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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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Eritrea - Health and Education Sectors : Public Expenditure ReviewEritrea is one of the poorest countries in the world, with an average annual per capita income of US$ 200 in 2006, and ranks 157th out of 177 countries in the 2005 human development index. Rain-fed agriculture, the predominant economic activity for more than half the population, is a very risky enterprise and food security remains one of the government's main concerns. Given the security situation the government is concerned about fiscal transparency for national security reasons, but has provided access to fiscal data for a review of the education and health sectors. There have been significant improvements in access to education since independence, and improving the skills of the labor force remains critical for Eritrea's long term development. Eritrea's public resource allocation to education has increased rapidly and at 6.7 percent of Gross Domestic Product (GDP) in 2005 is slightly higher than many countries in the Africa Region. There has been a rapid expansion in tertiary education following investments in 2005 to provide an additional five colleges. The general health status of Eritrea has greatly improved since independence.
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Republic of CameroonThe overarching goal of this study is to
 facilitate Cameroon’s strategic objective of ensuring a
 well-educated human resources base in support of its quest
 to emerge as a strong middle-income economy by 2035. This
 study is intended to support Cameroon in preparing a
 national strategy for skills development, related policies,
 and institutions to boost competitiveness and productivity,
 and job creation - while being aware that many factors other
 than skills can limit productivity and job creation,
 including weak governance, bureaucracy, infrastructure, and
 taxation policies that directly affect the business
 environment. The study focuses on skills development for the
 informal and formal labor markets. For this purpose the
 authors have undertaken empirical analyses on growth
 accumulation effects, skills development through the
 education, and training system that is presented by
 examining skills accumulation effects, and value-chain
 analysis that shows the constraints for the demand and
 supply of skilled and unskilled labor in Cameroon. This
 report also presents a comprehensive diagnostic of skills
 development policies and institutions in Cameroon. It
 analyzes the various mechanisms for skills development and
 their alignment with emerging sector demand. The study
 attempts to bridge a knowledge gap about the skills mismatch
 in Cameroon, and address the question of how education and
 training can make valuable contributions to developing
 skills, spurring growth, increasing competitiveness, and
 helping Cameroon evolve to higher-value products and
 services. This study attempts to understand the skills in
 demand by employers, the constraints on the development of
 those skills, and the skills that make a difference in
 raising productivity.