Madagascar - Post Primary Education : Developing the Workforce, Shaping the Future - Transformation of Madagascar's Post-Basic Education

World Bank

Madagascar - Post Primary Education : Developing the Workforce, Shaping the Future - Transformation of Madagascar's Post-Basic Education

2008

World Bank

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. The Madagascar Action Plan (MAP) outlines an ambitious development strategy, focusing on promoting investment in high growth sectors and regional development. If successful, it will change the demand for skills in fundamental ways. Since 2005, foreign direct investment has increased rapidly. Madagascar's core challenges and the window of opportunity provided by the implementation of basic education reform imply that reform must improve the quality and relevance of post-basic education, while putting cost-effective mechanisms for expanding access in place. Post-basic reform should not focus exclusively on a massive expansion of the existing post-basic system. Instead, successful reform will: (i) focus first on improving educational content (structure, curriculum, teaching, and process) and linkages with the economy; (ii) increase coverage, cost-effectively; and (iii) strengthen the enabling framework for reform (governance, finance, and sub-sector management). Reforms aimed at improving educational content must accomplish three objectives: (i) meet the skilled labor requirements of the economy's key growth sectors, in the short to medium term; (ii) gradually build professional capabilities in the key growth sectors, also in the short to medium term; and (iii) help youth to develop the knowledge, skills and attitudes - employability skills - that will allow them to participate in and adapt to the changing labor market over time.

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adolescents adults age groups basic education distance education distance learning economic development education for all educational institutions formal education higher education income leadership learning literacy market analysis mathematics nutrition occupations primary education private education public expenditure public institutions public investment resource management rural population scholarship secondary education senior social development stakeholder teacher training teachers teaching teaching methods vocational education vocational training youth

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Washington, DC

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Investment climate; National examinations; Financial support; Gross enrollment rate; Classrooms; Secondary schools; Basic literacy; Earnings; Education attainment; Investments in education; School leaving; Net enrollment rate; Junior secondary school; Junior secondary level; Training schools; Budgeting; Educational quality; Participatory teaching; Completion rates; Valuable; Wage; Income levels; Junior secondary education; Curriculum reform; Teacher salaries; Classroom requirements; Primary cycle; Labor market; Education reforms; Enrollment data; Gross enrollment; Repeaters; Basic education budget; Basic education system; Teacher educators; Skills training; Pedagogical methods; Teacher; Private school; Enrollment rates; General education; Tertiary education; Repetition rates; Literacy programs; School fees; Student flows; Working age population; Primary school; Investment in education; Finances; Labor force; Technical skills; Educational attainment; School development; Universal completion; University education; Exams; Lower secondary education; Math; School teachers; Provision of education; Investment program; Investment climate assessment; Quality teachers; Income level; Older age group; Vocational schools; Return to education; Learners; Problem solving; Secondary certificate; Primary completion rate; New entrants; Ger; Basic education cycle; Schooling; Student loan; Rural students; Junior secondary; Participation rates; Job training; Universal primary completion; Educational disparities; Average repetition rate; Working age; Financial management; Teacher development; Human development; Education expenditure; Education development; Labor forces; National education; Pedagogical practices; Higher education institution; Out-of-school children; Primary school fees; Senior secondary level; Resource mobilization; Learning opportunities; Net enrollment; Literacy skills; Accreditation system; Urban schools; Exam; Public secondary schools; School children; High school; School district; Primary level; Salary; Numeracy; Training centers; Academic performance; Research assistance; School places; Learning outcomes; Senior secondary schools; Effective teaching; Direct investment; Instruction; Education institutions; Education reform; National school; Delivery mechanisms; Primary school leavers; Curricular content; Gross enrollment rates; Teacher certification; Higher education institutions; Re-training; Gross enrollment ratio; School level; School education; Basic education sector; Private schools; Pass rate; School enrollment; Drop out rates; School construction; Low levels of education; Primary education enrollment; Formal post-primary education; Retention rates; Private secondary schools; Open universities; Formal education system; Curriculum development; Contributions; Living costs; Learning materials; Labor markets; Skill development; Classroom; Educational levels; Capital expenditures; Open school; Basic education curriculum; Interventions; Primary completion rates; Universal enrollment; Textbooks; Scholarship programs; Low educational attainment; Primary enrollment; Scholarships; Educators; Primary cycles; General secondary education

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Madagascar - Post Primary Education : Developing the Workforce, Shaping the Future - Transformation of Madagascar's Post-Basic Education

2008

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