Expanded access to secondary schooling in Sub-Saharan Africa: key planning and finance issues

This paper makes the case for managed expansion of secondary schooling in Sub-Saharan Africa. The great majority of secondary age African children remain excluded from access to good quality secondary schooling. Increasing numbers are graduating from primary schools where enrolments are rapidly growing as a result of successful Education for All programmes. The knowledge and skill that secondary schools can provide is central to closing the gap between Sub Saharan Africa and the rest of the world in the capabilities in the labour force that can sustain growth. The analyses undertaken for the Secondary Education in Africa (SEIA) programme of the World Bank have explored many dimensions of the challenges ahead. This paper complements this work and offers new insights into necessary reforms of policy and practice. It outlines the current status and structure of secondary provision, and the demographic issues that will influence expanded access. It then elaborates some of the key issues facing governments and development partners, and reviews the resources that would be needed to reach different levels of participation. It offers a set of policy options and strategies that can be used to shape managed growth within sustainable financial frameworks. The analysis indicates that budget shares between educational levels and overall spending on secondary education need to be revisited if higher participation is to be achieved. More than 3.0% of gross national product (GNP) would be needed to achieve gross enrolment rates of 60% at lower secondary and 30% at upper secondary in low enrolment countries with existing cost structures. The costs per pupil have to fall if expanded access is to be sustainable. No countries with ratios of secondary to primary unit costs of more than 3:1 succeed in universalising access to secondary schooling but many countries remain above these levels. New balances will have to struck between rates of expansion towards enrolment targets at primary, lower and upper secondary levels. Structural changes are needed that can facilitate higher secondary enrolment rates at affordable costs and diminish gender inequities. Better management of the flow of pupils could increase completion rates and lower costs per successful completer. Improved teacher deployment will be critical to successful expansion. Much more access could be provided if norms for pupil-teacher ratios (e.g. 35:1 at lower secondary, and 25:1 at upper secondary) could be applied and if class teacher ratios at secondary level fell from 3:1 to less than 2:1. Trained teachers will be critical to secondary expansion. Where demand is greatest, and initial training lengthy and expensive, alternative methods will have to be considered which lower costs of training and increase supply. So also will be changes in school management that can provide some incentives to manage human and physical resources efficiently. Secondary expansion without curriculum reform risks irrelevance and wastage. New populations of school children require curricula that address their needs, respond to changing social and economic circumstances, and recognise resource constraints. Alongside this physical capacity needs planned expansion in ways that optimise increased access. Expanded secondary access will benefit greatly from successful mechanisms to generate support from the communities that schools serve. There are many possible methods of cost-sharing and cost-recovery that can and should be facilitated. These need to be linked to the capacity of households to support fees and contributions so that they do not become exclusionary. Partnerships with non-government providers can make some contribution to expanded access. However, they are most likely to play a complementary role since they are unlikely to be the providers of last resort to those otherwise excluded by location, household income, or low achievement

Long term planning for EFA and the MDGs: modes and mechanisms

This discussion paper provides an overview and analytic guide to long term planning of education systems in the context of Education for All and the Millennium Development Goals. Long term gains in educational access depend on anticipating future financial and non-financial constraints on growth and on successful implementation of plans which support growth that can be sustained. Some recent expansion of primary schooling has failed to take a sufficiently long term approach to growth and has risked the creation of resource bottlenecks, poor trade offs between quality and quantity, and dependence on uncertain financing. The paper first outlines three different styles of long term planning – Planning Lite, Framework National Planning, and Participatory Planning. It distinguishes between aspirational and target-generating approaches. It then describes the processes and tools that are needed to develop long term plans for expanded access that can reconcile goals and targets with realistic resource envelopes. These processes are designed to include mechanisms to promote consensus and build commitment. The nature of Medium Term Expenditure Frameworks (MTEF) is then explored as a necessary tool to manage implementation. Appendix 1 provides more detailed discussion of the three approaches to planning. Appendix 2 elaborates on aspirational planning and gradients of achievement. Appendix 3 explores issues concerned with targets and indicators of performance. Appendix 4 contains a selected list of source materials

Improving access, equity and transitions in education: creating a research agenda

The Consortium for Research on Educational Access, Transitions and Equity (CREATE), was established with DFID support in 2006. It is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa. This paper is the first in a series of CREATE publications which will be developed over the life of the consortium. The first part of this paper discusses why access issues remain at the centre of the problems of achieving Education for All and the Millennium Development Goals. Many children remain unenrolled at primary level, many of those enrolled attend irregularly and learn little, and large numbers fail to make the transition to secondary schooling. After outlining the magnitude of the challenge of improving access to universal levels, the paper develops analytic frameworks to understand access issues in new ways, and generate empirical studies related to each of the zones of exclusion identified. The last part of the paper briefly outlines some of the empirical research that is being developed

Beyond universal access to elementary education in India: is it achievable at affordable costs?

