DOCSLIB.ORG

Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly To cite this version: Francesca Marchetta, Tom Dilly. Supporting Education in Africa: Opportunities and Challenges for an Impact Investor. [Technical Report] FERDI - Fondation pour les études et recherches sur le développement international; I&P - Investisseurs et Partenaires. 2019. hal-02288103 HAL Id: hal-02288103 https://hal.archives-ouvertes.fr/hal-02288103 Submitted on 13 Sep 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. fondation pour les études et recherches sur le développement international Feasibility Study 2019 Report Supporting Education in Africa: Opportunities & Challenges for an Impact Investor Francesca Marchetta is Assistant Professor at the CERDI- Université Clermont Auvergne. Her main area of research interest is human development, with special focus on economic migration, education, labor market and gender issues. Tom Dilly, Project officer in Education, at Investisseurs & Partenaires LA FERDI EST UNE FONDATION RECONNUE D’UTILITÉ PUBLIQUE. RECONNUE LA FERDI EST UNE FONDATION ET LA GOUVERNANCE MONDIALE (IDGM). POUR LE DÉVELOPPEMENT L’INITIATIVE L’IDDRI ELLE MET EN ŒUVRE AVEC CERDI ET À L’IDDRI. AU LE LABEX IDGM+ QUI L’ASSOCIE ELLE COORDONNE D’AVENIR» TITRE DU PROGRAMME «INVESTISSEMENTS AU L’ANR FRANCAIS GÉRÉE PAR A BÉNÉFICIÉ D’UNE AIDE DE L’ÉTAT CETTE PUBLICATION LA RÉFÉRENCE «ANR-10-LABX-14-01» PORTANT Acknowledgement We would like to thank the members of the study steering committee, Jean-Michel Severino, Emilie Debled, Patrick Guillaumont, Benedicte Schutz, Saida Abouid andEmilie Larese-Silvestre, who provided guidance and advisory throughout the conduct of this study. We thank Audrey-Anne De Ubeda, who provided excellent research assistance for the redaction of the part 1 of the Study. We also thank Fabienne Rouanet and Julie Geoffroy at Ferdi for technical assistance in the editing of this document. We are also grateful to Clémence Bourrin at I&P, who edited with talent the executive summary published in July 2019. The field studies were possible thanks to the precious help of Tewindé Ouedraogo in Burkina Faso, Marcelin Cisse and Bi Yoaun in Cote d’Ivoire, Aliu Aminu in Ghana, Mbolatiana Raharimanga in Madagascar and Saida Abouid in Morocco to whom we express our sincere gratitude. Our warmest thanks go to all the people who kindly accepted to discuss and share their experience with us during the last nine months. It is impossible to mention everybody here, but they are all named in the list of interviewees we provide as an annex of the Study. The views expressed in the Report are those of the authors and do not necessarily reflect those of FERDI, Investisseurs & Partenaires or the Monegasque Cooperation. The authors remain directly responsible for any errors or omissions. REPORT FERDI Supporting Education in Africa: Opportunities & Challenges for an Impact Investor 1 General Outline Acknowledgement 1 General Outline 2 Introduction 5 PART 1. Supporting education: insights from the academic literature 10 • Private Sector participation in education: the state of the debate 11 1. Definitions and statistics 11 2. Determinants of the private share 12 3. Advantages and risks related to the development of a strong private sector 13 • Good Practices in Education: a literature review 16 1. Introduction 16 2. Innovating teaching and strengthening effective learning at school 17 3. Early Childhood Development 23 4. Alleviating resource and credit constraints 27 5. Information programs and management strengthening programs 33 6. Vocational education and training 37 7. Higher education 41 • Conclusion 47 PART 2. The Education Challenges in Five African Countries 49 • Education challenges in Burkina Faso 50 1. Introduction 50 2. General organization of the national education system 50 3. General Analysis 51 4. Specific subsector achievements and challenges 55 5. The mobilization of the private sector in education 70 6. Policy context and regulation of private players in education 81 • Education challenges in Côte d’Ivoire 83 1. Introduction 83 2. General organization of the national education system 83 3. General Analysis 84 4. Specific subsector achievements and challenges. 89 5. The mobilization of the private sector in education 102 6. Policy context and the regulation of private players in education 111 • Education challenges in Ghana 113 1. Introduction 113 2. General organization of the national education system 114 3. General Analysis 115 REPORT FERDI Supporting Education in Africa: Opportunities & Challenges for an Impact Investor 2 4. Specific subsector achievements and challenges. 