Download Abolishing School Fees in Africa: Lessons Learned in by World Bank, UNICEF PDF

By World Bank, UNICEF

Why abolish university charges in Africa? the reply turns out seen: to accomplish the perfect to schooling for all and hence advertise equitable participation in monetary development and political motion. even if, relocating from a method in accordance with person charges, which stifled enrollment of the poorest and such a lot susceptible young ones, to at least one of unfastened uncomplicated schooling for everybody has hidden expenditures if the hassle is unplanned or underplanned. The speedy and dramatic inflow of scholars can overburden the schooling method and compromise caliber as a result of an absence of certified lecturers, a rise in school measurement, and the lack of school-level investment. this type of end result advantages nobody. Abolishing university charges in Africa starts off with a comparative assessment of the methods, demanding situations, and classes discovered by means of 5 international locations that had already abolished university charges: Ethiopia, Ghana, Kenya, Malawi, and Mozambique. the next chapters delineate the particular studies of every of the international locations in making plans and imposing their regulations. This quantity can be helpful to nationwide coverage makers and their improvement companions civil society, the non-public quarter, improvement corporations in efforts to open entry to a high quality uncomplicated schooling to all.

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Extra info for Abolishing School Fees in Africa: Lessons Learned in Ethiopia, Ghana, Kenya and Mozambique (Africa Human Development Series)

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Of these, at least half fail to master the expected basic skills. 11 They are predominantly from poor rural families, the majority are girls, many are disabled, and an increasing number are orphans because of the impact of civil strife and HIV/AIDS (see below). For these children, the indirect and direct cost of education to families is often the single most important factor excluding them from school. Furthermore, these are children from families that do not have a strong political voice; they may not be heard when the demand for greater allocation of resources for post-primary education increases (because of the progress toward universal primary education) from those already enrolled.

A study of 12 Francophone countries (Mingat 2004) found that, in 2002 or thereabouts, almost one-third of all primary school teachers, 12 • Abolishing School Fees in Africa • on average, were paid by parents, ranging from 4 percent in Niger to 68 percent in Chad. Often this means that the poorest rural communities finance their children’s education, while better-off urban areas benefit from publicly financed teachers. Also, teachers paid by parents received only about one-quarter of the salary of government teachers.

The monitoring of the implementation of the grant scheme has produced useful information that has both enhanced the scheme’s impact and shown the importance of ensuring that the scheme is fully integrated in the overall sector program. More generally, this illustrates that, in addition to providing essential education inputs, the objectives of the grant scheme include promoting closer cooperation between schools and local communities, their empowerment, accountability of schools for use of money and learning outcomes, and revitalizing school councils.

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