While the convergence among these documents is striking, they diverge in several
important respects. A few stand out.
3.3 Education For All
Education for all, understood to mean universal access to basic education, features
centrally in many of these documents. For the most part, that is addressed in terms of
expanded access to formal schooling, especially for those segments of the population
currently underrepresented. The principal problem is understood to be the gap between the
expansion needed and available resources. Much of the discussion is therefore concerned
with reducing per-student costs. While the specific recommendations of course vary among
the different settings studied, the most common proposals are double shifts, redeploying
teachers, employing instructional personnel with lower qualifications, increased student
fees and community contributions, privatization, reallocations from post-primary
education, and increasing the student:teacher ratio. Some of these documents report
significant progress toward education for all, while others seem less optimistic about the
larger goal.
Several gaps in this discussion, however, are puzzling. First, in many documents the
prominence of education for all seems more an effort by the external agency to persuade
the government of its value than a reflection of the government's own priorities. Second,
there is relatively little discussion of strategies other than full-time formal schooling
for achieving education for all. Perhaps related to that, third, there is little explicit
attention to the appropriate educational environments for unschooled older children and
younger and older adults (a problem that appears in sharp relief in the South African
setting). Fourth, there is little evidence that the external agencies have effectively
coordinated their efforts and finance to achieve education for all in a particular country
or to calculate the additional funds needed and then to assure them for a decade or more
into the future. Fifth, although nearly all the documents reviewed accept and reiterate
the view that government expenditures on primary education yield greater societal benefits
than spending at other levels, the methodology used to reach that conclusion apparently
remains unpersuasive to decision makers in many countries.
3.4 Females in Education
A striking difference between the documents of the late 1980s and those of only a few
years later is the extent of the attention to females' education. Essentially no study
ignores the topic. Most note increased female access and at the same time higher rates of
attrition among female students, with the result that in most countries there are
relatively few females at the highest levels of the education system. Several focused
studies address this issue directly.
The most common approach is to seek to identify explanatory factors for lower
enrollment or higher attrition, both in and out of school. The candidate causes are by now
well known: parental attitudes, gender-differentiated expectations for future income
(based at least in part on gender-differentiated salary scales), females' labor and
household responsibilities, the absence of role models at home and in school, explicit and
implicit discouragement for pursuing particular courses of study, parents' level of
education, family religious and moral precepts, and more. Much of this commentary talks of
bringing women into the development process.
Some analysts, however, stress that as primary producers of agriculture and reproducers
of the family women are already at the core of the development process. In that view, the
problem is not one of malintegration but rather the relations of power and authority. From
this perspective, since schools reflect the social order in which they function, it is not
surprising that societal gender distinctions infiltrate and orient the schools. That is,
to confront gender inequality requires not so much identifying individual causative
factors but reconstructing social, and therefore economic and political, relations. In
this approach, schools must function not to incorporate females more efficiently into an
inegalitarian society but rather schools must become locations and agents of social
transformation. This understanding of the problem and approaches to it, though forcefully
presented in the general literature on African development, is with few exceptions little
evident in the studies of African education.
3.5 Quality and Quantity
Many of these documents assert, explicitly or implicitly, that there is a necessary
tradeoff between quality and quantity. While they insist on quantitative expansion at the
primary level, necessary to achieve education for all, most studies have a clear tilt
toward what they characterize as quality over quantity.
Measuring education quality, in Africa as elsewhere, is problematic. The difficulties
stem both from divergent understandings of what education is and what it is to accomplish
and from problems of measurement. Since examinations play a very prominent role in African
education, it is common to take examination results as the principal, or sometime sole,
measure of education quality. The sector studies reflect continuing attention to these
issues and some experimentation with alternative assessment strategies. Still, the
measures of education quality most commonly used emphasize achievement and information
acquisition and rely heavily on examination scores and degrees, certificates, and other
credentials earned. Learning as process, information use rather than acquisition, concept
formation, development of analytic skills, and the like are apparently only rarely
included in quality measures. Other expectations of the education system, for example
developing a common national identity, preparing young people for effective citizenship,
nurturing cooperative skills, reducing social inequalities, and resolving conflict, are
included in quality measures even less often.
In their own national statements nearly all African countries link quality and quantity
in education. They point to the legacy of inequality they inherited at independence and to
their commitment to an egalitarian future. From that perspective, access to and success in
school must function to reduce, not entrench, inequality. In this understanding, schools
that effectively exclude, or do not serve well, particular segments of the population
cannot be considered to be of high quality, irrespective of their examination results.
While education may be selective, it cannot claim to achieve high quality if it
perpetuates discrimination on grounds other than ability and accomplishment. In this view,
the notion of quality must itself include the quantitative expansion required to redress
the discrimination of the past. In this understanding, then, quality, quantity, and
equality are linked and common goals, not alternatives.
3.6 Institutional Capacity and Capacity Building
Many of the documents reviewed point to severe problems in education management and
administration, often asserting that institutions and individuals cannot operate the
education system effectively.
What is puzzling here is the persistence of observations of this sort over the past
three decades. Limited high level skills were identified as a problem in all African
countries at independence. Since then, Africa has been awash in training needs studies and
training projects and programs of all sorts. Training courses and institutions, both
general and specialized, both shorter and longer term, have proliferated. Yet still those
who study African education point to a deficiency of managerial and administrative skills.
