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Universal Secondary Education (USE) in GuyanaIn 2002, Guyana adopted a broadly-based
 five year plan (2003-2007) to achieve universal secondary
 education (USE), with a strategy to convert secondary
 classes in primary schools and grade 7-10 community high
 schools into General Secondary Schools (GSS) in which all
 students could present for the Caribbean Examination
 Certificate (CXC) or an alternative competency-based
 Certificate. Current status of secondary education (chapter
 one) summarizes the performance of public schools in Guyana
 against the Ministry of Education (MOE) policy on universal
 secondary education (2002), trends evident in the annual
 statistical digests, and the broad issues presented to
 Senior MOE officers on 13 December and to the Minister on 19
 December 2007. Improving secondary student participation
 (chapter two) examines national and regional trends in
 population, enrollment, low levels of apparent transition
 from primary to secondary schools, poor secondary school
 entry examination (SSEE) results and issues related to the
 "size" of secondary schools. Upgrading and
 qualifying teachers (chapter three) identifies small school
 enrollment issues in earlier chapters with the enrollment
 required to offer a viable secondary curriculum, improve
 teacher qualification/training and reduce attrition rates.
 Student learning outcomes (chapter four) links poor student
 attendance, poor primary (SSEE) examination outcomes,
 limited secondary curriculum offerings, low rates of
 survival from grade 7 to grade 11 to the reported CXC
 results for Guyana. Schools and infrastructure (chapter
 five) presents the assessment that low student
 "demand" and a shortage of qualified teachers
 prevents Guyana achieving USE. Increasing the
 "supply" of secondary school places would not
 achieve USE unless other investments are made to improve the
 pool of suitably qualified students. Secondary education
 resources and budgets (chapter six) reviews education
 expenditure as aproportion of budget and the
 salary/non-salary recurrent expenditure for primary
 ("Tops") and secondary schools.
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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.
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Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan AfricaThis working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.