121 5. The mobilization of the private sector in education 136 6. Policy context and the regulation of private players in education 152 • Education challenges in Madagascar 154 1. Introduction 154 2. General organization of the national education system 155 3. General Analysis 157 4. Specific subsector achievements and challenges 159 5. The mobilization of the private sector in education 173 6. Policy context and regulation of private players in education 185 • Education challenges in Morocco 188 1. Introduction 188 2. General organization of the national education system 189 3. General Analysis 190 4. Specific subsectors achievements and challenges 193 5. The mobilisation of the private sector in education 211 6. Policy context and regulation of private players in education 217 PART 3. Investing in education for impact 219 • Private sector dynamics in African education and possible interventions for an impact investor 220 1. Pre-school education 220 2. Basic Education 223 3. Upper secondary and TVET 226 4. Higher education 227 5. Education technologies: a range of ancillary activities with strong impact potential 230 6. Conclusions 232 • The models of education businesses: analytical tools 233 1. Private education providers 233 2. Ancillary activities in education 245 • Models of African education businesses: 6 case studies 253 1. Enko Education, a pan-African network of premium schools 253 2. Institut Universitaire d’Abidjan: A Dynamic University in Côte d’Ivoire 259 3. Sayna: an early-stage standardized school 264 4. Institut Spécialisé en Technologie d’Art Dentaire (ISTD): a Neighborhood school 269 5. Practical Education Network (PEN): a teacher training project 273 6. Etudesk: an early-stage education technology company 278 PART 4. A mapping of private investments in education 282 1. Introduction and objectives 283 2. Mapping methodology 283 3. Emerging trends in the education financing sector 285 4. Key lessons from the education investment mapping 295 REPORT FERDI Supporting Education in Africa: Opportunities & Challenges for an Impact Investor 3 Conclusions and Recommendations 298 • General conclusions 298 • Recommendations to structure the impact and investment strategy 300 1. Impact strategy 300 2. Impact dimensions and indicators 301 3. Impact strategies: 4 ways to impact on education 303 4. Investment strategy 305 • Final recommendations and comments 310 1. Points of attention 310 2. Additional insights 311 3. Final conclusions 312 Detailed Outline 314 Annexe : List of people interviewed 319 References 325 REPORT FERDI Supporting Education in Africa: Opportunities & Challenges for an Impact Investor 4 Introduction Access, quality, and equity of education systems in developing countries, particularly in Africa, remain problematic, despite the renewed commitment of the United Nations in 2015 with the Sustainable Development Goals (SDGs) Goal No 4 "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", and Goal No 5 "Achieve gender equality and empower all women and girls”. Despite continent-wide progress over the past 10 years, the situation of the African education sector remains alarming in terms of access to education, especially for girls and rural populations, and in terms of the quality of learning, from pre-school to higher education. Since governments have only limited resources to deal with these different problems, the private sector is playing an increasingly important role. The mobilization of the private sector in the education challenges opens the way for impact investors to support this dynamic and assist private providers in establishing responsible and sustainable models of private education in Africa. Nevertheless, it seems that impact investors are not very active in this sector, and to our knowledge, there is no impact fund dedicated to the education sector with a pan- African scope. Investisseurs & Partenaires (I&P), an impact investment group dedicated to African Small and Medium Sized Businesses, is planning to launch an impact fund dedicated to the education and training sector on the African continent. The government of Monaco has decided to fund the launch phase of this new fund, including the present feasibility study. The Foundation for International Development Studies and Research (FERDI) joined the project to coordinate and
Load more

Recommended publications
  • Coronavirus Pandemic in Morocco: Measuring the Impact of Containment and Improving the Learning Process in Higher Education
    International Journal of Information and Education Technology, Vol. 11, No. 1, January 2021 Coronavirus Pandemic in Morocco: Measuring the Impact of Containment and Improving the Learning Process in Higher Education Fatima-Zohra Hibbi, Otman Abdoun, and Haimoudi El Khatir announced the closure of all universities, schools and private Abstract—The higher education in Morocco knows a real establishment due to the global effect of “corona virus”. Due challenge due to the consequences of covid19. This challenge these circumstances, the minister of education declared to use was effect by the transformation of the teaching mode from face E-learning as an alternative. Nevertheless, the Ministry of to face (learning at school) into a distance learning (home based National Education, Vocational Training, Higher Education learning). This paper reports comparative studies of technologies that and Scientific Research in Morocco have categorically used in Moroccan Higher education and the constraints denied having announced "a blank year" for all school levels encountered the E-learning mode. The objective of this article is except for some. However, several neighboring and Arab to describe how to success the higher education in this period of countries have announced the end of the 2019-2020 school confinement via a case study and recommend a proposed years; taking the case of Tunisia as an example of a Maghreb solution. The experiments and results that presented in this country that reveals the end of the school year for all levels of article are based on data which collected from a private professional training institution and the collaboration of the education with the exception of baccalaureate candidates due learners in the field of study.