There seems to be little systematic study of why such extensive training efforts have
apparently not created a surplus rather than a shortage of relevant skills. Until that is
explained, there is little reason to expect that additional recommendations of the same
sort will significantly alter the situation. Equally puzzling is the limited attention to
another sort of capacity building: the Africanization of the conduct of the sector studies
themselves.
4. Whose Agenda? How Constructed?
Like the 1980s documents, these studies continue to reflect a disjunction between the
issues apparently deemed most important by the external agencies and the objectives
articulated by African governments and educators. It remains the case that few of these
studies focus on fostering an inquiring and critical orientation among learners,
eliminating discrimination and reducing elitism, promoting national unity, preparing young
people for the rights and obligations of citizenship, or developing among learners a
strong sense of individual and collective competence, self-reliance, and self-confidence.
Yet these objectives have featured prominently in statements of African Ministers of
Education over the past three decades.
These sorts of objectives are of course more difficult to quantify and measure than,
say, building classrooms or increasing the availability of instructional materials. To
ignore them entirely, however, is to delete them from the education agenda that is
reflected by and increasingly set in Africa's education sector studies.
Dependence on foreign funds has increased the external influence on the national
education agenda. The most direct form of that influence is conditions attached to
particular aid arrangements. As well, the funding agencies have often become direct
participants in national agenda setting discussions, especially where they have eclipsed
the roles of the technical assistance organizations. The education sector studies
highlight several other paths of influence, including the specification of what is
problematic in a particular education system, the uncritical use of particular analytic
constructs and tools, and privileging and ignoring particular voices (for example,
listening intently to the finance ministry and not hearing at all the teachers' union).
A recent UNESCO initiative has sought to depart from this general orientation. In
projects developed in Africa and Southeast Asia UNESCO has structured relationships with
national educators and policy makers to organize in-depth participatory sector analysis.
Briefly, this strategy begins with a diagnosis of the current situation, proceeds to the
elaboration of a national strategy, including feasibility assessments of policy options,
and the development of action plans for policy implementation, and concludes with a
comprehensive report, generally including specialized sub-sector and thematic papers, that
is then used for internal policy discussions, resource mobilization efforts, and perhaps
the preparation of a national development plan. To institutionalize the participatory
character of this approach, national officials, both within and outside the education
sector, assume major responsibilities for undertaking studies, gathering evidence,
interpreting results, and organizing project meetings. Representatives of non-governmental
groups concerned with education are also to be involved in these activities. As designed,
this approach requires both participation by a much larger number of people than is common
in education sector studies and a much longer time horizon.
5. Transforming Education, Transforming Society
Education sector studies are intended to contribute to the improvement of education and
thus to the quality of life and development in Africa more generally. Notwithstanding
their varying quality, their rapid proliferation reinforces the link between systematic
research and informed policy decisions. Their common concern with education finance has
served to insist on greater attention to public policy choices, to efficient and
cost-effective management, and to accountability in education decision making. As Africa's
educators have themselves developed greater expertise in these areas, their credibility
and legitimacy with their own finance ministry and with international agencies has
increased. In particular circumstances it seems clear that externally initiated education
sector studies have informed and strengthened policy discussions and decisions.
Assessing whether or not those studies have contributed more broadly to improving
education and facilitating national development, however, is beyond the scope of a brief
overview. At the same time, it is useful to note several ways in which the studies
themselves-their conception, assumptions, organization, orientation, conduct, and
presentation-may function in practice to limit their utility. Highlighting these issues
here is of course itself intended to inform and enrich the discussion of education in
contemporary Africa and thereby contribute to its improvement.
5.1 Inattention to Context and Feasibility
These documents support and extend the observation in a recent World Bank review of its
own education sector analyses that most such studies are inattentive to context and
feasibility. A common result is recommendations that may seem plausible within the limited
purview of a particular study but that prove to be quite unworkable on the ground. For
example, many of the studies reviewed recommend that local education and political
authorities assume or be assigned all sorts of new responsibilities. Most of those
studies, however, do not explore whether or not those local authorities have the capacity
to undertake the new tasks, are interested in becoming involved in those activities, or
have sufficient political maneuvering room and leverage to address them effectively.
5.2 Accessibility, Transparency, and Accountability
It is increasingly understood that effective implementation of development programs
requires what has come to be termed "ownership." People everywhere are much more
likely to work to make successful those programs that they consider their own, rather than
initiatives imposed on them by someone else. Despite that understanding, these studies
remain generally inaccessible outside a very limited circle. Most often, those charged
with implementation see themselves as consumers, not owners.
Most of these documents, however, reflect an outsider's perspective. The terminology
used is both instructive and formative. Reforms are termed interventions, that is
insertions from outside rather than initiatives from within. How are African educators to
become owners of those reforms when they are the objects of the surgery, not the surgeons?
Education is termed a delivery system, not an organic process in which learners are
the doers rather than the receivers. How do recipients become owners?
Much of the writing on African development in the 1990s focuses on transparency and
accountability. Education sector studies, however, remain largely opaque, more accountable
to parliaments and program officers in the North Atlantic than to educators and other
learners in Africa.
