This World Bank Working Paper discusses equity and efficiency issues in secondary education transitions in Sub-Saharan Africa. Its main purpose is to identify and analyze national, regional, and local measures that may lead to the development of more efficient and seamless transitions between post-primary education pathways. In most African countries student transition from primary to junior secondary is still accompanied by significant repetition and dropout. Transitions within the secondary cycle also cause significant losses and should use more effective assessment and selection methodologies. According to global trends, Africa needs to revisit its post-primary structures to provide more diversified (academic and non-academic) pathways of learning which respond better to the continent's present economic and social realities. In the end, the main goal should be to produce young people who can become productive citizens and lead healthy lives, as demonstrated by middle and higher-income economies.

This thematic study consists of case studies of Ghana, Malawi, and Uganda, as well as, a review of studies undertaken over the past ten years on education in Africa with particular attention to girls' and secondary education. Gender equity at the primary level has been the focus of considerable attention within the Education for All Framework of Action, but much less so at the secondary level. Evidence of gender inequity and inequality in terms of access, retention and performance in secondary education in SSA raises many questions. While transition rates from primary to secondary are higher for girls than boys, and the repetition rates are lower, girls still significantly trail behind boys in graduation and enrollment rates. The purpose of this study is to document and analyze the extent and nature of gender disadvantage in junior and senior secondary education, to analyze the causes of this disadvantage, and to identify strategies that may be effective in reducing or eliminating it. This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training. All SEIA products are available on its website: www.worldbank.org/afr/seia.

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.

Investment in secondary schooling in Sub-Saharan Africa has been neglected since the World Conference on Education for All at Jomtien. The World Education Forum at Dakar began to recognize the growing importance of post-primary schooling for development. Only 25 percent of school-age children attend secondary school in the region--and fewer complete successfully, having consequences for gender equity, poverty reduction, and economic growth. As universal primary schooling becomes a reality, demand for secondary schools is increasing rapidly. Gaps between the educational levels of the labor force in Sub-Saharan Africa and other regions remain large. Girls are more often excluded from secondary schools than boys. Secondary schooling costs are high to both governments and households. This study explores how access to secondary education can be increased. Radical reforms are needed in low-enrollment countries to make secondary schooling more affordable and to provide more access to the majority currently excluded. The report identifies the rationale for increasing access, reviews the status of secondary education in Sub-Saharan Africa, charts the growth needed in different countries to reach different levels of participation, identifies the financial constraints on growth, and discusses the reforms needed to make access affordable. It concludes with a road map of ways to increase the probability that more of Africa's children will experience secondary schooling.

In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential - often taken for granted in Western countries – giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume’s contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context.

After decades of tremendous growth, Kinshasa-capital of the Democratic Republic of the Congo-is now the second-largest urban area in sub-Saharan Africa. And as the city has grown-from around 300,000 people in the mid-1950s to more than five million today-it has experienced seismic social, economic, and demographic changes. In this book, David Shapiro and B. Oleko Tambashe trace the impact of these changes on the lives of women, and their findings add dramatically to the field's limited knowledge of African demographic trends. They find that fertility has declined significantly in Kinshasa since the 1970s, and that women's increasing access to secondary education has played a key role in this decline. Better access to education has also given women greater access to employment opportunities. And by examining the impact of such factors as economic well-being and household demographic composition on the schooling of children, Shapiro and Tambashe reveal how one generation's fertility affects the next generation's education. This book will be a valuable guide for anyone who wants to understand the complex and ongoing social, demographic, economic, and developmental changes in contemporary sub-Saharan Africa.

