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This book discusses the prevalent process of commodity market reform in the specific context of cocoa, coffee, cotton, grains and sugar markets, and provides lessons by selectively drawing on cross-country experience in those markets. The commodity markets covered in this book deserve special attention for the following reasons. A? They play an important role in many developing countries. A? These markets illustrate how well special features can influence the reform process and illustrate the importance of taking initial conditions into account when designing reform. A? Experience from commodity markets illustrates how long-standing interventions can crowd out markets and institutions geared toward the support of private markets. A? Close examination of liberalization at the commodity level shows the practical ways that changes in marketing systems can result in a shift in political power away from the government and toward the private sector in the design and implementation of commodity subsector policies. This book focuses on commodity-specific conditions that quickened or slowed the pace of reform and looks at the relationship between changing markets and institutions. It argues that the benefits of market reform and trade liberalization are only fully realized when the supporting factor markets and the institutions work.
Reviews the World Bank's experience in industrial restructuring in 46 countries during the past 14 years. The study finds that for most completed public enterprise restructuring operations, sustainability of benefits was a large problem, mainly because of fragile sector reforms and inadequate governance and management. Those completed for the private sector experienced poor outcomes from inadequate attention to country economic conditions and policy distortions. To overcome such problems, the study recommends that future restructuring operations be designed and implemented to have an impact at the firm level.
Expanded access to and improved quality of secondary education in Sub-Saharan Africa are key ingredients for economic growth in the region This Secondary Education in Africa (SEIA) synthesis report makes this point by bringing together a significant volume of analytical work sponsored by the World Bank and by many African and international partners. 'At the Crossroads: Choices for Secondary Education in Sub-Saharan Africa' argues the case for broad and equitable access for a basic education cycle of 8 to 10 years, as well as for expanded education and training opportunities. This book provides a timely resource on good practices and potential solutions for developing and sustaining high quality secondary education systems in Africa. It includes the main elements of a roadmap to improve Africa's secondary education systems' response to the demands of growing economies and rapidly changing societies.
Education in Sub-Saharan Africa: A Comparative Analysis takes stock of education in Sub-Saharan Africa by drawing on the collective knowledge gained through the preparation of Country Status Reports for more than 30 countries.
One hundred years ago a series of seminal documents, starting with the Flexner Report of 1910, sparked an enormous burst of energy to harness the power of science to transform higher education in health. Professional education, however, has not been able to keep pace with the challenges of the 21st century. A new generation of reforms is needed to meet the demands of health systems in an interdependent world. The report of the Commission on the Education of Health Professionals for the 21st Century, a global independent initiative consisting of 20 leaders from diverse disciplinary backgrounds and institutional affiliations, articulates a fresh vision and recommends renewed actions. Building on a rich legacy of educational reforms during the past century, the Commission's findings and recommendations adopt a global and multi-professional perspective using a systems approach to analyze education and health, with a focus on institutional and instructional reforms.
This volume presents an account of how people in sub-Saharan Africa have fared under changing life circumstances of the past centuries until the present. By introducing the geography of the region it traces a time line of different historical periods that have shaped livelihoods of ordinary people of the region, and addresses the major milestones in political and economic development. It focuses on social indicators pointing to significant changes that have affected the health, education and wealth of sub-Saharan Africans and their outlook on the future since the wind of change blew through the region. With case studies and vignettes the book highlights how individual citizens across the 44 different countries of sub-Saharan Africa experience well-being and express their aspirations for the future. This book provides relevant material for practitioners and policy makers, including community and development workers, in non-governmental and other organizations in sub-Saharan African countries.
The Link between Health, Social Issues and Secondary Education is based on country studies in six Sub-Saharan African countries - Eritrea, Mali, Namibia, Senegal, South Africa and Tanzania, and a literature review. It looks at the role of secondary education and training in promoting health, civics and life skills among the African youth. Specifically, this study focuses on examining which schooling programs are effective in equipping young people with life skills, which programs reduce drop-out and increase participation and how schools can become agents in tackling health and social issues.
Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind.
This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author’s forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.