5.3 Little or No Critical Review
Transparency and accountability are also prominent in the academic community. Exposure
to critical review is widely understood to be an essential strategy for improving the
quality of research and rejecting unsupported findings and inferences. Yet most often the
research reported in these studies-research used to justify particular courses of
action-remains sheltered from peer examination and evaluation.
These studies are uncritical in several important respects. They rarely note the
debates about the key constructs they employ or justify the use of those constructs.
Almost never do they note research that has come to different conclusions or that supports
the opposite recommendation. Indeed, these studies seem to pay little attention to the
results or consequences of three decades of recommendations of the sort that they continue
to offer. If the analysis in earlier education sector studies was as clear and as correct
as its presenters suggested, why do the problems identified then still seem so
intractable? And if the earlier analysis and recommendations were not implemented or did
not achieve the intended results, why expect similar analysis and advice in the 1990s to
have a different outcome? Where there is evidence of attention to the sequels to earlier
recommendations, there may be an inclination to over-generalize the interpretation of
limited experiences.
While the standard academic peer review process may not be workable in this context,
there is little evidence in these studies of efforts to develop an alternative strategy
for insuring effective, rapid, and timely review by people with relevant expertise and
experience. Even the occasional trenchant critiques of education sector studies by the aid
agencies seem not to have had significant impact on the studies themselves.
5.4 The Aid Relationship
Essentially none of these studies addresses the aid relationship itself. In general
they do not explore the nature and consequences of the increasing reliance on external
assistance to support reform and even basic services in African education. Nor do they
assess the empirical evidence on the relationship between aid and the quality of education
in Africa.
As many observers, including several of the most prominent assistance agencies, have
noted, foreign aid may foster an outflow rather than an inflow of capital. That occurs in
several ways, of which the two most prominent are the purchase of products and services
from the aid-providing country and debt repayment. What of education aid to Africa? Are
there cases or countries where the net flow has been outward? How much of disbursed aid
actually reaches its designated recipients? What are the long term consequences of
becoming so heavily aid-dependent that it is impossible to conceive of new initiatives, or
even of meeting the recurrent budget, without regular infusions of foreign assistance? In
what ways has that increasing reliance on external aid affected education decision making,
from general policies, to priorities, to specific programs? While the answers to these
questions may not please one or both partners in the aid relationship, they are likely to
help to clarify why some programs are favored over others and perhaps to explain why some
programs seem much more successful than others.
Cause and effect are very difficult to establish clearly in education, which is an
intricate web of processes, some integrally related and others distantly connected.
Mapping those links is a frustrating and usually contentious undertaking, especially where
the concern goes between ostensibly standardized measures like examinations to explore
learning and its consequences. It is therefore not surprising that the relationships
between aid-supported curricular and instructional reforms on the one hand and specific
developmental outcomes on the other are complex and difficult to discern. Confounding and
compounding factors are numerous and often not readily apparent. The links between
education and development more generally are still harder to establish.
However daunting the challenge, though, research on the education sector must inquire
about what education assistance programs have accomplished, at both the smaller and larger
scales. Yet, important as these and related questions are, with very few exceptions the
authors of Africa's education sector studies generally do not address them.
Foreign aid is after all a relationship, in its most productive form a partnership for
development cooperation. To fail to address the provider side of that relationship is to
assume that whatever the granting or lending agency does is reasonable and beneficial and
that if there are problems, the explanations must lie on the side of the recipient. Those
assumptions themselves become obstacles to an effective partnership. The challenge, then,
is to recognize that foreign assistance agencies have become actors in African education
and to study their roles collectively and individually, including both what has worked and
what has not.
5.5 Dialogue?
It seems clear to most of the education community that effective reform requires
agendas and initiatives with strong local roots and the broad participation of those with
a stake in outcomes, including not only officials but also students, parents, teachers,
and communities. In that sense, education reform is not an event or a moment of change but
a process in which the principal challenge is to expand the circle of involvement.
Unless the beneficiaries of the reform become its bearers, it is likely to be stillborn.
For external agencies to support that process, they must conceive their role in terms of
development cooperation, rather than providing philanthropy or determining directions.
Many education sector studies, however, function in practice to undermine and discourage,
rather than foster and facilitate dialogue.
Many agencies, and especially the World Bank, are currently sending a very mixed
message in this regard. At times they claim to be moving away from conditions and imposed
expectations and toward greater African autonomy and decision making. Aware that technical
assistance to Africa can impede rather than promote development, aid agencies assert that
their support will be directed toward building Africa's capacity to help itself, including
increased reliance on studies designed and commissioned within Africa. At the same time,
the World Bank and other agencies defend conditional lending, both to promote what they
regard as desirable financial and managerial practices and to support broader social
objectives, for example, eliminating or reducing gender discrimination. Indeed, not
infrequently they project themselves as the ally of the disadvantaged, more effective in
addressing poverty and discrimination than African governments.
A few education sector studies reflect a strong commitment to development
cooperation, incorporating the advisory role of external agencies into a sustained and
mutually respectful dialogue among people who listen as well as speak. Many education
sector studies, however, function in practice not to foster and facilitate dialogue, but
to undermine and discourage it. Seeking to provide clear and firm findings, they announce
and pronounce. They set terms. They declare. Sheltered by specialized language and the
strictures of confidentiality, they remain largely inaccessible outside a very small
circle. Though they talk about capacity building, far too often the sector study process,
especially its inclination to preach and declare, even dictate, rather than listen, is
itself incapacitating.
