Time to Get It Right: Lessons from EFA and the Mdgs for Education 2016–2030 I Acknowledgements

Total Page:16

File Type:pdf, Size:1020Kb

Time to Get It Right: Lessons from EFA and the Mdgs for Education 2016–2030 I Acknowledgements TIME T GET IT RIGHT LESS NS FR M EFA AND THE MDGS F R EDUCATI N 2016–2030 Time to get it right: Lessons from EFA and the MDGs for education 2016–2030 i Acknowledgements This report was written and researched by Anjela Taneja, Caroline Pearce and Kjersti J. Mowé, with extensive contributions from Zeina Zayour. Input and support was gratefully received from Abdulrahman Ahmed Khurd (Yemeni Coalition for Education For All), Aissatou Lo Ndiaye (ANCEFA), Cecilia Victorino-Soriano (ASPBAE), Cheikh Mbow (COSYDEP Senegal), Chin Chanveasna (NEP Cambodia), Colin Anderson (NEP Cambodia), Laura Giannecchini (CLADE), Mohammad Alsheikh (Yemeni Coalition for Education For All), Rene Raya (ASPBAE), Shaharazad Abuel-Ealeh (GCE), Solange Akpo (ANCEFA), Sylvi Bratten (GCE Network Norway), Tahirou Traore (CNEPT Burkina Faso), William Thelusmond (REPT Haiti), Mannis Antoninis (EFA Global Monitoring Report) and Kate Redman (EFA Global Monitoring Report). Finally, special thanks are owed to the GCE membership, whose work, experiences and lessons helped shape this report. This report has been developed and produced with the financial support of IBIS. © Global Campaign for Education 2015 All rights reserved. www.campaignforeducation.org ii Global Campaign for Education Contents Acknowledgements – page ii Contents – page 1 Foreword– page 2 Introduction – page 3 1 Setting the scene: the education agenda and the growth of civil society 2000–2015 – page 5 2 Key lessons emerging from the GCE movement’s assessment of EFA progress – page 9 3 Conclusions and recommendations – page 24 Endnotes – page 27 About the Global Campaign for Education – page 28 VOTE FOR EDUCATION Time to get it right: Lessons from EFA and the MDGs for education 2016–2030 1 Foreword millions of people in every corner of the planet – and through our various campaigns in our different contexts around the world. Today, as the world is poised to agree the next set of commitments to follow on from the Dakar agenda and which will guide us through the next 15 years, we are faced with both new and old challenges. Learning the lessons of trying to achieve the EFA goals and MDGs, we continue to demand more and better financing, democratic governance and strengthening of public education systems. Public resources must be for public education, which must be available completely free. The active and democratic participation of civil society in all In 2000, many education activists decision-making processes should be a priority for all, and we must resist the criminalisation of civil society attended the World Education Forum and of dissent. If we are to realise the universal human in Dakar as part of the newly-launched right to education, we must also emphasise inclusive education and non-discrimination. And achieving the Global Campaign for Education, fighting right to education will require decision-makers to strive for a broad agenda for education, the for true quality in education, and take into account the full meaning of education: in line with numerous prioritisation of funding to education, human rights treaties and conventions, GCE understands and the recognition of civil society a quality education as embracing the acquisition of knowledge, skills and values, as well as creative and participation in the development and emotional development. Achieving this must involve a monitoring of public policy. Many of focus on teachers and teaching processes, the educational environment and the curriculum. our priorities as civil society actors were As the Global Campaign for Education, we call on included in the Dakar Framework for States and all actors to recognise and act on these important steps as a necessity if we are to achieve the Action, which has been fundamental to ambitious post-2015 agenda which we will collectively driving progress over the last 15 years. set. As the civil society movement for education, we commit ourselves to monitoring the education goal and targets, and being active participants in helping to The six major goals around which we initially united have achieve these crucial goals. Education is not merely one grown into a broader agenda for the full realisation of part of a sustainable development agenda: achieving the human right to education for all. The GCE movement the right to education for all is integral to the realisation has been very active over this time and we have seen our of other goals and rights. As such, our struggle is too movement grow, with the emergence of new education important to be left to chance, and we call on all States coalitions around the world and the consolidation of to take account of the lessons included in this report. many others. Together, we have struggled against all forms of discrimination that limit the right to education; focused on inclusive education; fought for the dignity and value of teachers and