Transcript No Slide Title

Fostering the Development of
Secondary Education in Africa:
Norway-World Bank Partnership through
SEIA (Secondary Education in Africa)
Jee-Peng Tan
World Bank
Launch Seminar of the Norwegian Post-Primary Education Fund (NPEF)
Oslo, Norway, Sept 13-14, 2006
Based on work led by Jacob Bregman, World Bank Lead Education Specialist,
with support from Adriaan Verspoor, World Bank Consultant and
input from Birger Fredriksen, World Bank Consultant
Importance of SEIA
• Secondary Ed in Africa at a crossroads today
• Urgent need for a coherent policy response
• Obtaining results will require a shared basis for
action
within each country
 Between a country and its development partners
Overview of Presentation
1. Nature of Africa’s Sec Ed Challenge
2. The SEIA study’s participatory process
and outcomes
3. Emerging messages from SEIA
4. Next Steps in the SEIA study
Nature of the Challenge
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Addressing the growing social demand;
Providing Africa’s youth with “quality
knowledge and competencies for the 21st
century;”
Enhancing contribution of SE to national
cohesion;
Achieving results under conditions of fiscal
constraints and growing global competition.
Sub-Sahara Africa Population:
732 m (2005) of which Nigeria 135m
881 m (2015)
960 m (2020)
Young people ages 12-18 as a percentage of the
total population, by world regions, 1990-2020
18%
16%
14%
12%
10%
8%
6%
1990 1995 2000 2005 2010 2015 2020
SSA
Source: UN population data
LAC
Asia
EU
The Social Demand for Secondary Education
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Pressure from population growth
Rapid increase in primary enrollments as a
result of progress toward EFA and MDG goals
Primary school completers increasingly seek
admission to junior secondary school
Many governments making universal 8-10
years of basic education a national goal
SSA Countries with Large Increase in Primary NER (%)
from 1999 to 2004)
Guinea
Ethiopia
Eritrea
Tanzania
Benin
Senegal
Mozambique
SSA average
Ghana
Lesotho
Madagascar
Zambia
Kenya
0
10
20
30
40
50
NER (%)
Source: UIS
NER 1999
NER 2004
60
70
80
90
100
% of cohort
Figure 1.3: Survival (% ) of a Cohort of Students in
Primary and Secondary Education in Sub-Saharan Africa,
2003
100
80
60
93
40
59
45
20
30
24
12
0
enter PE complete enter JSE complete enter complete
PE
JSE
SSE
SSE
Source: Pôle de Dakar, 2006
Regional averages in years of schooling in
population ages 15+
Source: Barro and Lee, 2000
Korea and Kenya:
from “Elite” to “Mass” Basic Education
Source: SEIA Summary Report (Africa Region, forthcoming)
The Secondary Education Challenge in Africa
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Africa’s JSE and SSE enrollment and completion rates
still lag seriously behind those of other regions
Completing basic education of good quality critical for
Africa’s future social and economic progress
Scale of expansion: enrollments in 2015 projected to
double to over 60 million at 2000-04 growth rates; and
to triple to 90 million with unchanged transition rates
between primary and secondary education
Choice of model for expansion “….it is not possible to
develop [the system] by counting first and foremost on
external assistance. Our models…have to respond to
our essential present and future needs and ultimately to
our internal resources.” M. Ndoye at the 2nd SEIA
Conference in 2004.
SEIA Study:
Participatory process and
outcomes
SEIA STUDY OBJECTIVES
Support development of sustainable SE
strategies in SSA, build capacity for SE with
African educators, collect and analyze data,
and stimulate discussion among partners
Deliberate attention to:
Participation by African country working
groups (3-6 country case studies for each
thematic study)
Partnership with ADEA to foster exchange on
SEIA results
SEIA STUDY PROCESS OUTPUTS
1. 8 thematic studies (6 completed)
2. TA support for developing national SE strategy in
selected SSA countries
3. Two regional SEIA conferences (Uganda, 2003;
and Senegal 2004); International Donor workshop
(Vrije University Amsterdam Oct. 2004)
4. SEIA website & data analysis: worldbank.org/afr/seia
5. Multi-year collaboration among donors, funded by
World Bank, NETF and Irish , Dutch, French Trust
Funds
SEIA Thematic studies
A.
Literacy review study on OECD trends in SE
(IIEP; Ole Briseid and Francoise Caillods; 2005)
B.
C.
Access, financing and private providers in
SEIA (Keith Lewin, University of Sussex; 2005)
TRANSE: “Transition mechanisms to / from
SEIA” (TRANSE Group; UWC, Cape Town and NIFU,
Oslo; 2005)
D.
Governance and Management (American
Institutes for Research, Deborah Glassman; Khulisa
Management Systems South Africa, Pat Sullivan; 2006)
E.
Curricula, Assessment and Examinations:
Quality & Relevance for SEIA (Jan Van Den Akker,
University Twente and Wout Ottevanger, Vrije University
Amsterdam; forthcoming)
SEIA Thematic studies
F.