This observation highlights the relationship between the content and the process of
development advice. It would be incorrect to conclude that external advice is necessarily
or even usually misguided. No one doubts that both educators and countries have a good
deal to learn from each other. The ways that advice is transmitted, however, may undermine
its utility and effectively preclude its implementation. Until there is a much more
substantial independent local role in determining the agenda, scope, and methodology of
education sector studies and in conducting those studies, and until their recommendations
result from critical review and inclusive discussions, the helpful advice sector studies
include is unlikely to prove very useful.
There have been promising initiatives. In some countries a national assembly or
convocation has provided a setting for a wide range of interests to present their views
and demands. Where that has been effective in reconciling or accommodating conflicting
perspectives, there may be a somewhat stronger base for developing an education agenda
that reflects those national interests and that can be used to inform and guide the
foreign aid relationship. In a few settings there has apparently been a much more
extensive process of dialogue and consultation, with shared responsibility for determining
what is to be studied and how. The research itself has been undertaken largely by local
researchers, often including education ministry officials and other practitioners. The
specification of what is problematic is then refined in terms of the initial research. The
refined specification in turn informs the continuing research. The detailed sector study
comes much later in the process and is almost entirely the responsibility of local
educators and decision makers.
These examples do not describe a universally appropriate or preferable strategy.
Rather, they suggest first that there are alternatives to what is currently the most
common pattern and second that understanding the education sector study as a process is
feasible and manageable. Those alternatives assign to the external agencies not the
responsibility for deciding what is to be done but instead supporting a national debate
and analysis of what is problematic and how to address it.
Documents Reviewed (Complete List, By Country/Region)
Africa Africa: Growth Renewed, Hope Rekindled: A Report on the Performance of the
Development Fund for Africa 1988-1992 [U.S. Agency for International Development:
1993]
Africa African Book Sector Studies Summary Report June 1991 [The World Bank,
Africa Technical Department Education and Training Division: June 1991]
Africa Basic Education in Africa: USAID's Approach to Sustainable Reform in the
1990s [U.S. Agency for International Development: January 1994]
Africa Building Consensus for Higher Education Reform in Africa: Some Reflections
[The World Bank: May 1993]
Africa Education Sector Policy Paper [African Development Bank: September 1991]
Africa Financial Diversification and Income Generation at African Universities
[The World Bank: August 1992]
Africa Project on Sahel Sub-regional Programme in Support of Education for All by
the Year 2000 [United Nations Educational, Scientific and Cultural Organisation;
Permanent Inter-State Commission on Drought Control in the Sahel: December 1992]
Africa A Regional Framework for Human Resources Development and Utilization in
Africa [United Nations Economic Commission for Africa: 1990]
Africa Study Programme on Higher Education Management in Africa (Identification
Mission) [Directorate General of International Cooperation of the Netherlands Ministry
of Foreign Affairs and The World Bank: January 1993]
Africa Universities in Africa: Strategies for Stabilization and Revitalization
[The World Bank: 1992]
Africa USAID's Support to Sustainable Education Reform in Africa: Is Non-Project
Assistance Working? [U.S. Agency for International Development: March 1994]
Anglophone Africa University Governance: Problems and Prospects in Anglophone Africa
[The World Bank: August 1992]
Anglophone Sub-Saharan Africa, excluding South Africa
A Consultation on Higher Education in Africa [Ford and Rockefeller Foundations:
January 1991]
Angola Angola Book Sector Study. Interim Report [: August 1990]
Angola Angola: Opç_es para a reconstrução do sistema educativo. Estudo Sectorial.
Tomo I, II (Anexos) [Angola: Options for the Reconstruction of the Education System.
Sectoral Study. Volumes I and II (Appendices)] [UNESCO; UNICEF; Ministry of Education:
December 1993]
Angola Focus on Education in Angola [Directorate General of International
Cooperation of the Netherlands Ministry of Foreign Affairs: September 1992]
Angola People's Republic of Angola Training and Manpower Development Study
[World Bank: 21 August 1992]
Angola Projet de Renforcement des Secteurs Sociaux: Volet Education [UNESCO;
Ministère de l'Education de la République d'Angola: May/June 1992]
Benin L'Analyse Fonctionnelle (Audit) de l'Organisation et du Management du
Ministère de l'Éducation Nationale du Bénin [United Nations Development Programme;
United Nations Educational, Scientific and Cultural Organisation: December 1991]
Benin Atelier Régional sur l'Analyse de Politiques Educatives en vue de la
Formulation d'une Politique et d'un Programme d'investissement pour le Secteur de
l'Education. [United Nations Development Programme and United Nations Educational,
Scientific, and Cultural Organization: March 1993]
Benin Education Sector Strategy Note: Republic of Benin [The World Bank: June
1991]
Benin Potential Contribution of the IFESH (International Foundation for Education
Through Self-Help) Non-Governmental Organization to Implementation of the Government of
Benin's Primary School Teacher Training Plan [U.S. Agency for International
Development: February 1993]
Benin Program Planning and Monitoring, Evaluation, and Reporting Assistance:
USAID/Benin [U.S. Agency for International Development: February 1993]
Botswana The Condition of Science Provision in Academic Secondary Education in
Botswana [International Institute for Educational Planning, UNESCO: October 1991]
Botswana Programme Framework for Integrated Human Resources Development Planning in
Botswana [ILO, UNIDO, UNESCO: January 1993]
Botswana, Tanzania, Uganda, Mali, and Senegal (case studies), with commentary on
Anglophone and Francophone Africa more generally
Education Policy Formation in Africa: A Comparative Study of Five Countries.