    [Show full text]
  • The Rise of Education in Africa
    The History of African Development www.aehnetwork.org/textbook/ The rise of education in Africa Johan Fourie 1. Introduction How often do we stop to consider where the things we use every day come from? All our necessities and luxuries, from clothes and household utensils to mobile phones and computers, are the result of our advanced market economy. This introduction describes briefly how this economy came into being. For most of the thousands of years of human history we were hunter-gatherers spread out across Africa, Europe, Asia and the Americas. In those days we were limited to what we could find or produce for ourselves. With the dawning of civilisation came the urge to produce something bigger. But to build a pyramid or a temple or a fort we had to combine the collective effort of hundreds or thousands of people. The only way we could make something big was to get a lot of people to do the work. In those early days, if you wished to increase productivity you simply added more people. This is what farmers in many parts of the world did for hundreds of years. In the days of the Roman Empire, the Romans seized slaves from the countries they conquered and forced them to work on their farms. In colonial America, farmers in the southern states boosted productivity on their large sugar and cotton plantations by using slaves captured from various parts of Africa. (Many black Americans in the United States today are descendants of these slaves.) But technology has changed our dependence on unskilled workers.
    [Show full text]
  • Possibilities and Challenges in Early Childhood Care and Education in Madagascar
    Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara Jiyean Park Faculty of Educational Science UNIVERSITY OF OSLO Spring 2014 II Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Philosophy in Comparative and International Education Faculty of Educational Science III © Jiyean Park 2014 The Possibilities and Challenges in Early Childhood Care and Education in Madagascar: Access and Parental Choice in preschools in Toliara http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract This study addresses access and parental choice in ECCE in Madagascar. The purpose of the study is to explore the value of ECCE and the factors obstructing access to ECCE, to examine the similarities and differences of the parental choice between public and private preschools in Madagascar and finally, to suggest the measures or strategies improving access to ECCE in the countries with low resource. Social exclusion, social class and school choice within rational action theory and Bourdieu’s cultural capital was used as a theoretical framework. Madagascar was chosen as the site of research since it offers an opportunity to explore the situation of access and parental choice in ECCE in a low-resource context and to investigate the impact of political and economic crisis on access to ECCE and parental choice. The study is designed by a comparative research. Key stakeholders the central and local government officials and a representative of an international organization and civil society, teachers and parents participated in this study.
    [Show full text]
  • Gender Inequity in Moroccan Secondary Education: a Mixed Methods Case Study Amy Auletto, Michigan State University
    Auletto Gender Inequity in Moroccan Secondary Education Gender Inequity in Moroccan Secondary Education: A Mixed Methods Case Study Amy Auletto, Michigan State University Abstract: In this mixed methods study, a private K-12 Moroccan school serves as a case study for examining lagging secondary education attainment for female students in low and lower- middle income countries. Through the use of questionnaires, interviews, and classroom observation, this study examines educators’ expectations for students, classroom instruction and interactions, and student aspirations in a group of students preparing to transition from primary to secondary education. Although educators are found to have similar expectations for their students and to offer equitable learning opportunities in the classroom for boys and girls, there is a mismatch for many male and female students between what they would prefer to study in secondary education and what their families and society value. These findings suggest that Morocco’s secondary education tracking system may be contributing to lower educational attainment for both male and female students. Keywords: gender inequity, Morocco, secondary education, tracking Acknowledgements: This author acknowledges the Michigan State University College of Education and Graduate School for their support in conducting this research. Contact: Amy Auletto, [email protected] Auletto Gender Inequity in Moroccan Secondary Education Despite recent gains for women in low and lower-middle income countries1, many nations still struggle to address gender inequalities, including female educational attainment (World Bank, 2013). Gender equality is a human right (United Nations, 1945) and thus a worthy goal for all nations. In addition to being a right, there are a number of national benefits of gender equality.
