DOCUMENT RESUME ED 312 205 SO 020 332 TITLE Education in Sub-Saharan Africa: Policies for Adjustment, Revitalization, and Expansion. A World Bank Policy Study. INSTITUTION World Bank, Washington, B. C. REPORT NO ISBN-0-8213-0996-X PUB DATE 88 NOTE 199p. AVAILABLE FROMWorld Bank Publications, 1818 H. Street N.W., Washington, DC 20433 ($12.95). PUB TYPE Books (010) -- Reports Evaluative/Feasibility (142) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Developing Nations; *Education; *Educational Economics; 7,ducational Finance; *Educational Improvement; *Educational Planning; Educational Policy; *Educational Quality; Elementary Secondary Education; Financial Support; Foreign Countries; International Programs; Postsecondary Education IDENTIFIERS *Africa (Sub Sahara); Foreign Aid ABSTRACT Only an educated people can command the skills necessary for sustainable economic growth and for a better quality of life. Recognizing this, African governments have placed heavy emphasis on expanding educational opportunities. Even so, education in Sub-Saharan Africa is in crisis. Rapid population growth has resulted in more children than ever seeking places in schools already pressed for resources because of the financial crises of the 1980s. Already, many Sub-Saharan African countries allocate over 20 percent of the government budget to education. Further increases would cut too deeply into other pressing demands for public funds. African countries will need to strike a balance between demands for education and the scarcity of resources, and they will need to develop country-specific, comprehensive, and internally consistent sets of policies along three dimensions: (1) adjustment to current demographic and fiscal realities, (2) revitalization of the existing educational infrastructure to restore quality, and (3) selective expansion to meet further demands. The analysis and recomdendations contained in this study should contribute to this educational planning process, as the study attempts to diagnose the problems of erosion of quality and recent stagnation of enrollment and to offer a set of policy responses commensurate with the severity of these problems. A framework is presented within which countries may formulate strategies tailored to their own needs and circumstances. Numerous tables, graphs, and maps are included. (a) ***********************:!*********************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Education in Sub-Saharan Africa Policies for Adjustment, Revitalization, and Expansion U S DEPARTMENT OF EDUCATION 01fice of Educational Research and improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY This document has been reproducedas received from the person or organirafion popinafing if j=r-Al1 11 L-7 S Minor changes have Peon made to.mprove reproduction goallfY _FE/17-.41Z-7-kd Points of vie* or oprninns staled inthis docu rent do not necessarily represent official BEST COPYAVAILAtia OERI position or policy TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERIC)." Education in Sub-Saharan Africa A World Bank Policy Study BEST COPY AVAILABLE r , U Education in Sub-Saharan Africa Policies for Adjustment, Revital:Lation, and Expansion The World Bank Washington. D.C. Copyright © 1988 by The International Bank for Reconstruction and Development , The World Bank 1818 H Street, N.W., Washington, D.C. 20413, U S A. All rights reserved Manufactured in the United States of Anieri La First printing Jantiav 1988 The judgments expressed in this study do not necessarily reflect the views of the World Bank's Board of I. xeLutive Directors or of the governments that they represent. The maps used in this document are solely for the Lon \ emence of the reader and do not imply the expression of any opin- ion whatsoever on the part of the World Bank or its affili- ates concerning the legal status of any country, territory. city, area, or of its authorities, or concerning the delimita- tion of its boundaries or national affiliation. Library of Congress Cataloging-in-Publication Data Education in Sub-Saharan Africa. (World Bank policy study) Bibliography: p. L Education and stateAfrica, Sub-Saharan. 