[U.S. Agency for International Development; Donors to African Education: June 1992]
Botswana, The Gambia, and Senegal
Lessons Learned on the Integration of Health, Population, Environment,
Democratization, and Privatization Into Basic Education Curriculum in Africa (Final
Report); Technical Note Nd. 14 [U.S. Agency for International Development: July 1994]
Burkina Faso L'Enseignement de Base et l'Alphabétisation; Tome I, Bilan et
Perspectives; Tome II, Contribution à l'Analyse du Sous-Secteur [United Nations
Educational, Scientific, and Cultural Organization (UNESCO); Programme des Nations Unies
pour le Development (PNUD); Ministère de l'Enseignement de Base et de l'Alphabétisation
de Masse.: 1993]
Burundi Etude du secteur de l'éducation de base au Burundi [Deutsche
Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH: 1993]
Cabo Verde Cooperação com a República de Cabo Verde. Projecto de Renovação e
Extensão do Ensino Basico (PREBA II). Missão de Apoio Técnico and Anexos ao Relatório
[Cooperation with the Republic of Cabo Verde. Project for the Renovation and Extension of
Basic Education (PREBA II). Technical Support Mission and Appendices to the Study]
[Fundação Calouste Gulbenkian: May 1993]
Cameroon Cameroon: Education and Training Sector Reform Options [The World Bank:
31 March 1992]
Cameroon Cameroon: Women in Development Country Assessment Paper [The World
Bank: 6 November 1990]
Cameroun Projet de renforcement et d'amélioration de la qualité du service
éducatif et de la formation au Cameroun [Banque Africaine de Développement, United
Nations Education, Scientific and Cultural Organisation: March 1991]
Cape Verde Estudo Sobre o Ensino Superior em Cabo Verde [A Study of Higher Education
in Cabo Verde] [Gulbenkian Foundation: June 1993]
Central African Republic
Etude Sectorielle sur l'Education de Base et la Formation Professionnelle en
République Centrafricaine [Deutsche Gesellschaft für Technische Zusammenarbeit:
October 1993]
Chad Réunion de Suivi de la Table Ronde Genève III: Sous-secteur
Education-Formation-Emploi. Document de Stratégie [Ministère du Plan et de la
Coopération, République du Tchad: November 1990]
Chad Réunion de Suivi de la Table Ronde Genève III: Sous-secteur
Education-Formation-Emploi. Programme d'Actions. Document de Synthèse [Ministère du
Plan et de la Coopération, République du Tchad: Mai 1993]
Congo Education et Formation: Etat, Perspectives et Propositions [UNESCO; UNDP;
Ministère de l'Education Nationale, République du Congo: November 1993]
Congo Enseignement Technique et Formation Professionnelle du Congo [Ministère
de la Coopération et du Developpement, France: April 1992]
Congo Propositions pour une Rénovation du Système Éducatif Congolais
[Ministère de la Coopération et du Developpement, France: 2-7 March 1992]
Congo, Djibouti, Mali, Central African Republic, and Rwanda
Programme d'Analyse des Systèmes Educatifs des Pays de la CONFEMEN (PASEC)
[Conference des Ministres de L'Education des Pays Ayant Le Français en Partage
(CONFEMEN): 1993]
Côte d'Ivoire Le Livre en Côte D'Ivoire: Rapport Présenté au Comité de suivi
sur la Valorisation des Ressources Humaines [Government of Quebec: November 1990]
Côte d'Ivoire Politique de Développement et Emploi en Côte d'Ivoire [Bureau
International du Travail; Organisation des Nations Unies pour le Développement
Industriel; Programme des Nations Unies pour le Développement: June 1993]
Djibouti Le projet de construction d'un établissement d'enseignement secondaire
[Agence Japonaise de coopération internationale: December 1993]
Djibouti Renforcement qualitatif du système éducatif [Banque Africaine de
Développement, United Nations Education, Scientific and Cultural Organisation: June 1991]
Eritrea Education in Eritrea [FINNIDA: February 1994]
Ethiopia Annex 3, Sub-Programme on Education & Training [United Nations
Development Programme; United Nations Educational, Scientific and Cultural Organisation:
April 1993]
Ethiopia Ethiopia Education Sector Review Part I [U.S. Agency for International
Development: December 1992]
Ethiopia Ethiopia Education Sector Review Part II [U.S. Agency for International
Development: June 1993]
Ethiopia Ethiopia: Publishing Consultancy for ODA; Educational Books in the English
Medium [International Book Development: April 1992]
Ethiopia National Programme for Capacity Building and HRD: Education and Training
Sub-Programme [United Nations Development Programme; United Nations Educational,
Scientific and Cultural Organisation; International Labour Office: April 1993]
Ethiopia Strengthening National Education Statistical Information System:
Assessment, Action Plan, Project Proposals [United Nations Educational, Scientific and
Cultural Organisation; National Education Statistical Information Systems: April 1993]
Ethiopia Support to Special Education in Ethiopia Phase I [FINNIDA: 17 December
1993]
Ethiopia Sustained Human Resource Development and Utilization: Sub-Programme on
Policy Formulation and Planning for Human Resource Development and Utilization [UNDP:
April 1993]
Ethiopia Teacher Motivation and Incentives Study [USAID/Ethiopia: June 1994]
Ethiopia Terms of Reference for the Preparatory Assistance Team for Education Sector
Development [FINNIDA: 17 December 1993]
Ethiopia USAID/ETHIOPIA: Education Sector Country Strategy Assessment [U.S.