Among the poorest and least developed regions in the world, sub-Saharan Africa has long faced a heavy burden of disease, with malaria, tuberculosis, and, more recently, HIV being among the most prominent contributors to that burden. Yet in most parts of Africa-and especially in those areas with the greatest health care needs-the data available to health planners to better understand and address these problems are extremely limited. The vast majority of Africans are born and will die without being recorded in any document or spearing in official statistics. With few exceptions, African countries have no civil registration systems in place and hence are unable to continuously generate vital statistics or to provide systematic information on patterns of cause of death, relying instead on periodic household-level surveys or intense and continuous monitoring of small demographic surveillance sites to provide a partial epidemiological and demographic profile of the population. In 1991 the Committee on Population of the National Academy of Sciences organized a workshop on the epidemiological transition in developing countries. The workshop brought together medical experts, epidemiologists, demographers, and other social scientists involved in research on the epidemiological transition in developing countries to discuss the nature of the ongoing transition, identify the most important contributors to the overall burden of disease, and discuss how such information could be used to assist policy makers in those countries to establish priorities with respect to the prevention and management of the main causes of ill health. This report summarizes the presentations and discussions from a workshop convened in October 2011 that featured invited speakers on the topic of epidemiological transition in sub-Saharan Africa. The workshop was organized by a National Research Council panel of experts in various aspects of the study of epidemiological transition and of sub-Saharan data sources. The Continuing Epidemiological Transition in Sub-Saharan Africa serves as a factual summary of what occurred at the workshop in October 2011.

This publication offers a clear perspective on how to improve learning in basic education in Sub-Saharan Africa, based on extremely rigorous and exhaustive analysis of a large volume of data. The authors shine a light on the low levels of learning and on the contributory factors. They have not hesitated to raise difficult issues, such as the need to implement a consistent policy on the language of instruction, which is essential to ensuring the foundations of learning for all children. Using the framework of "From Science to Service Delivery" the book urges policy makers to look at the entire chain from policy design, informed by knowledge adapted to the local context, to implementation.

The school-to-work transition is a critical part of the human life-span for young adults, their families, and society. The timing of the transition varies greatly and its co-occurrence with a number of other life transitions make it challenging to summarize or generalize. Individual differences and normative developmental factors, as well as external contextual factors such as global pandemics, changing economic circumstances, workplace demands, and cultural shifts, intersect to create a range of challenges and opportunities for those navigating this transition. Written by internationally renowned scholars in developmental psychology, applied psychology, counseling, and sociology, the chapters in this book highlight the trends, issues, and actions that researchers, academics, practitioners, and policy makers need to consider in order to effectively support young adults' transition to work pathways. This volume provides an explicitly international perspective on this area, broad coverage of psychological topics on the school-to-work transition, and an inclusive focus on sub-groups and minority groups, making it a must-read for those who support young adults as they move from school to work.

Africa is poised on the edge of a potential takeoff to sustained economic growth. This takeoff can be abetted by a demographic dividend from the changes in population age structure. Declines in child mortality, followed by declines in fertility, produce a 'bulge' generation and a large number of working age people, giving a boost to the economy. In the short run lower fertility leads to lower youth dependency rates and greater female labor force participation outside the home. Smaller family sizes also mean more resources to invest in the health and education per child boosting worker productivity. In the long run increased life spans from health improvements mean that this large, high-earning cohort will also want to save for retirement, creating higher savings and investments, leading to further productivity gains. Two things are required for the demographic dividend to generate an African economic takeoff. The first is to speed up the fertility decline that is currently slow or stalled in many countries. The second is economic policies that take advantage of the opportunity offered by demography. While demographic change can produce more, and high quality, workers, this potential workforce needs to be productively employed if Africa is to reap the dividend. However, once underway, the relationship between demographic change and human development works in both directions, creating a virtuous cycle that can accelerate fertility decline, social development, and economic growth. Empirical evidence points to three key factors for speeding the fertility transition: child health, female education, and women's empowerment, particularly through access to family planning. Harnessing the dividend requires job creation for the large youth cohorts entering working age, and encouraging foreign investment until domestic savings and investment increase. The appropriate mix of policies in each country depends on their stage of the demographic transition.