    [Show full text]
  • Policy Guidelins on Digitizing Teaching And
    Contents 1. Introduction .................................................................................................................................... 2 Presentation of the Problem............................................................................................................... 2 2. Discussions of the Issues ................................................................................................................. 3 i. Teaching and Learning Pre-COVID-19 ......................................................................................... 3 ii. Outcomes of the Specialized Technical Committee on Education, Science and Technology ..... 3 iii. Digitization for COVID-19 and Beyond using DOTSS ................................................................... 4 a. Administration ........................................................................................................................ 4 b. Primary Level and Secondary Level......................................................................................... 5 c. Tertiary Level ............................................................................................................................... 5 d. TVET ............................................................................................................................................ 5 e. Examples of Policies and Best Practices...................................................................................... 6 3. Recommendations .........................................................................................................................
    [Show full text]
  • 3. Acheampong 2910
    Peer-Reviewed Article Volume 10, Issue SI (2021), pp. 39-56 Journal of Interdisciplinary Studies in Education Special Issue: Schooling & Education in Ghana ISSN: 2166-2681Print 2690-0408 Online https://ojed.org/jise Promoting Assessment for Learning to Ensure Access, Equity, and Improvement in Educational Outcomes in Ghana Eugene Owusu-Acheampong Cape Coast Technical University, Ghana Olivia A. T. Frimpong Kwapong University of Ghana, Ghana ABSTRACT This study looked at assessment for learning as a criterion for promoting inclusiveness and equitable access to educational opportunities in Ghana. It compared assessment for learning and assessment of learning and recommended measures to evaluate students’ performance to allow for equitable access and progression in education. The study found the deployment of assessment of learning as discriminatory, restrictive, and ineffective for judging the overall worth of students after several years of learning. It is recommended that to ensure equitable access and fairness such that no child is left behind in the Ghanaian educational system, the criteria for progression of students be based on interest and academic strengths using assessment for learning approaches and not necessarily standardized tests. Keywords: access, assessment of learning, assessment for learning, educational outcomes, equity, formative, summative - 37 - INTRODUCTION Education is key to development. The heart of the 2030 Agenda for Sustainable Development, which was adopted by the Member States of the United Nations in the year 2015, was the 17 Sustainable Development Goals. The fourth goal focuses on quality education (UN, n.d.). As noted by Kopnina (2020), the SDG Goal 4 on quality education expects all learners to acquire the knowledge and skills that are required for sustainable development.
    [Show full text]
  • III. Tertiary Education in Madagascar: Review of Previous Studies
    WORLD BANK Public Disclosure Authorized Tertiary education in Madagascar Public Disclosure Authorized A review of the Bologna process (LMD), its implementation in Madagascar, the status of recent World Bank analyses and recommendations, and suggestions for the immediate future Public Disclosure Authorized Richard SACK and Farasoa RAVALITERA Juin 2011 Public Disclosure Authorized i | P a g e Contents Abbreviations and Acronyms ...................................................................................................................... iii I. Introduction ............................................................................................................................................ 1 II. The Bologna Process and LMD implementation ..................................................................................... 2 Diploma structure ................................................................................................................................... 4 Academic credit units ............................................................................................................................. 4 National Qualifications Frameworks ...................................................................................................... 5 Quality assurance ................................................................................................................................... 6 Lessons from non-European countries..................................................................................................
    [Show full text]
  • DOCUMENT RESUME the Development of Technical And
    DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T.
    [Show full text]
  • (SHS) and Quality University Education in Ghana: the Role of the University Teacher
    E-ISSN 2240-0524 Journal of Educational and Social Research Vol 10 No 5 ISSN 2239-978X www.richtmann.org September 2020 . Research Article © 2020 Adu-Gyamfi et.al.. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/) Free Senior High School (SHS) and Quality University Education in Ghana: The Role of the University Teacher Samuel Adu-Gyamfi1 Charles Ofosu Marfo2 Ali Yakubu Nyaaba1 Kwasi Amakye-Boateng1 Mohammed Abass1 Henry Tettey Yartey1 1Department of History and Political Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana 2Department of Language and Communication Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana DOI: https://doi.org/10.36941/jesr-2020-0101 Abstract Ghana’s education system has gone through several reforms in the post-independence period in the bid to increase access, ensure equity and quality at all levels (basic to tertiary). However, these goals seem to be a mirage especially on issues concerning quality at the secondary and tertiary levels. Against this backdrop, it has become imperative to raise relevant questions for the development of a new synthesis that is practical enough to allow for the necessary action to push forward the quality discourse which is a major concern among stakeholders. This paper intends to at least, serve the purpose of refreshing our memories concerning how we have individually or collectively, as citizens and academics, pondered over free secondary education, quality education and the role of the university teacher within the melting pot of the quality discourse in Ghana.