the teaching profession; called for the recognition of early childhood education; and demanded increased priority for youth and adult literacy and education. We have campaigned on these issues Camilla Croso through Global Action Week – which every year mobilises President, Global Campaign for Education 2 Global Campaign for Education Introduction In 1990, 42 years after education was explicitly In 1999, a girl of primary-school age recognised as a human right in the Universal Declaration, in Burundi had just over a one in three governments and non-governmental organisations from all over the world made a collective commitment chance of attending school; once in to ensure universal, quality, basic education for all school, she had just a 50 percent chance children, youth and adults. At the World Conference on Education for All2 in Jomtien, Thailand, participants of completing her primary education. pledged to universalise primary education and massively Meanwhile, her mother had a one in two reduce illiteracy by the end of the decade. A decade later, however, this critical mission remained unfulfilled. chance of being able to read and write. By In 2000, the international community met again 2012, a girl of the same age in Burundi in Dakar,3 Senegal, and affirmed their commitment to achieving Education for All by the year 2015. At the was almost certain to be in primary school. World Education Forum in that year, representatives While this progress is partial – an older of 164 governments, along with civil society activists and other education stakeholders, identified six key girl, for example, has only a one in four education goals which aimed to meet the educational chance of attending secondary school – rights of all children, youth and adults by 2015: the 1 Education For All (EFA) goals. These goals constituted a this represents undeniable progress. And comprehensive agenda for education, covering all stages it did not happen by accident: it is only from early childhood to adult literacy and learning, and including both quality and gender equity. Also in 2000, through deliberate policy and financing two of these education goals were included in the eight choices – through making commitments Millennium Development Goals, agreed by 189 countries and the world’s leading development institutions. and providing the structures, plans and In 2015, the global community is again gathering at funds to deliver on those commitments the World Education Forum 2015, in Incheon, Korea, and at the Sustainable Development Summit in New – that governments have been able to York, USA. These events, learning from the experiences make any progress at all on meeting the of the past 15 years, will set the direction for education globally in the coming 15 years by agreeing the post- challenge of securing the universal right 2015 Sustainable Development Goals, and the Education to education. This report presents the key Framework for Action. Going into these summits, whilst serious progress has been made, none of the six lessons identified by the Global Campaign EFA goals, or the two education MDGs will have been for Education, a global civil society achieved in full. In this context, the Global Campaign for Education (GCE) – a movement that was formed and movement, for understanding what has has developed largely to coordinate and strengthen civil and has not worked in the drive to achieve society engagement with the EFA framework – has been consulting with its members about key lessons from Education For All over the last 15 years, the implementation of EFA that could help to inform and how we can ensure that this ambitious successful strategies for achieving the post-2015 goals. Collectively, the GCE movement has identified the goal is realised in the near future. following elements as crucial to turn ambitious goals into living realities: Time to get it right: Lessons from EFA and the MDGs for education 2016–2030 3 • Adequate, well-allocated financing This report begins with a short overview of the last • Strong public systems and governance 15 years, including the role of civil society and the GCE • A focus on quality movement, and then unpacks these five elements; it • A focus on equity includes country examples which draw on consultations • Meaningful civil society participation. with GCE member coalitions from around the world. THE EDUCATION FOR ALL Goal 6: Improving all aspects of the quality of GOALS, AGREED IN DAKAR education and ensuring excellence of all so that IN 2000 recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; EDUCATION GOALS IN THE MILLENNIUM DEVELOPMENT Goal 2: Ensuring that by 2015 all children, GOALS (MDGS), AGREED IN 2000 particularly girls, children in difficult circumstances and those belonging to ethnic By 2015: minorities, have access to and complete, free and compulsory primary education of good quality; MDG 2 • Achieve universal primary education Goal 3: Ensuring that the learning needs of • Ensure that all boys and girls complete all young people and adults are met through a full course of primary schooling.
