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Abolishing School Fees in Africa :
 Lessons from Ethiopia, Ghana, Kenya, Malawi, and MozambiqueThis book constitutes one of the main
 outputs of the School Fee Abolition Initiative (SFAI). The
 initiative, launched in 2005 by the United Nations
 Children's Fund (UNICEF) and the World Bank, was
 designed to support countries in maintaining and
 accelerating progress toward universal primary education as
 outlined in the Millennium Development Goals and the
 Education for All (EFA) goals. Specifically, SFAI
 strengthens country efforts to eliminate school fees and/or
 implement targeted exemptions, subsidizations, and
 incentives to reduce education costs for the poor. The
 initiative has now grown into a broad partnership through
 the involvement of other key development partners and
 constituencies as well as research and academic
 institutions. SFAI promotes access to quality basic
 education worldwide through three specific and interlinked
 goals. The first is to construct a knowledge base on school
 fee abolition in order to inform sound and sustainable
 policies, strategies, and interventions. SFAI recognizes
 that school fee abolition is a complex process that requires
 both the development of a credible database and the solid
 analysis that builds on lessons learned from experience. The
 second goal is to provide guidance and support to countries
 in planning and implementing school fee abolition policies.
 Engagement by SFAI partners is taking the form of both
 technical and financial assistance within the framework of
 ongoing national planning processes. The third goal is to
 advance the global policy dialogue on the financial barriers
 to education access and to build on existing EFA
 partnerships. The result will ensure a good understanding of
 the complexities involved in school fee abolition,
 facilitate the articulation of complementary roles, and
 create an environment for success.
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Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and UgandaAchieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provide good-quality basic education to the 10-20 percent of primary school-age children who are still out of school. Among these out-of-school children, the most difficult to reach are living in rural and remote areas. In recent years, large investments have greatly improved school infrastructure and access, but finding effective ways of supplying teachers to schools in rural and remote areas remains a key policy concern. To examine the issues related to providing teachers for rural schools, five countries-Lesotho, Malawi, Mozambique, Tanzania, and Uganda-prepared national case studies and, along with representatives from Zambia, came together for a workshop on "policy, planning, and management of rural primary school teachers" in Lesotho in May 2005. Building on the national reports, this workshop considered the challenges of teacher provision in rural areas and examined the viable policy options.
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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.