Agency for International Development: May 1993]
Ethiopia, Kenya, Malawi, Mali, Mauritania, Mauritius, Tanzania, Uganda, Zambia,
Zimbabwe
Summaries of National Action Plans: WGES Minutes 19-20 April 1993 [United
Nations Educational, Scientific and Cultural Organisation; National Education Statistical
Information Systems: April 1993]
Francophone Africa Higher Education in Francophone Africa: Assessment of the
Potential of the Traditional Universities and Alternatives for Development [The World
Bank: May 1993]
Francophone Sub-Saharan Africa
Le Rôle de la Coopération Française dans les Formations Supérieures
Technologiques et Professionnelles en Afrique Francophone Subsaharienne [Ministère de
la Coopération et du Developpement, France: February 1992]
Gabon Republique Gabonaise. Programme: Suivi-Contrôle Social des Politiques
D'Ajustement Volume II Compléments Sectoriels [United Nations Development Program: 11
February 1993]
Ghana Report on the 2-Week Seminar on Vocational/Technical Education and Training
held from November 1 - 12, 1993 at Kumasi by ILO's Turin Center [International Labour
Office, UNDP: November 15 1993]
Ghana Revival and Renewal: Reflections on the Creation of a System of Tertiary
Education in Ghana [The World Bank: August 1993]
Ghana Towards Learning for All: Basic Education in Ghana to The Year 2000
[Ministry of Education: April 1994]
Ghana Workshop on Training Policy Analysis: Methodology for Analysis of Vocational
Training Systems (Group "A" Case Study) [United Nations Development
Programme; International Labour Office: November 1993]
Ghana Workshop on Training Policy Analysis: Strategies for Developing Skills for
Industry, Commerce and Self-Employment through Technical/Vocational Institutions
[United Nations Development Programme; International Labour Office: November 1993]
Ghana Workshop on Training Policy Analysis: Using Analysis of Vocational Training
Systems [United Nations Development Programme; International Labour Office: November
1993]
Guinea Assistance alimentaire aux programmes socio-éducatifs [United Nations
Educational, Scientific and Cultural Organisation: April 1990]
Guinea Evaluation du Système Éducatif. III: Recommandations et Orientations.
Indications pour la Deuxième Étape du Processus d'Évaluation [Ministère de la
Coopération et du Developpement, France; Ministère de l'Enseignement Pré-universitaire
et de la Formation Professionnelle, République de Guinée: January 1994]
Guinea Mission Inter-Agences PAM/FAO/UNESCO De Formulation du Projet Guinee 4014
"Assistance alimentaire aux programmes socio-educatifs" [PAM, FAO, UNESCO:
26 March-7 April 1990]
Guinea Project PAM/GUI 4014: Assistance aux Programmes Educatifs et Sociaux.
Composant Education. Dossier Technique du Plan d'Investissement [United Nations
Educational, Scientific, and Cultural Organization: April 1992]
Guinea La Qualite de l'Ecole Primaire en Guinee: Une Etude de Cas [Institut
International de Planification de l'Education, UNESCO: 1993]
Guinea Rapport sur L'Etude du Plan de Base Concernant le Projet de Construction
d'Ecoles Primaires Rurales en Republique de Guinee [Agence Japonaise de Cooperation
Internationale: November 1990]
Guinea Republic of Guinea: Higher Education and Research Sector Study (Green Cover
Report) [The World Bank: June 1993]
Guinea-Bissau Assistência à Educação num Contexto de Reforma: Avalição
Conjunta do Apoio Sueco ao Sector da Educação na Guiné-Bissau entre 1988 e 1990
[Swedish International Development Authority: May 1990]
Guinea-Bissau Guinea-Bissau, Social Sectors Strategy Review: Breaking Poverty's
Stranglehold on Development. Volume I [The government of Guinea-Bissau, The World
Bank, IDA. UNDP, UNICEF, UNFPA, WHO, WFP, and EC: September 20, 1991]
Guinea-Bissau Samenwerking in Onderwijs [Cooperation in Education] [Directorate
General of International Cooperation of the Netherlands Ministry of Foreign Affairs:
August 1993]
Guinea-Bissau Social Sectors Strategy Review: Breaking Poverty's Stranglehold on
Development [The World Bank, Western Africa Department IV, Population and Human
Resources Operations Division: September 1991]
Kenya The Condition of Science Provision in Academic Secondary Education in Kenya
[International Institute for Educational Planning, UNESCO: October 1991]
Kenya Kenya: Human Resources: Improving Quality and Access [The World Bank: 7
June 1991]
Kenya Strengthening National Education Statistical Information Systems (NESIS):
Diagnosis and Action Plan [United Nations Educational, Scientific and Cultural
Organisation; National Education Statistical Information Systems: March 1993]
Kenya, Lesotho, Mauritius, Swaziland, Uganda, Zambia, Chad, Guinea, Madagascar,
Mauritania, Rwanda,Togo, Cape Verde, and Ethiopia
Using Examinations to Improve Education: A Study in Fourteen African Countries
[The World Bank: 1992]
Lesotho Country Program Strategic Plan: Lesotho: Background Economic Analysis
[U.S. Agency for International Development: November 1991]
Lesotho Economic Analysis Notes: Budgetary Allocation Issues [U.S. Agency for
International Development: 1991]
Lesotho Institutional Analysis and Training Recommendations [U.S. Agency for
International Development: April 6 1991]
