the success of such a strategy. The current level of education development has been low, and the development of primary education has stagnated and even declined in some countries since the early 1980s. This paper examines the likely causes for deteriorating enrollment rates in Africa. It looks at the constraints in the demand for schooling and gives possible reasons for stagnation.

Despite a spectacular expansion of the higher education sector in Sub-Saharan Africa, the supply of tertiary education has generally failed to keep pace with demand and the region continues to lag all other regions in terms of access to tertiary education. This is in part a consequence of deeply entrenched patterns of inequitable access to higher education, and the perpetuation of what researchers refer to as “elite systems†?. To date, access to tertiary education in Sub-Saharan Africa has unduly benefitted students drawn from the region’s wealthiest households, and overall enrollment remains disproportionately male, and metropolitan. These factors stifle the catalytic potential of higher education, corroding its potential for driving economic growth and sustaining poverty reduction. Instead, patterns of access to tertiary education have generally reinforced and reproduced social inequality, instead of eroding its pernicious social and economic effects. This report aims to inform an improved understanding of equity in tertiary enrollment in Sub-Saharan African countries, and to examine the extent to which inequity functions as a bottleneck inhibiting the ability of African universities to effectively drive improvements in overall quality of life and economic competitiveness. In our survey of the evidence, we also aim to identify which policies most effectively address the challenge of promoting equity of access in SSA tertiary education systems. In order to achieve these objectives, the report collects, generates and analyzes empirical evidence on patterns of equity, examines the underlying causes of inequity, and evaluates government policies for addressing inequity.

This book discusses current trends in contraceptive use, socioeconomic and program variables that affect the demand for and supply of children, and the relationship of increased contraceptive use to recent fertility declines.

Annotation Reviews labor market outcomes in Sub-Saharan Africa and analyzes what is required to spur economic growth through increased efficiency of physical and human capital. "World Development Report 1995: Workers in an Integrating World" examines ways of improving labor outcomes in low- and middle-income economies. This regional perspective focuses on Sub-Saharan Africa in relation to the four areas in need of labor policy reform that were identified in the Report: development strategy, international integration, labor market interventions, and transformation to greater market orientation. The paper reviews labor market outcomes in the region and analyzes what is required to achieve economic growth through increased efficiency of physical and human capital. It examines Africa's role in the world economy and why greater integration is essential to the region. It also discusses labor policies and how workers in the region are affected by the transition to open development strategies. The prospects for the region's growing labor force are briefly reviewed.

Unlike most Asian and Latin American countries, sub-Saharan Africa has seen both an increase in population growth rates and a weakening of traditional patterns of child-spacing since the 1960s. It is tempting to conclude that sub-Saharan countries have simply not reached adequate levels of income, education, and urbanization for a fertility decline to occur. This book argues, however, that such a socioeconomic threshold hypothesis will not provide an adequate basis for comparison. These authors take the view that any reproductive regime is also anchored to a broader pattern of social organization, including the prevailing modes of production, rules of exchange, patterns of religious systems, kinship structure, division of labor, and gender roles. They link the characteristic features of the African reproductive regime with regard to nuptiality, polygyny, breastfeeding, postpartum abstinence, sterility, and child-fostering to other specifically African characteristics of social organization and culture. Substantial attention is paid to the heterogeneity that prevails among sub-Saharan societies and considerable use is made, therefore, of interethnic comparisons. As a result the book goes considerably beyond mere demographic description and builds bridges between demography and anthropology or sociology. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1989.

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.

Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum at Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region--and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force in Sub-Saharan Africa and other regions remain large. Girls are more often excluded from secondary schools than boys. Secondary schooling costs are high to both governments and households. This study explores how access to secondary education can be increased. Radical reforms are needed in low-enrollment countries to make secondary schooling more affordable and to provide more access to the majority currently excluded. The report identifies the rationale for increasing access, reviews the status of secondary education in Sub-Saharan Africa, charts the growth needed in different countries to reach different levels of participation, identifies the financial constraints on growth, and discusses the reforms needed to make access affordable. It concludes with a road map of ways to increase the probability that more of Africa's children will experience secondary schooling.