Recommended publications
  • Education for All (EFA)
    Education for All (EFA) Country Report: South Africa (Update) 2012 Published by the Department of Basic Education 222 Struben Street Private Bag X895, Pretoria, 0001 Telephone: 012 357 3000 Fax: 012 323 0601 Website: http://www.education.gov.za ISBN: © Department of Basic Education, 2012 ii TABLE OF CONTENTS ACRONYMS .......................................................................................................................................... viii 1. BACKGROUND ........................................................................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.2 Education for All: a development imperative ......................................................................... 1 1.3 Education for All goals ............................................................................................................ 3 1.4 Measuring progress towards the Education for All goals ....................................................... 3 2. EDUCATION IN SOUTH AFRICA ................................................................................................. 4 2.1 The right to education ............................................................................................................ 4 2.2 Governance and organisation ................................................................................................. 4 2.3 The provision of education ....................................................................................................
    [Show full text]
  • Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century
    http://wje.sciedupress.com World Journal of Education Vol. 8, No. 2; 2018 Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century Idowu Biao1,* 1Department of Adult Education, University of Botswana, Botswana *Correspondence: Department of Adult Education, University of Botswana, Botswana. Tel: 267-7435-9491. E-mail: [email protected] Received: March 26, 2018 Accepted: April 9, 2018 Online Published: April 25, 2018 doi:10.5430/wje.v8n2p181 URL: https://doi.org/10.5430/wje.v8n2p181 Abstract This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on two grounds. First, the population of persons accessing both basic education and other levels of education is negligible in comparison with those who ought to access them (1 out of every 4 primary school age children; less than half of the qualified secondary school students; about 7% gross enrolment within higher education). Second, schooling has failed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a high prevalence of poverty still exists and incongruity continues to exist between the education provided and the livelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, a more utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa going forward. This recommended approach combines both the current school system with a special non-formal education system for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century.
    [Show full text]
  • Participant List
    UNOSD International Mayors Forum Preparatory Webinar Series, Webinar #6 (IV Edition of United Cities for All): “Leaving No One Behind – Persons with Disabilities and Addressing Inequalities in our Cities and Communities” 29 October 2020, 10:00-11:30PM (KST) No. User Type FirstName LastName Email Company Country/Region Division for Inclusive Social Development, 1 Panelist Daniela Basnet Bista [email protected] UN DESA 2 Panelist Deisi Kusztra [email protected] World Family Organization United States of America National Strategies and Capacity Building 3 Panelist Amson Sibanda [email protected] Branch, Division for Sustainable Development Goals, UN DESA m.padmanabhan@light-for-the- 4 Panelist Murali Padmanabhan Light for the World United States of America world.org 5 Panelist Jean D'Aragon [email protected] UNOSD 6 Panelist UNOSD DSDG [email protected] UNOSD 7 Attendee Yoon Loong Wong [email protected] National Council for the Blind Malaysia United States of America 8 Attendee Awo Mana Asiedu [email protected] University of Ghana Ghana 9 Attendee Divya.c Divya.c [email protected] United States of America Disability Inclusive Development Programs 10 Attendee Jeannette Kah Le Guil [email protected] United States of America And Services 11 Attendee michael whiteaker [email protected] Virginia Department of Health United States of America 12 Attendee AUGUSTINA NAAMI [email protected] University of Ghana Ghana 13 Attendee Tim Harte [email protected] Australia 14 Attendee Andrés Montoya [email protected]
    [Show full text]
  • Education for All and Millennium Development
    EDUCATION FOR ALL AND MILLENNIUM DEVELOPMENT GOALS BEYOND 2015 PRINCIPLES FOR A POST-2015 EDUCATION AND DEVELOPMENT FRAMEWORK Human rights in general and the right to education The 2015 target date for in particular should be the explicit foundation for a achieving the Millennium new development and education framework Development Goals (MDGs) Rights are not explicit in the current EFA targets and MDGs, yet and Education for All (EFA) they are enshrined in UN agreements, conventions and treaties. is fast approaching. The The state should guarantee the right and access to quality educa- tion for all. Privatization and public-private partnerships are not United Nations (UN) system, the solution to quality education for all states should take their governments, academics , and civil society are already responsibilities seriously and not rely on market forces to solve seeking to define the next problems in education. era of the post-2015 agenda. The UN Secretary General Education is a public good and a basic right; it is also a catalyst has appointed a High-lev- for the achievement of all other development goals. It should el Panel to advise on the therefore be at the centre of any new development framework. global development agenda Access to early childhood primary and secondary beyond 2015, while UNESCO , , has set up an EFA Steering education must be a fundamental goal Committee with a mandate Although progress has been made on access to primary to advise on the post -2015 education, at least 10% of primary-school-age children are still not in school _over 60 million children.
