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This article examines enrolment trends in UK transnational higher education since the early 2000s. During the first phase, which lasted until the mid-2010s, TNE enrolments grew rapidly but thereafter, during the second phase, levelled off very significantly. A third phase of high enrolment growth coincides with the departure of the UK from the European Union and the start of the COVID pandemic. The article focuses on medium-longer-term supply and demand factors which, collectively, are resulting in a marked slowdown in TNE enrolments at British universities.

This article critically reviews the World Bank's latest high-profile report on skills development in Sub-Saharan Africa. While the Report's prescriptions and recommendations are broadly in line with those of national skills development strategies elsewhere in both the developed and developing world, its overall analysis is quite limited and superficial. In particular, it lacks any in-depth, historically grounded and contextualised understanding of the actual provision of technical and vocational education and training in SSA including the outcomes and impacts of key policy interventions to date.

This is the second of two articles on World Bank support for technical and vocational education and training in sub-Saharan Africa. The first article reviewed the World Bank's latest policy document on TVET in SSA. This article takes a broader historical perspective by examining the evolution of World Bank policy and practice in this key area of education provision during the last 30 years. The Bank took the lead during the early 1990s in actively promoting a comprehensive reform strategy for TVET in SSA which sought to reduce the role of the state in direct training provision and to make training systems more demand-driven. The serious implementation shortcomings of this strategy eventually led to the emergence of a new approach to skills development in SSA in the late 2000s which places considerably more emphasis on the centrality of skills development for national development.

Comprehensive national surveys of primary schools were conducted in nine Francophone West African countries in 2014. These surveys include information on private tutoring which enables in-depth analysis to be undertaken of both the overall incidence of tutoring provision among primary school students and teachers. The main conclusion of this study is that, among this group of countries, many of the broad generalisations and received wisdom concerning private tutoring in the sub-Saharan Africa either do not hold or need to be substantially qualified.

This article critically evaluates the most important data set on teacher absence in sub-Saharan Africa, namely the World Bank's national education service delivery indicator school surveys which have been conducted in 10 countries during the last decade. The three main conclusions of this review are (1) the very high levels of teacher absenteeism reported in these surveys are, for a variety of reasons, overestimated; (2) the reporting and interpretation of the survey findings have been misleading and incorrect; and (3) the failure to contextualise properly teacher absence leads to shortcomings in the proposed interventions for addressing this problem.

This is the second of two articles on World Bank support for technical and vocational education and training in sub-Saharan Africa. The first article reviewed the World Bank's latest policy document on TVET in SSA. This article takes a broader historical perspective by examining the evolution of World Bank policy and practice in this key area of education provision during the last 30 years. The Bank took the lead during the early 1990s in actively promoting a comprehensive reform strategy for TVET in SSA which sought to reduce the role of the state in direct training provision and to make training systems more demand-driven. The serious implementation shortcomings of this strategy eventually led to the emergence of a new approach to skills development in SSA in the late 2000s which places considerably more emphasis on the centrality of skills development for national development. [ABSTRACT FROM AUTHOR]

This article presents the main findings of a tracer survey of graduates from two artisan training centres in Tanzania, which was undertaken in early 2002. The two institutions are the Chang'ombe Regional Vocational Training and Service Centre (RVTSC) in Dar es Salaam and the Iringa RVTSC, which are owned and managed by the Vocational Education and Training Authority (VETA). VETA was established in 1995 as a semi-autonomous organisation with overall responsibility for the development of VET in Tanzania as well as the management of the 15 training centres that had been previously been part of the Ministry of Labour and Youth Development. The tracer survey assesses the impact, relevance and effectiveness of pre-employment artisan training among representative samples of individuals who completed their training in 1995 and 1997. Specifically, it addresses the following key questions: (1) What were the main employment and other activities of these graduates at the time of the survey in early 2002? (2) To what extent were their employment activities related to the specific trade they had trained for? In other words, to what extent were graduates utilising the knowledge and skills that they had acquired at the two training centres? (3) To what extent were female and male youth from poorer socio-economic backgrounds, particularly those from rural areas, able to access these training courses? and (4) To what extent did the training provided help to improve the livelihoods of graduates?

At regular intervals during the past 20 years, George Psacharapoulos has presented aggregate rates of return (RORs) to investments in education for each major geographical region. He claims high aggregate social RORs for primary education throughout the world. Reexamination of the data shows that none of Psacharapoulos's ROR patterns exist in Asia. (33 references) (MLH)

Tracer surveys are used to investigate the activity of secondary school leavers and university graduates in Malawi, Tanzania, Uganda, and Zimbabwe. Results indicate little support for anecdotal evidence and generalizations regarding their employment. Further education and utilization of these people for economic development remains a challenge.

This report examines the three groups of schoolchildren that are directly affected by the AIDS epidemic, namely children who are HIV positive or have AIDS, children who are orphaned by parents or guardians suffering from the disease, and children taking care of sick family members. The impact so far, of the epidemic on the schooling of these children, likely effects on them over the next 10-15 years, and the school-based support and national policies and strategies needed to reduce their education-loss, are discussed.