    [Show full text]
  • CAE 2010 in Review Final.Indd
    January to December 2010 · Volume 6 African Education in Focus A publication of the Center for African Education and the African Studies Working Group at Teachers College, Columbia University Journeys: 2010 in review DIRECTOR'S NOTE eachers College has re- events have pointed to the challenges The Center encourages faculty newed its interests in glob- confronting African peoples as they members and students to undertake al affairs and brought into seek to overcome basic economic, research on African immigrants and Tplay its full range of expertise in educational and health problems. to lay on new Africa related courses. the fields of education, health and This issue of African Education Professor Michelle Knight-Diop psychology. These interests lie not in Focus presents the range of events (together with two students, Ms. solely with the domestic; nor solely sponsored by the Center. It also Ramatu Bangura and Mr. Vaughn with the international. They involve attempts to cover the range of ac- Watson) is engaged in a fascinat- understanding education in both tivities of faculty members and stu- ing piece of research on civic and domains. The Center for African dents as they reach out to New York political life of African immigrant Education has been engaged in this metropolitan educators, undertake youth. While Professor JoAnne journey of exploration directed to- ward promoting interest in Africa "The Center provides a platform for the discussion of and African education in the Unit- African affairs and African education and disseminates ed States and providing assistance to information on Africa within the field of education." African countries.
    [Show full text]
  • Morocco's Experience with Gender Gap Reduction in Education
    Gender and Women’s Studies RESEARCH ARTICLE Morocco’s Experience with Gender Gap Reduction in Education Moha Ennaji* Institute for languages and cultures, University of Fez, Morocco Abstract This article presents a synthesis of the policies and measures for girls' education in Morocco and attempts to evaluate their results. It analyzes a wide range of initiatives and provides an overview of their relevance and impact in the Moroccan context. In Morocco, the lack of educational opportunity for girls is still evident, despite significant actions taken by the government. The article identifies the most promising approaches and priority areas for the development of girls' education. Its purpose is to provide an analysis of the situation of gender and education in Morocco, and to take stock of the extent to which gender equality and girls’ right to education are protected and promoted. It also aims to reflect upon and discuss the scope of the legal framework in terms of the provisions of gender equality under law. The article also identifies and discusses the root causes of school attrition and illiteracy among women and the most important hurdles that require urgent attention, further proposing a meaningful integration of the gender perspective in schools and in the overall education system. This article advocates for full and equal educational opportunities for all, girls and boys alike, in policy and in practice. Keywords Education, gender gap, girls, equality, illiteracy, development Introduction Open Access First, a distinction between “gender” and “sex” is in order. Unlike sex, gender is not a physical attribute; rather, it is a social construct determined by cultural beliefs, social norms, Citation: Ennaji, M.
    [Show full text]
  • Pan-African Institute of Education for Development (IPED)
    AFRICAN UNION UNION AFRICAINE UNIÃO AFRICANA Addis Ababa, ETHIOPIA P. O. Box 3243 Telephone: 00 251 11 551 7700 Fax: 00 251 11 551 7844 Website: www.au.int DEPARTMENT OF HUMAN RESOURCES, SCIENCE AND TECHNOLOGY Pan-African Institute of Education for Development (IPED) AU- IPED FIELD DATA MANAGEMENT EXERCISE REPORT 1 | P a g e 1. Background I. History Pan-African Institute of Education for Development (IPED) is a specialized institution of the African Union that functions as the observatory of Education in Africa. Originally known as the African Bureau of Education Sciences (BASE) under Organization of African Unity, IPED’s role is to ensure quality, responsive and inclusive education development in Africa based on sound, accurate, and timely information in order to meet the individual and collective goals for the development of human resources and intellectual capacity in the continent. It is headquartered in Kinshasa, Democratic Republic of the Congo (DRC) and works closely with entities like International Centre for Girls’ and Women’s Education in Africa (CIEFFA) based in Ouagadougou, Burkina Faso and Association for the Development of Education in Africa (ADEA). II. IPED Mandate All development frameworks, international and continental recognize education as essential to development in Africa. In line with this, education in Africa has been prioritized for intense investment to produce quality human capital to support the objectives of the various development frameworks, such as Sustainable Development Goals (SDGs) and Agenda 2063, as well as education-specific frameworks like Continental Education Strategy for Africa (CESA2016-2025) and Edu2030. As the African Union observatory for education in the continent, IPED is mandated to establish a continental Education Management Information System in line with its role of ensuring quality, responsive and inclusive education.
    [Show full text]