SEIA Teachers & Principals: how to retain,
maintain and retrain (Academy for Educational
Development, Elizabeth Leu; National University of
Ireland, Maynooth, Aidan Mulkeen; University of
Minnesota, David W. Chapman & Joan G. DeJaeghere)
G.
HESI: “The link between health, social issues
and secondary education: life skills, health
and civic education” Centre for International
Education - LINS / Oslo University College, Robert
Smith, Guro Nesbakken and Anders Wirak; TIP University of Western Cape (Brenda Sonn) with
Akershus University College (HIAK); Norwegian Board
of Education, Oslo, (LS); National Institute of
Technology, Oslo, (TI)
SEIA Thematic studies
H.
SMICT: “Developing Science, Mathematics
and ICT (SMICT) in Secondary Education:
Patterns and Promising Practices.” (Wout
Ottevanger, Jan van den Akker, Leo de Feiter, Vrije
University Amsterdam and University Twente,
Netherlands)
I.
Gender issues in SEIA (forthcoming)
SEIA SUMMARY REPORT
SEIA-Science, Mathematics and ICT Study: 10
participating country teams
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Botswana
Burkina Faso
Ghana
Namibia
Nigeria
Tanzania
Uganda
Senegal
South Africa
Zimbabwe
SEIA Summary Study:
Emerging Messages
Emerging Messages
1.
Many SSA countries are trapped in a low level of
economic equilibrium, with inadequate human capital
capacity and slow growth reinforcing each other in a
vicious circle.
2.
To gain sustained exit from this trap in today’s
technology- and knowledge-driven global economy, and
to promote social progress, countries must develop
secondary education as part of their strategy, with the
aim of:
• Giving all young people a chance to complete 9-10 years of basic
education of reasonable quality;
• Equipping students with relevant skills; and
• Creating opportunities for further learning—formal and informal.
3.
Yet at present secondary education in SSA is poorly
positioned to contribute to economic and social
development as it could and should.
Emerging Messages
4.
The context for the development and reform of
secondary education in SSA countries is
unique and very challenging
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Incomes are much lower than the levels in industrialized
countries or other developing countries earlier on in their
development;
Growth has been uneven over time and across countries;
Subsistence agriculture dominates the economy;
The demographic transition is not yet underway;
The tax base is small, averaging between 14-16% of GDP; and
Primary school completion still not universalize;
Learning outcomes remains poor.
Emerging Messages
5.
Current arrangements for financing and
management of secondary education often
give rise to unsustainable cost structures
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Relative to primary education, the per student cost is three times as
high for lower secondary education, and six times as high for senior
secondary education.
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Expansion of access will require distinguishing between JSE and
SSE and typically a reduction in costs in both cycles.
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Costs can come down by using teachers more efficiently
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But countries will often also have to address the more complex
issues pertaining to teacher pay, recruitment, training and career
development.
Emerging Messages
6.
Conditions differ across SSA, so each country
must design its own model for secondary
education development, taking into
consideration issues such as:
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Resource requirements relative to the available national means;
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Ensuring equitable access for the disadvantaged;
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Appropriate use of multiple delivery mechanisms;
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Public-private partnerships to mobilize non-government resources
as well as ensure that instruction is relevant and responsive to labor
market needs;
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Fostering quality while broadening access rapidly.
Emerging Messages
7.
Curriculum reform is essential in transitioning
from an elite to a mass system
• JSE programs and assessments redesigned as part of basic
education for all, imparting generic skills;
• Vocational programs at JS leve expensive and have not lived up to
expectations;
• SSE programs need to prepare students for diversified life-long
learning paths.
8.
9.
Management reforms will involve
decentralization and must seek to increase
flexibility
Pay attention to implementation of reforms – it
is a key challenge
Emerging Messages
10.
Meaningful expansion of secondary
education requires effective
implementation of quality improvements
in primary education
Next Steps for SEIA
Completion of SEIA Summary Report
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Draft in progress, to be available end of
calendar year 2006
 Emphasis is on Junior and Senior SE;
 Complements earlier work on TVET by Johanson and
Adams (2004)
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Senior advisory group (9-11 members) of
African education specialists for in-depth
comments and feedback
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Feedback from development partners
Dissemination Plans for SEIA
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ADEA and WB Africa Region to organize 3rd
regional SEIA Conference, tentatively in March
2007
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Audience will include African senior
politicians, African education institutes, and
donor organizations
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Objective is to share and discuss the SEIA
report , seek common ground and agree on
follow-up at international and country levels
Donors’ Role in Support of SE
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African countries must develop their own
strategy for development of secondary
education and training – meeting conditions of
sustainability, relevance and realism
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Donors can offer TA and funds to help build
capacity for the development and
implementation of SE-TVET national plans,
along lines of EFA FTI
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Support must help improve teaching and
learning, and promote equity in access to
learning opportunities
Africa needs support to re-energize its
secondary education system