Focusing on the research conducted in Botswana, Malawi and Uganda - the three countries most affected by the AIDS epidemic in sub-Saharan Africa, a report is presented on the impact so far, of the epidemic on the mortality, morbidity and absenteeism of teaching staff, the impact on them over the next ten to fifteen years, and the need for ministries of education to implement AIDS in the Workplace (AIW) programs in the education sector to mitigate the adverse effects.

It is assumed (at least implicitly) that the SDG4 Education for All targets are unlikely to be achieved unless governments commit at least 20% of total government expenditure to the education sector. This article focuses, therefore, on analysing medium-long term trends in the education funding share (EFS) for 40 countries in Sub-Saharan Africa since 2000. The two main conclusions are that the EFS is currently above 20% in less than 10% of these countries and that the EFS has been steadily declining in around half of all countries in SSA. • Analysis of long-medium term trends in the government education funding (EFS) shares in Sub-Saharan Africa between 2000 and 2023. • The SDG-related EFS benchmark target of 20% has been met by fewer than 10% of countries in SSA. • The EFS has been declining in around one-half of countries in SSA since the early-mid 2010 s. • There is a group of 13 mainly low-income countries in SSA where the EFS has declined to below 15% as well another group of eight countries where the EFS has remained consistently below 15% during the last two decades. [ABSTRACT FROM AUTHOR]

This paper estimates the number of children who will need to attend and complete primary school in sub-Saharan Africa in order for the current international development target of universal primary education (UPE) by 2015 to be attained. In addition, a variety of demand constraints that will also affect the attainment of UPE are identified and assessed. The main conclusion of this analysis is that target enrollment growth for the region as a whole between 2000 and 2015 is not much greater than enrollment growth during the 1990s. For at least half of all countries in the region, however, this will require very high levels of sustained enrollment growth during the next 15 years. There are also major concerns about the overall level of demand for primary education by individuals and households. In particular, formal sector employment contracted in many countries during the 1990s and returns to education in the smallholder agriculture and informal sectors continue to remain low. But, with sufficient commitment from governments and donor agencies to increase educational capacity and improve the quality of schooling, the UPE target can be attained as part of a comprehensive strategy for poverty reduction in each country. Key words--Sub-Saharan Africa, primary education, international development targets

The Education For All Conference, which was co-sponsored by three United Nations agencies (UNESCO, UNICEF and UNDP) and the World Bank, was held in Jomtien, Thailand in March 1990. In the Declaration which emerged from the conference, both developing country governments and donor agencies committed themselves to the goal of ensuring basic education for all children by 2000. This paper assesses the extent to which aid donors have responded to the challenge of Jomtien, in particular the degree to which the funding of basic education has increased since 1990. The two main conclusions of this assessment are: (a) in real terms, total aid for the education sector from bilateral donors was lower in the mid-1990s than before the EFA Conference; and (b) that, while education aid from some education donors has been reallocated in favor of basic education, actual support for basic education among the main bilateral donors is very uneven; and (c) taken as a whole, the additional external resources that have been and are likely to be forthcoming will be insufficient to meet the basic objective of 'education for all' by the year 2000.

This article questions the prevailing orthodoxy concerning the social rates of return to general and vocational secondary education in developing countries. A critical examination of all the rates of return studies that have been used to establish this orthodoxy reveals that for the large majority of them, social RORs to general secondary education are not significantly higher than for specialist secondary vocational education., I. INTRODUCTION The 1995 World Bank Education Sector Review reaffirms the Bank's policy commitment to general (academic) education at both the primary and lower secondary levels and its policy aversion [...]

In his most recent review of rates of return to education (RORE), Psacharopoulos reaffirms that the conventional pattern of continent-wide aggregate social and private ROREs continues to prevail among both developed and developing countries. In particular, 'primary education continues to exhibit the highest social profitability in the world regions' (Psacharopoulos, 1994). A detailed examination of individual RORE studies undertaken in sub-Saharan African countries reveals, however, pervasive theoretical and empirical shortcomings which seriously undermine the credibility of aggregate RORE estimates for the continent as a whole.

A recently completed survey of British manufacturing investment in 14 anglophone African countries indicates that there has been major disinvestment during the last five years. This process of corporate disengagement is occurring despite concerted attempts by African governments to improve the overall investment climate for both national and foreign investors. The article analyses the pattern of disinvestment by country and industrial sector and considers some of the key causal factors., I. INTRODUCTION This article presents and analyses the results of a recently completed survey that shows widespread disinvestment among UK manufacturing companies with subsidiaries and associate companies in anglophone Africa [...]

This article focuses on one of the most significant and yet generally unreported developments in schooling provision in Sub-Saharan Africa during the last two decades, namely the rapid privatisation of primary and secondary schooling in capital city conurbations across the continent. In a majority of countries, this has led to the emergence of a spatially segmented education system with, on the one hand, increasingly privatised schooling provision in these conurbations and, to a lesser extent, other urban areas and, on the other hand, the predominance of generaly very poorly resourced public schooling in rural areas. [ABSTRACT FROM AUTHOR]