Developing the Workforce, Shaping the Future : Transformation of Madagascar's Post-basic Education
Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic e...
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| Language: | English |
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World Bank
2012
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| Online Access: | http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000333037_20090203234239 http://hdl.handle.net/10986/2593 http://hdl.handle.net/10986/5942 |
| Summary: | Sub-Saharan African countries are
increasingly recognizing the contribution of post basic
education to economic growth and social development.
However, policy makers in many poor countries struggle to
balance expansion and upgrading of post-basic education
reform against competing development priorities. They must
consider how and sometimes whether, to fund post-basic
education in the face of demographic growth, limited public
resources, and political and social imperatives. In its new
poverty reduction and growth strategy, the Madagascar Action
Plan (MAP), the Government of Madagascar made the
transformation of its education system one of the key
pillars of its development agenda. An important decision was
the reform of basic education, covering primary and junior
secondary education, including extension of the basic
education cycle to 10 years. The Government's new
Education for All (EFA) plan provides the policy framework
and operational strategies for basic education, covering
changes to curricula and learning materials, teaching
methods and student assessment. The EFA plan was endorsed by
donors and the reform of basic education launched in
2008.The main purpose of this report is to provide
analytical inputs for the development of post-basic
education reforms. Specifically, the report identifies and
prioritizes: (i) the need for change in the structure,
content and delivery of Madagascar's post-basic
education and training system, and (ii) the key reforms in
financing, governance and sub-sector management required to
support changes to the structure, content and delivery of
the post-basic system. |
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