Lesotho Report on Financial Management Assessment of Government of Lesotho and
Ministry of Education Essential to Lesotho Primary Education Program [U.S. Agency for
International Development: March 1991]
Madagascar Evaluation du Système Éducatif Malgache: Compléments [Ministère
de la Coopération et du Developpement, France; Centre International d'Études
Pédagogiques: September 1992]
Madagascar Madagascar: Rapport Diagnostic sur la Gestion des Personnels De L'Etat
[The World Bank: 2 July 1991]
Malawi Constraints to Girl's Persistence in Primary School and Women's Employment
Opportunities in the Education Service: A Report to the Ministry of Education and Culture
and USAID/Malawi [U.S. Agency for International Development: September 1990]
Malawi The Contribution of Girls and Women towards the Labour Force in Malawi
[U.S. Agency for International Development: July 1990]
Malawi The Effects of Cultural, Social, and Economic Changes on Female Education in
Malawi [U.S. Agency for International Development: July 1990]
Malawi An Ethnographic Study of Factors Affecting Education of Girls in Southern
Malawi [Ministry of Education and Culture, Malawi; U.S. Agency for International
Development: October 1990]
Malawi Increasing Access and Efficiency in Basic Education [African Development
Bank, United Nations Education, Scientific and Cultural Organisation: May 1991]
Malawi Malawi: Human Resources Development Study [The World Bank: 23 April 1990]
Malawi Malawi: Training Sector Survey [The World Bank: June 1990]
Malawi National Education Statistical Information System (NESIS): Project Proposals
[United Nations Educational, Scientific and Cultural Organization; National Education
Statistical Information Systems: February 1993]
Malawi Report on Reading in English in Primary Schools in Malawi [Overseas
Development Administration: April 1993]
Mali La Composante nationale du Mali [United Nations Educational, Scientific and
Cultural Organisation: February 1993]
Mali Document Cadre de Politique et Stratégie: Secteur de l'Education-Formation
[United Nations Educational, Scientific and Cultural Organisation; Programme des Nations
Unies pour le Développement; Ministère de l'Education de Base de la République du
Mali.: November 1993.]
Mauritania Programme-Cadre: Ressources Humaine [sic] et Lutte Contre la
Pauvreté-Sous-Programme Emploie et Formation Professionnelle [UNDP]
Mauritania Projet d'assistance technique pour le renforcement des systèmes
nationaux d'information statistique pour l'éducation (SISED) dans l'afrique
subsaharienne: Plan d'action [United Nations Educational, Scientific and Cultural
Organisation; Systèmes Nationaux d'Information Statistique pour l'Education: January
1993]
Mauritania Rapport sur l'Enseignement Supérieur en Mauritanie [Ministère de la
Coopération et du Developpement, France: April 1992]
Mauritius Education Management Information System (EMIS) [United Nations
Educational, Scientific and Cultural Organisation: 1992]
Mauritius Improving Basic and Scientific/Technological Education [African
Development Bank, United Nations Education, Scientific and Cultural Organisation: April
1991]
Mauritius Mauritius Master Plan for Education: 1991-2000; Projects [Ministry of
Education and Science, Mauritius: October 1991]
Mauritius Mauritius: Forging the Competitive Edge: Technology Strategy for
Competitiveness [The World Bank: 6 December 1993]
Mozambique Eduardo Mondlane University: An Experience in University Reform [The
World Bank: April 1993]
Mozambique Mozambique Book Sector and a Primary School Textbook Policy [World
Bank: March 1990]
Mozambique Mozambique: Capacity Building Study [The World Bank: 30 June 1993]
Mozambique Mozambique: Education Sector Expenditure, Management and Financing Review
[The World Bank: 8 September 1992]
Mozambique Programme Framework for Employment and Income Generation: Report of the
ILO/UNIDO Inter-Agency Mission to Mozambique [ILO/UNIDO: May 1993]
Namibia Basic Education in Namibia: Sector Review Report [U.S. Agency for
International Development: December 1990]
Namibia Report of the ILO Employment Advisory and Training Policy Mission: Volume
II-Training [International Labour Office: January 1991]
Namibia Research on Material for the Functional Stage: National Literacy Programme
in Namibia [Department of Adult and Non Formal Education (DANFE), Ministry of
Education and Culture, The Netherlands: December 1993]
Namibia Toward Education for All: A Development Brief for Education, Culture, and
Training [Swedish International Development Authority: December 1992]
Niger Contribution à l'Évaluation-Diagnostic du Système Éducatif Nigerien: Note
de Synthèse [Ministère de la Coopération et du Developpement, France: January 1993]
Niger Développement d'une capacité nationale en matière de conception,
fabrication et diffusion de matériels didactiques et autres supports pédagogiques pour
l'éducation de base pour tous au Niger [United Nations Educational, Scientific and
Cultural Organization; Programme des Nations Unies pour le Développement: July 1993]
Niger Enseignement Technique et Formation Professionnelle au Niger [Ministère
de la Coopération et du Developpement, France: October 1992]