    [Show full text]
  • Primary Education Finance for Equity and Quality an Analysis of Past Success and Future Options in Bangladesh
    WORKING PAPER 3 | SEPTEMBER 2014 BROOKE SHEARER WORKING PAPER SERIES PRIMARY EDUCATION FINANCE FOR EQUITY AND QUALITY AN ANALYSIS OF PAST SUCCESS AND FUTURE OPTIONS IN BANGLADESH LIESBET STEER, FAZLE RABBANI AND ADAM PARKER Global Economy and Development at BROOKINGS BROOKE SHEARER WORKING PAPER SERIES This working paper series is dedicated to the memory of Brooke Shearer (1950-2009), a loyal friend of the Brookings Institution and a respected journalist, government official and non-governmental leader. This series focuses on global poverty and development issues related to Brooke Shearer’s work, including: women’s empowerment, reconstruction in Afghanistan, HIV/AIDS education and health in developing countries. Global Economy and Development at Brookings is honored to carry this working paper series in her name. Liesbet Steer is a fellow at the Center for Universal Education at the Brookings Institution. Fazle Rabbani is an education adviser at the Department for International Development in Bangladesh. Adam Parker is a research assistant at the Center for Universal Education at the Brookings Institution. Acknowledgements: We would like to thank the many people who have helped shape this paper at various stages of the research process. We are grateful to Kevin Watkins, a nonresident senior fellow at the Brookings Institution and the executive director of the Overseas Development Institute, for initiating this paper, building on his earlier research on Kenya. Both studies are part of a larger work program on equity and education financing in these and other countries at the Center for Universal Education at the Brookings Institution. Selim Raihan and his team at Dhaka University provided the updated methodology for the EDI analysis that was used in this paper.
    [Show full text]
  • Issue Brief on the Right to Disability-Inclusive Health
    Equal Access without Discrimination The Right to Disability-Inclusive Health Issue Brief – May 2021 Summary ▶ The right to the highest attainable standard of health is fundamental, as health is a precondition for equal participation in society. ▶ Despite clear legal obligations, persons with disabilities continue to experience discrimination in their access to health. ▶ As a result of these barriers and rights violations, persons with disabilities report lower standards of health and experience higher mortality rates. ▶ Governments, international organisations and development actors urgently need to mainstream disability into their health strategies, services and interventions. A) Right to Health in a Nutshell “The highest attainable standard of health [is] a fundamental right of every human being.” This is the heart of the constitution of the World Health Organisation (WHO). States must realise this universal human right without delay. In practice, it entails the freedom from non-consensual or degrading treatment as well as the entitlement to health care that is accessible, available in sufficient quality and culturally acceptable. This includes the full spectrum of essential health services, from health promotion to prevention, treatment, rehabilitation, and palliative care.1 The right to health is essential for the attainment of other human rights. For instance, physical and mental health enable children to learn or adults to work. As a result, equal participation in society is preconditioned on the highest attainable standard of health.2 1 WHO & OHCHR (2008): The Right to Health. pp. 1-4. www.who.int/gender-equity-rights/knowledge/right-to-health-factsheet31.pdf. 2 Shakespeare, T., Bright, T. & Kuper, H. (2018): Access to Health for Persons with Disabilities, pp.
