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The Challenge of Expanding Secondary Education and Training in MadagascarMadagascar is making significant progress in achieving its Education for All Initiative (EFA) goals of providing universal primary education. It has recently decided to initiate far-reaching reforms in its primary and secondary education cycles. Good quality primary graduates are necessary for entry into the secondary education cycles in Madagascar. But equally important is the quality and relevance of what is taught and learned in secondary schools. This is one of the keys for accelerated economic growth and effective social development. International global trends in secondary education provide a useful framework for undertaking the current reform in secondary education. Madagascar's labor market needs more and better secondary graduates with "modern knowledge and better skills" to make its economy competitive and to attract overseas investments in the country. Asia and Latin America have already shown the way. However, to make the expansion of post-primary education services in Madagascar sustainable the system should become much more efficient and produce better results (in terms of quality and quantity). This report is designed to contribute to ongoing education reform discussions by presenting: analysis of the secondary education and training system; challenges and constraints to the expansion of the system; options to expand and improve secondary education based on other country experiences; and possible next steps for identifying the most appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders, and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar's stakeholders in education.
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Education for all in Bangladesh : Where does Bangladesh Stand in Terms of Achieving the EFA Goals by 2015?The objectives of this policy note are
 twofold: first, take stock of where Bangladesh stands in
 terms of achieving the Education For All (EFA) goals; and
 second, suggest policy recommendations that could help
 Bangladesh to meet the EFA goals by 2015. The policy note
 will focus mainly on: 1) universal primary enrollment for
 all children; 2) universal primary completion; 3) gender
 parity in education; 4) adult literacy; and 5) quality of
 education. This is because these areas can be more
 meaningfully analyzed with reasonably reliable information
 from various sources. Bangladesh is unlikely to achieve
 universal primary enrollment and completion by 2015 if the
 current trends in access and completion do not improve.
 Progress in school quality is more difficult to assess
 because of the lack of systematic assessment and monitoring
 of learning achievement results. The government continues to
 be the main provider and financer of primary education.
 Improving the overall quality of schooling is a pressing
 task in order to substantially raise enrollment and help
 more children complete primary school with the appropriate
 skills in literacy and numeracy. Bangladesh has made
 progress towards increasing both primary and secondary
 enrollment and has already reached gender parity in both
 education levels.
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Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 4 - Costs and Financing of Secondary Education in Ghana, A Situational AnalysisThis thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.