Improving Education Management in African Countries

The World Bank, jointly with its partners, the governments of France, Ireland and Norway, and later with Education Program Development Fund (EPDF) support with technical support from the Pole de Dakar and Cooperation Francaise/AFD, launched AGEPA a...

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Bibliographic Details
Main Author:	World Bank
Format:	Other Education Study
Language:	English en_US
Published:	Washington, DC 2013
Subjects:	ACCESS TO EDUCATION ACHIEVEMENT TESTS ACHIEVEMENTS ATTENDANCE RATES BASIC COMPETENCIES BASIC EDUCATION BENEFICIARY SCHOOLS CLASSROOM CLASSROOM LEVEL CLASSROOM TIME CLASSROOMS COURSE MATERIAL DECENTRALIZATION DECISION MAKING EDUCATION DEPARTMENT EDUCATION FOR ALL EDUCATION MANAGEMENT EDUCATION OFFICIALS EDUCATION POLICY EDUCATION QUALITY EDUCATION REFORM EDUCATION SECTOR EDUCATION SYSTEM EFFECTIVE SCHOOLS EXAM EXPENDITURES FINAL GRADE GIRLS HUMAN DEVELOPMENT HUMAN RESOURCES INSTRUCTION INTERVENTIONS KNOWLEDGE SHARING LEADERSHIP LEARNING LEARNING MATERIALS LEARNING PROCESSES LEARNING TIME MINISTERS OF EDUCATION MINISTRIES OF EDUCATION MINISTRY OF EDUCATION NATIONAL EDUCATION NATIONAL EDUCATION POLICY NER NUMBER OF STUDENTS NUMBER OF TEACHERS PEDAGOGICAL PROCESSES PEER-TO-PEER LEARNING PRIMARY COMPLETION PRIMARY COMPLETION RATES PRIMARY EDUCATION PRIMARY EDUCATION SYSTEMS PRIMARY LEVEL PRIMARY PUPIL PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PUPIL-TEACHER RATIO QUALITY ASSURANCE REGIONAL WORKSHOP REGIONAL WORKSHOPS REMEDIAL CLASSES REPETITION REPETITION RATE REPETITION RATES REPORT CARDS RURAL SCHOOLS SCHOOL ACTIVITIES SCHOOL CALENDAR SCHOOL COMMITTEE SCHOOL DIRECTORS SCHOOL FACILITIES SCHOOL FEEDING SCHOOL IMPROVEMENT SCHOOL IMPROVEMENT PLAN SCHOOL LEVEL SCHOOL MANAGEMENT SCHOOL MANAGEMENT COMMITTEES SCHOOL PERFORMANCE SCHOOL STAFF SCHOOL SUPERVISION SCHOOL SUPPLIES SCHOOL SURVEYS SCHOOL YEAR SCHOOL YEARS SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOLS STUDENT ABSENCES STUDENT ASSESSMENT STUDENT ATTENDANCE STUDENT ATTENDANCE RATES STUDENT LEARNING STUDENT LEARNING ACHIEVEMENT STUDENT LEARNING OUTCOMES SUPPORTIVE LEARNING ENVIRONMENT TEACHER TEACHER ABSENTEEISM TEACHER DEPLOYMENT TEACHER MANAGEMENT TEACHER PREPARATION TEACHER TRAINING TEACHERS TEACHING TECHNICAL ASSISTANCE TECHNICAL SPECIALISTS TERMS OF STUDENT PERFORMANCE TEST SCORES UNIVERSAL PRIMARY SCHOOL COMPLETION URBAN SCHOOLS
Online Access:	http://documents.worldbank.org/curated/en/2010/06/16343399/improving-education-management-african-countries-iemac http://hdl.handle.net/10986/13022

Description
Summary:	The World Bank, jointly with its partners, the governments of France, Ireland and Norway, and later with Education Program Development Fund (EPDF) support with technical support from the Pole de Dakar and Cooperation Francaise/AFD, launched AGEPA as a regional pilot program in five countries in 2003/2004. This completion report provides an overview of the technical assistance activties, outputs and lessons learned; and the financials of the initiative. The following provides the sector context for the initiative. At the current stage of the Education for All (EFA) process, better management and accountability at the local, school and classroom levels play an essential role in raising education quality and reaching universal primary school completion. Since 2002, Sub-Saharan African (SSA) countries have made considerable progress in access to education, with primary completion rates increasing from 49 percent in 2000 to 60 percent in 2006. However, the advances in primary completion are not sufficient to achieve the EFA goals, and education quality remains very weak. Though more than 90 percent of African children enter primary education, only two-thirds of those reach the final grade. Moreover, only 50 percent of students master the basic competencies the system set out to teach them at the end of primary schooling. Building institutional capacity at all levels of the system is also essential for the success of policies such as decentralization, school-based management and school grants that most countries in the region have adopted in recent years. African education policy makers and local education administrators (inspectors, school directors etc.) increasingly emphasize that the implementation of EFA plans at the grassroots level remains a major challenge.

Improving Education Management in African Countries

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