Sub-Saharan Africa 2013 EFA Report (2014,  Region)

The present report focusses on two main processes that were initiated in Sub Saharan Africa (SSA) in 2013: The EFA Acceleration Initiative/the Big Push and The Post-2015 Education Agenda. The reporting on the Post 2015 debate will look at outcomes of different fora, both UN as intergovernmental led and non-governmental contributions.

The Use and usefulness of school grants: lessons from Ethiopia (2014,  Ethiopia)

This study was produced as part of a regional research programme which included field research in four other Eastern and Southern African countries: Kenya, Lesotho, Malawi, and Uganda. This programme was organized by IIEP-UNESCO between 2010 and 2012, in collaboration with UNICEF and the Centre for Education Policy Development (CEPD). 

The Use and usefulness of school grants: lessons from Kenya (2014, Kenya)

Researchers interviewed school principals, teachers, members of parent committees, parents, pupils as well as actors from District Education Offices to learn about the design and implementation of school grants in Kenya and investigate their impact on enrolment in schools, as well as on the general quality and equity of school life. In total 277 interviews were conducted. The researchers also collected and analysed quantitative data from school auditing reports of 150 schools across the country.

The Use and usefulness of school grants: lessons from Uganda (2014, Uganda)

As part of the Universal Primary Education policy (UPE) introduced in Uganda in 1996, a ‘capitation grant’ programme was introduced in all schools in the country. This grant has also been occasionally supplemented in some schools by school facilitation grants (SFG), channelled mainly into maintenance and improvement of infrastructure. The impact of hese grants on enrolment in schools was investigated, as well as on the general quality and equity of school life.

Teacher Issues in Uganda: A shared vision for an effective teachers policy (2014, Uganda)

This report provides a holistic overview of teacher issues in Uganda. It was elaborated using the methodological guidelines for the analysis of teacher issues in Sub-Saharan African countries produced by UNESCO in the context of the TISSA initiative. The aim of this initiative is to assist countries in designing accurate teacher policies based on reliable and comprehensive information. This report is therefore the first step in a broader process of teacher policy formulation that will be accompanied by an action plan for its implementation.

Successful decentralization: the roles and challenges of DEOs in Kenya (2014, Kenya)

Many countries with different characteristics have decided to take the path of decentralization in a number of areas, including education. Regardless of the form these reforms take, they are often implemented with the belief that decentralization will lead to a more effective administration and schools of higher quality. However, this has not automatically been the case, and decentralization has created new challenges. It is therefore essential to carry out an in-depth analysis of the implementation of these policies, so as to examine their main successes and challenges, and identify strategies for their successful implementation.

Successful decentralization: the roles and challenges of DEOs in Uganda Country (2014, Uganda)

Many countries with different characteristics have decided to take the path of decentralization in a number of areas, including education. Regardless of the form these reforms take, they are often implemented with the belief that decentralization will lead to a more eff ective administration and schools of higher quality. However, this has not automatically been the case and decentralization has created new challenges. It is therefore essential to carry out an in-depth analysis of the implementation of these policies, so as to examine their main successes and challenges, and identify strategies for their successful implementation.

Teacher supply, training and cost in the context of rapidly expanding enrolment: Ethiopia, Pakistan and Tanzania (2013, Region)

Education for all and universal primary enrolment require that due attention is paid to teacher supply and training, if EFA Goal 6 is to be taken seriously. This background paper presents case studies of three countries that have successfully and significantly expanded primary and lower secondary enrolments over the past two decades: Ethiopia, Pakistan and Tanzania. The paper details growth in student and teacher numbers in the three countries, and analyses the various approaches employed for teacher training in each.

South Sudan: Lessons from developing a national education strategic plan (2013, South Sudan)

This study outlines the lessons learned in the development of South Sudan’s first General Education Strategic Plan (GESP) by the Ministry of General Education and Instruction (MoGEI) in partnership with UNICEF South Sudan and the UNESCO International Institute for Educational Planning (IIEP). The aim was to develop the capacity of national planners as part of the plan development process.

Education, training and work amongst youth living in slums of Nairobi, Kenya  Background paper prepared for the Education for all global monitoring report 2012, Youth and skills: putting education to work (2012, Kenya)

This report provides a snap shot analytical description of the youth challenge in Kenya. It does this by profiling the education, training and work amongst youth living in the slums of Nairobi, Kenya. The data used is mainly based on African Population and Health Research Centre (APHRC) Demographic  urveillance System (DSS) collected longitudinally from Korogocho and Viwandani slums of Nairobi. 

Strengthening local actors: the path to decentralizing education: Kenya, Lesotho, Uganda (2011, Region)

Over recent years, decentralization has become a popular reform in educational management. Mant coultries with differnet characteristics have decided to take the path od decentralization for number of services, including education. Whatever form these reforms may take, they were implemented in the belief that decentralization would lead to a more effective administration and schools of higher quality.

Achievements and challenges of the Education Cluster in the occupied Palestinian territory, Somalia and Sri Lanka (2011, Somalia)

With the goal of improving accountability, predictability, and reliability in humanitarian response, the cluster approach was developed in 2005 as one of the key pillars of humanitarian reform. This background paper identifies some of the key achievements and challenges with relation to the cluster approach and education. These are documented in the form of case studies of three countries affected by conflict: the occupied Palestine territories (oPt), Somalia and Sri Lanka. 

The role of education in driving conflict and building peace: the case of Rwanda (2010, Rwanda)

This paper considers the relationship between education, conflict and peace building in Rwanda over the last few decades. It firstly examines the role of education in the lead up to the civil war (1990-1994) and 1994 genocide. Prior to the 1990s, despite numerous educational reforms intended to democratise access to education, overall educational attainment levels remained low and there were significant inequalities of access on the basis of class, ethnicity and, to some extent, region.