    [Show full text]
  • Education for All: Advancing Disability Inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie
    Education for All Education Division Advancing Disability Inclusion in Latin Social Sector America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié POLICY BRIEF Nº IDB-PB-299 April, 2019 Education for All Advancing Disability Inclusion in Latin America and the Caribbean Diana Hincapié Suzanne Duryea Isabel Hincapié April, 2019 Cataloging-in-Publication data provided by the Inter-American Development Bank Felipe Herrera Library Hincapié, Diana. Education for all: advancing disability inclusion in LAC / Diana Hincapie, Suzanne Duryea and Isabel Hincapie. p. cm. — (IDB Policy Brief ; 299) Includes bibliographic references. 1. Children with disabilities-Education-Latin America. 2. Students with disabilities-Latin America. 3. Inclusive education-Latin America. 4. School attendance-Latin America. I. Duryea, Suzanne. II. Hincapié, Isabel. III. Inter-American Development Bank. Education Division. IV. Title. V. Series. IDB-PB-299 JEL codes: H41, I24, J14, O54 Keywords: Education policy, persons with disabilities, Latin America and the Caribbean http://www.iadb.org Copyright © 2019 Inter-American Development Bank. This work is licensed under a Creative Commons IGO 3.0 Attribution- NonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose. No derivative work is allowed. Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.
    [Show full text]
  • Policy Safeguarding
    Policy Safeguarding Content: I. The Policy II. Code of Conduct III. Complaints Mechanism Annex 1: Glossary of Terms Annex 2: Programmatic Approach to Child Protection Annex 3: List of Designated Staff Members and External Services Annex 4: Complaints Mechanism Flow Chart Annex 5: Serious Incident Reporting Annex 6: Safeguarding Incident Reporting Form Annex 7: Terms of Reference – Focal Point for Safeguarding/Board Status: Approved by International Management Team, Date: 03.07.2019 1/29 | P a g e Safeguarding Policy 2019-07 I. The Policy 1. Policy Purpose The purpose of this policy is to protect people, particularly children, adults at risk and beneficiaries of assistance, from any harm that may be caused due to them coming into contact with Light for the World. This includes harm arising from: • The conduct of staff and Light for the World representatives • The design and implementation of Light for the World’s programmes and activities This policy lays out the commitments made by Light for the World and informs staff and representatives of their responsibilities in relation to safeguarding. Policy Statement Light for the World believes that everyone we come into contact with, regardless of age, gender identity, disability, belief, sexual orientation, ethnic origin, or other status has the right to be protected from all forms of harm, abuse, neglect and exploitation. Light for the World applies a zero-tolerance policy. This policy will address the following areas of safeguarding: • child protection, • adult safeguarding, • protection from sexual exploitation, abuse and bullying. Light for the World commits to embedding safeguarding in all of its work, through the three pillars of prevention, reporting (by a complaints mechanism) and response.
    [Show full text]
  • EFA, the Quality Imperative and the Problem of Pedagogy
    Consortium for Research on Educational Access, Transitions and Equity Education For All, The Quality Imperative and the Problem of Pedagogy Robin Alexander CREATE PATHWAYS TO ACCESS Research Monograph No 20 April 2008 Institute of Education University of London The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programme Consortium supported by the UK Department for International Development (DFID). Its purpose is to undertake research designed to improve access to basic education in developing countries. It seeks to achieve this through generating new knowledge and encouraging its application through effective communication and dissemination to national and international development agencies, national governments, education and development professionals, non-government organisations and other interested stakeholders. Access to basic education lies at the heart of development. Lack of educational access, and securely acquired knowledge and skill, is both a part of the definition of poverty, and a means for its diminution. Sustained access to meaningful learning that has value is critical to long term improvements in productivity, the reduction of inter- generational cycles of poverty, demographic transition, preventive health care, the empowerment of women, and reductions in inequality. The CREATE partners CREATE is developing its research collaboratively with partners in Sub-Saharan Africa and South Asia. The lead partner of CREATE is the Centre for International Education at the University of Sussex.
