Publication

Too often, policy for vocational education in developing countries has only concerned itself with a literate minority within the labor force. This study helps to widen that view. From the perspective of Education for All and Lifelong Education, the report examines efforts to combine vocational training with literacy education, to enable a very poor, illiterate labor force, especially rural women, to develop more productive livelihoods, and take on increasingly active roles in transforming their families, and communities.

Secondary education holds a privileged position in all education systems. placed between. In most African countries, however, secondary education is facing three common problems: inadequate infrastructures, improper equipment, and limited laboratories and qualified staff. Despite this, society in increasingly demanding that secondary education prepare students for jobs and prepare them for higher education. To these two missions is added a third complex one: setting up admission structures for a growing school population continually emerging from the primary sector.

This paper reports on the framework of a regional study to be undertaken in the Africa Region that focuses on secondary education. The study's goals are to: a) Collect and summarize best practices and identify sustainable development plans for expanding and improving the quality, equity, and efficiency of secondary education in Sub-Saharan Africa. b) Identify policy options for the development of a strategic agenda for implementation of secondary education reforms in Sub-Saharan African countries.

The objective of this study is to 1) review the situation and trends in terms of child welfare outcomes in Russia; 2) review and evaluate social policy responses; 3) identify major issues and challenges; and 4) propose policies and measures that would improve child well-being outcomes. The study consists of two parts. the first part reviews child welfare outcomes during the 1990s, focusing on child poverty and vulnerability, as well as health, education, and nutrition status.

Colombian policymakers have decided that the expansion and reform of the existing student aid programs, particularly student credit, should represent a primary vehicle for addressing challenges to the Colombian higher education sector. Thus, a principal objective is to consider how reforms in the student aid programs - scholarships as well as student credit - can help to address pressing problems in the higher education sector.

Under-nutrition, and micronutrient deficiencies are critical issues for Eastern Europe and Central Asia. Failure to target programs to address the impact of malnutrition, has led to high rates of under-nutrition, and iron and iodine deficiencies.

There are good reasons to hope that aspiring countries can make progress in closing the gaps that separate them from scientifically-advanced countries. First, new information and communications technologies are providing unprecedented access to existing knowledge, and are virtually erasing the disadvantages of physical distance as a factor for research collaboration. Second, more is being learned about the process of innovation, and the policies and practices that make investments in S&T effective.

Distance education is in its infant stage in Ghana. Currently there are only three universities which are offering distance education programmes. Of the three two started in the 2001/2002 academic year.

Higher education (HE) has developed quickly in Palestine over the last three decades, and faces expansion problems induced by pressing demand from a quickly increasing number of high school graduates, efficiency and quality issues related to its very development, and financing problems resulting from the aftermath of the Gulf War in 1990, with the cut-off of Arab financial support to the Palestinian Liberation Organization (PLO), which negatively affected the financing of Palestinian colleges, and universities.

This report provides the framework for the World Bank's support for education.