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Skills Development in AfghanistanAfter three decades of conflict,
 Afghanistan needs a well-trained and flexible workforce to
 help rebuild the country. The conflict has decimated
 Afghanistan's training infrastructure, torn the fabric
 of human society, and relegated the country to the status of
 one of the least developed in the world. The country's
 efforts to emerge from near-total collapse is hampered by a
 number of factors, one of which is absence of a
 well-educated and -trained labor force able to acquire the
 skills and trades the country needs as it grows. A
 well-trained labor force will yield higher levels of
 productivity and be able to accommodate the changing needs
 of a post conflict economy while ensuring higher earnings
 and greater mobility for workers. Though most of the Afghan
 labor force is in the informal sector, skills acquisition
 judiciously combined with literacy and numeric programs
 should produce a workforce able to adapt modern production
 technologies and take advantage of opportunities through
 self-employment and small-enterprise development. The report
 is organized into four sections. Section one provides an
 introduction to Afghanistan. Section two focuses on recent
 economic trends and labor market demands. Section three is
 an overview of the country's education and training
 sector, while examining the main providers, recent changes
 in institutional framework, and key issues in the vocational
 education and training (VET) sector. Finally, section four
 reviews possible reforms the country will need in order to
 improve the delivery of VET services.
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Nigeria - A Review of the Costs and Financing of Public Education : Volume 1. Executive SummarySince the reintroduction of multiparty democracy in 1999, the federal and state governments in Nigeria have embarked on a series of major educational reforms. These are intended to achieve universal basic education and improve the quality and relevance of post basic education. Faced with large rural-urban, gender, and regional disparities in enrollment and generally poor learning outcomes, the Federal Government of Nigeria introduced the Universal Basic Education (UBE) Program in 1999, with the aim of providing nine years of free, compulsory basic education comprised of six years of primary and three years of junior secondary education to all children in the country by 2015. The UBE law, which was passed in 2004, sets out the key roles and responsibilities of public agencies at all levels of government. Despite significant efforts during the past eight years, much remains to be done in the education sector, including attainment of the education for all (EFA) and education Millennium Development Goals (MDGs). The Federal Ministry of Education (FME), along with all other major stakeholders, recognizes that the education sector in Nigeria is in a state of crisis and that nothing less than major renewal of all systems and institutions is required. To this end, the government launched a major education reform program in 2006, which stresses the importance of institutional reforms to improve the efficiency and effectiveness of service delivery at all levels of education. The second volume of this report addresses in depth the level and pattern of public expenditure on education in Nigeria. The first two chapters review objectives, methodology, data sources, and limitations and provide an overview of the country and the sector. The third chapter is on the costs and financing of education, and Fourth chapter on efficiency, analyzed available data on how public resources are allocated and used within the education sector. The fourth chapter also examines equity in public spending and household expenditures on education. The fifth chapter provides a conclusion and offers policy recommendations.
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Nigeria - A Review of the Costs and Financing of Public Education : Volume 2. Main ReportSince the reintroduction of multiparty democracy in 1999, the federal and state governments in Nigeria have embarked on a series of major educational reforms. These are intended to achieve universal basic education and improve the quality and relevance of post basic education. Faced with large rural-urban, gender, and regional disparities in enrollment and generally poor learning outcomes, the Federal Government of Nigeria introduced the Universal Basic Education (UBE) Program in 1999, with the aim of providing nine years of free, compulsory basic education comprised of six years of primary and three years of junior secondary education to all children in the country by 2015. The UBE law, which was passed in 2004, sets out the key roles and responsibilities of public agencies at all levels of government. Despite significant efforts during the past eight years, much remains to be done in the education sector, including attainment of the education for all (EFA) and education Millennium Development Goals (MDGs). The Federal Ministry of Education (FME), along with all other major stakeholders, recognizes that the education sector in Nigeria is in a state of crisis and that nothing less than major renewal of all systems and institutions is required. To this end, the government launched a major education reform program in 2006, which stresses the importance of institutional reforms to improve the efficiency and effectiveness of service delivery at all levels of education. The second volume of this report addresses in depth the level and pattern of public expenditure on education in Nigeria. The first two chapters review objectives, methodology, data sources, and limitations and provide an overview of the country and the sector. The third chapter is on the costs and financing of education, and Fourth chapter on efficiency, analyzed available data on how public resources are allocated and used within the education sector. The fourth chapter also examines equity in public spending and household expenditures on education. The fifth chapter provides a conclusion and offers policy recommendations.