    [Show full text]
  • UNESCO (2015). Education for All 2000-2015: Achievements and Challenges
    RESEÑA. UNESCO. (2015). Education for all 2015: Achievements and Challenges. Paris, France: UNESCO. Por Miriam Preckler Galguera JOURNAL OF SUPRANATIONAL POLICIES OF EDUCATION, nº3, pp. 328-330 UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015. Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. 499 pp. ISBN- 978-92-3-10085-0. By Miriam Preckler Galguera1 In 2000, at the World Education Forum in Dakar, Senegal; 164 governments agreed on the Dakar Framework for Action, Education for All: Meeting our Collective Commitments2 launching an ambitious agenda to reach six wide-ranging education goals by 2015. In order to monitor progress, remaining gaps and provide recommendations, UNESCO initiated in 2002 the elaboration of the Education for All (EFA) Global Monitoring Reports in response; a number of publications that highlight the remaining gaps and provide recommendations for its achievement. This publication shows the key findings of the 2015 EFA Global Monitoring Report (GMR) “Education for All 2000-2015: Achievements and Challenges”, which has tracked progress on these goals for the past 15 years. The report has been released one month before the World Education Forum in Incheon (Republic of Korea), in May 2015, where the new education goal and targets of the global development agenda (post 2015) will be discussed in order to be adopted at the UN High-Level Summit in September 2015, so as to have one single education agenda for 2015-2030. The Report gives on one hand, the verdict on the Education for All goals since 2000, showing that only a third of countries reached all the EFA goals with measurable targets; only half of all countries achieved the most watched goal of universal primary enrolment.
    [Show full text]
  • Changing Systems, Changing Lives
    Changing Systems Changing Lives © Ulrich Eigner Inclusive Education and Disability Inclusion in Community Development Why systemic change? Education can be the most powerful equalising “[Inclusive education] requires an in-depth force in any society. More and better investment is transformation of education systems in needed to ensure the systemic change required, to legislation, policy, and the mechanisms for make this true for girls and boys with disabilities. financing, administration, design, delivery and monitoring of education.” X If the children who face the biggest challenges UNCRPD General Comment No. 4, 2016 succeed, everyone does. Real change towards an inclusive society requires The 2030 Agenda for Sustainable Development working at local, national, regional and international renews our commitment to transforming our world level. It involves strengthening the capacities of our to one that honours the rights of all, particularly local partners, in particular government authorities, the poorest and most vulnerable - persons with to drive change and development. It involves disabilities. Inclusive education is the segue to empowering civil society to push for change and achieving all other rights and central to building amplifying the voices of people with disabilities to an inclusive and prosperous society. Ensuring the call for better accountability. It requires adequate right to inclusive education for girls and boys with and appropriate investment from bilateral -and disabilities requires a transformation in culture, multilateral
    [Show full text]
  • The Role of Ngos in Basic Education in Africa Civil Society Civil Societycivil Society Civil Societycivilsocietycivil Society Ci
    The Role of NGOs in Basic Education in Africa c ivi l so ion cie g po ty c ov licy ivi ern ed l so no m uc ciet rs d ent atio y ci on go n p vil s or ver olic ociet s do nm y ed y civ no ent uca il society c rs d gov tion p ivil society civil society civil society civil soc ono ernm olicy ed iety civil rs d ent ucation policy education policy education po socie ono governm licy educ ty c rs do ent government government government g ation nors do overnmen pol nors donors donors donors donors donors d t gov onors don ernm ors do nors United States Agency for International Development, Bureau for Africa, Office of Sustainable Development Evolving Partnerships: The Role of NGOs in Basic Education in Africa Yolande Miller-Grandvaux Michel Welmond Joy Wolf July 2002 United States Agency for International Development Bureau for Africa, Office of Sustainable Development ii This review was prepared by the Support for Analysis and Research in Africa (SARA) project. SARA is operated by the Academy for Educational Development with subcontractors Tulane University, JHPIEGO, Morehouse School of Medicine, and Population Reference Bureau. SARA is funded by the U.S. Agency for International Development through the Bureau for Africa, Office of Sustainable Development (AFR/SD/HRD) under Contract AOT-C-00-99-00237-00. The opinions expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Agency for International Development.
    [Show full text]