Investment in secondary schooling in India has been neglected for many years. Since the 1990s most emphasis has been on universalising access to elementary schooling, a task that remains far from complete. Under the 11 th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase access to grade nine and above. This research monograph explores some of the key issues in managing the growth of secondary schooling. These include the constraints on expansion that arise from current levels of elementary school graduation, the costs and affordability of secondary schooling, the infrastructure needs, and increased teacher supply. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and China and other rapidly developing countries in educating most of its population beyond the elementary level

Non-perturbative embedding of local defects in crystalline materials

We present a new variational model for computing the electronic first-order density matrix of a crystalline material in presence of a local defect. A natural way to obtain variational discretizations of this model is to expand the difference Q between the density matrix of the defective crystal and the density matrix of the perfect crystal, in a basis of precomputed maximally localized Wannier functions of the reference perfect crystal. This approach can be used within any semi-empirical or Density Functional Theory framework.Comment: 13 pages, 4 figure

Electronic structure and chemical bonding of nc-TiC/a-C nanocomposites

The electronic structure of nanocrystalline (nc-) TiC/amorphous C nanocomposites has been investigated by soft x-ray absorption and emission spectroscopy. The measured spectra at the Ti 2p and C 1s thresholds of the nanocomposites are compared to those of Ti metal and amorphous C. The corresponding intensities of the electronic states for the valence and conduction bands in the nanocomposites are shown to strongly depend on the TiC carbide grain size. An increased charge-transfer between the Ti 3d-eg states and the C 2p states has been identified as the grain size decreases, causing an increased ionicity of the TiC nanocrystallites. It is suggested that the charge-transfer occurs at the interface between the nanocrystalline TiC and the amorphous C matrix and represents an interface bonding which may be essential for the understanding of the properties of nc-TiC/amorphous C and similar nanocomposites.Comment: 13 pages, 6 figures, 1 table; http://link.aps.org/doi/10.1103/PhysRevB.80.23510

Modelling the Non-equilibrium Electric Double Layer at Oil-pressboard Interface of High Voltage Transformers

In large oil-filled power transformers, cellulose-based pressboard and paper are used throughout for electrical insulation. Microscopic views have shown that pressboard insulation is a fibrous and porous structure with non-homogeneous surface. It has been recognised that the pressboard structure is more porous towards the edge [1]. The pores within the pressboard allow oil absorption during impregnation process and provide paths for oil to penetrate until saturation is reached. The ratio of fibre and oil changes as the material structure changes from a medium of bulk oil-pressboard composite toward the bulk oil medium. The porosity of pressboard can also result in impurities within the oil being drawn into the pressboard. It has also been recognised that physicochemical process of a liquid in contact with solid wall leads to the formation of electric double layer (EDL) in the liquid region [2, 3]. The material properties and geometry of pressboard thus lead to a complex oil-pressboard interface. A 2-D model of oil-pressboard interface has been constructed using Comsol Multiphysics Finite Element Analysis software and this is shown in Figure 1. The mathematical model considers the dissociation of a generic impurity in the oil into positive and negative ions and considers the role of the porous and non-homogeneous wall of pressboard in the formation of the EDL. The pressboard, which is represented by different arrays of fibre, promotes preferential adsorption and desorption processes between ions in the oil and unoccupied fibre surfaces of oil impregnated pressboard. The model studies the non-equilibrium charge density profile in the EDL at the oil-pressboard interface when the oil is in the stationary condition

Evaluation of a ln tan integral arising in quantum field theory

We analytically evaluate a dilogarithmic integral that is prototypical of volumes of ideal tetrahedra in hyperbolic geometry. We additionally obtain new representations of the Clausen function Cl_2 and the Catalan constant G=Cl_2(\pi/2), as well as new relations between sine and Clausen function values.Comment: 24 pages, no figure