2. EducationEconomic aspectsAfrica, Sub-Saharan. I. World Bank.II. Series. LC95.A357E38 1988 379.67 87- 346 SO ISBN 0-8213-0996-X J Foreword Without education, development will not occur. Only p,o% mg quality ,rid fui Liter expanding the education an educated people can Lommand the skills necessary systems, however, will certainly require an incremen- For sustainable economic growth and for a better tal Now of resources. Thus African countries will need quality of life. Recognizing this, African governments to strike a balance between demands for education have placed heavy emphasis on expanding educational anthe scarLky of resources, and they will need to opportunities from primary school through um% ersity develop country- specific, comprehens.ve, and inter- in the two or three decades since their independence. nally consistent sets of policies along three dimen- The number of students enrolled in African instau- sions. adjustment to ::tirrent demographic and fiscal tioqs at all levels has more than quintupled since 1960. realities, revitalization of the existing educational in- Indeed, the spread of educational access may he the frastructure to restore quality, and selective expansion single most significant development achievement of to meet further demands. Africa. The analysis and recommendations contained in The key role of education in the development this study should contribute to this educational plan- proces, is the reason, too, why the World Bank has ning process. To this end, the study attempts to put so much emphasis on supporting educational diagnose the problems of erosion-quality and recent expansion and improvement in Sub-Saharan Alma. stagnation of enrollment and to offer a set of policy Even so, education in Sub-Saharan Africa is in crisis responses commensurate with the severity of these today. Rapid population groth has resulted in more problems. In doing so, it does not prescribe one set of children than ever seeking places in schools already educational policies for all of Sub-Saharan Africa, as pressed for resources because of the financial crises of the nature and scope of both the Issues and the the 1980s. A lower proportion of children and young responses to them differ markedly among African people are able to obtain places in educational Insti- countries. Nor does it propose specific educational tutionE as a result, and the quality of education has in estments. Instead, the study presents a framework dropped as classrooms have become overcrowded and w 'thin which Lountnes may formulate strategies tai- teaching materials increasingly scarce. lored to their own needs and circumstances. Governments cannot he expected to increase sub- The study has been prepared after very broad stantially the resources they devote to education. Al- consultation both in Africa and in the industrialized ready, many Sub-Saharan African countries allocate ...ountries. In particular, its preparation has benefited over 20 percent of the government budget to educa- enormously from discussions at two conferences of tion. Further increases would Lan too deeply into other African ministers and permanent secretaries of educa- pressing demands for public funds. Measures for im- tion planning and finance, convened for this purpose V in Cote d'Ivoire and Ethiopia. The comments of many purpose. But most important, we hope this study will experienced and knowledgeable people h .1ped im- provide insights for our member governments in Afri- measurably to shape and refine both the tone and the ca as they develop their own country-specific plans for substance of this study on a number of complex issues. educational reform, revitalization, and expansion. This study will guide the World Bank's lending and technical assistance to Sub-Saharan African education Barber B. Conable over the next several years. It should serve to provide President a common ground for other donors as well, to expand their assistance to education in Africa, and to increase The World Bank the effectiveness of international assistance for this December 11, 1987 vi 7 Contents Glossary and Acronymsix Prefacexr Summary 1 Educational Development in Africa 1 A Policy Framework2 Formulation and Implementation of National Programs3 Policy Options by Level of Education4 The Role of the International Donor Community6 Why Meet th.: Challenge? Thz- Expected Benefits of Education6 Part I. The Policy Context 1. The Remarkable Progress of African Education 11 Before Independence 11 Advances after 1960 12 Expenditure on Education 14 2. Education and the External Environment18 The Demographic Challenge 18 Macroeconomic Adjustment and Fiscal Austerity20 Investment in Education 21 3. The Stagnation of Enrollment and Decline in Quality28 Enrollment Stagnation28 Declining Quality of Education31 Part II. Policy Options for African Governments 4. The Foundation: Primary Education39 vii Measures for Improving Quality40 The Containment of Unit Costs46 Mobilizing Resources for Primary Education51 5. The Consolidation of Competence: Secondary Education and Training54 Meeting the Demand for Expansion by Reducing Unit Costs56 Equity Issues: Increased Participation