Niger Etude de faisabilité de la mise en oeuvre d'une campagne nationale
d'information de sensibilisation et de formation en vue l'education pour tous au Niger
[United Nations Educational, Scientific and Cultural Organisation; Programme des Nations
Unies pour le Développement: August 1990]
Niger Etude de faisabilité de la mise en oeuvre d'un système d'information aux
fins de gestion de l'éducation pour tous au Niger SIG/EPT [United Nations
Educational, Scientific and Cultural Organisation; Programme des Nations Unies pour le
Développement: August 1993]
Niger Niger: Etude Sectorielle sur l'Education de Base [Deutsche Gesellschaft
für Technische Zusammenarbeit (GTZ) GmbH: 1992]
Niger Programme PNUD-Niger 1993-1997 de Contribution de la Mise un Oeuvre du Plan
National d'Education pour Tous [UNDP: 10 June-6 August 1993]
Niger Le projet de construction scolaire [Agence Japonaise de coopération
internationale: November 1993]
Nigeria Federal Republic of Nigeria: Social Sectors Strategy Review [The World
Bank: 21 May 1993]
Nigeria Nigeria Books Sector Study: Summary Report [The World Bank and Overseas
Development Administration (UK): January 1990]
Rwanda Republic of Rwanda: Secondary and Higher Education Sector Study [The
World Bank: 30 November 1992]
Sahel International Validation Meeting on the Sahel Sub-regional Programme in
Support of Education for All by the Year 2000 [United Nations Educational, Scientific
and Cultural Organisation; Inter-State Permanent Commission on Drought Control in the
Sahel: December 1992]
Sahel Sahel Sub-regional Programme in Support of Education for All by the Year 2000
[United Nations Educational, Scientific and Cultural Organisation; Inter-State Permanent
Commission on Drought Control in the Sahel: December 1992/February 1993]
Santo Antao and Cape Verde
Education in San Antao and Cape Verde [Directorate General of International
Cooperation of the Netherlands Ministry of Foreign Affairs: April 1993]
Senegal L'Etat de la Formation Scientifique dans l'Enseignement Secondaire General
au Senegal [Institut International de Planification de l'Education: October 1991]
Senegal Rapport sur L'Etude du Plan de Base pour le Projet de Construction de Salles
de Classe des Ecoles Elementaires en Republique du Senegal [Japanese International
Cooperation Agency: August 1991]
Senegal Revitalizing Higher Education in Senegal: The Challenge of Reform [The
World Bank: 27 April 1992]
Senegal Summary Assessment of the Education Sector in Senegal [USAID: September
8, 1990]
Somalia Rehabilitation and Development of the Technical Education Sub-sector
[African Development Bank, United Nations Education, Scientific and Cultural Organisation:
January 1990]
South Africa 1993 Medical Education for South African Blacks Annual Report
[Medical Education for South African Blacks, Inc.: 1993]
South Africa Adult Basic Education [National Education Policy Investigation
[NEPI] (SIDA through the National Education Co-ordinating Committee and the Education
Development Trust): 1992]
South Africa Adult Education [National Education Policy Investigation [NEPI]
(SIDA through the National Education Co-ordinating Committee and the Education Development
Trust): 1993]
South Africa The Annual Socio-Educational Survey: 1992-1993: Politics and Education
in the Era of Negotiations [U.S. Agency for International Development: January 1993]
South Africa Anti-Apartheid and Development: A Review of Swedish Support to
the Education of South Africans [Swedish International Development Authority,
Education Division: January 1994]
South Africa Approaches to the Construction of School Infrastructure in South
Africa: A Consultancy Report [The World Bank: October 1992]
South Africa Building the Base: A Report on a Sector Study of Science and
Mathematics Education [Commission of the European Communities: May 1993]
South Africa Canada and South Africa [Canadian International Development Agency:
April 1994]
South Africa CIDA Assistance to South Africa [Canadian International Development
Agency: January 1994]
South Africa CIDA Assistance to South Africa: Background to Development
[Canadian International Development Agency: April 1994]
South Africa Curriculum [National Education Policy Investigation [NEPI] (SIDA
through the National Education Co-ordinating Committee and the Education Development
Trust): 1992]
South Africa The Donor Community in South Africa: A Directory [Institute of
International Education: July 1993]
South Africa Donor Cooperation and Coordination in Education in South Africa
[United Nations Educational, Scientific and Cultural Organisation, Division for Policy and
Sector Analysis (BER/PSA): July 1994]
South Africa Early Childhood Educare [National Education Policy Investigation
[NEPI] (SIDA through the National Education Co-ordinating Committee and the Education
Development Trust): 1992]
South Africa Education, Employment and Income: Challenges for a New South Africa
[United Nations Development Programme: April 1994]
South Africa Education Planning and Systems Management: An Appraisal of Needs in
South Africa [The World Bank: April 1993]
South Africa Education Planning, Systems, and Structure [National Education
Policy Investigation [NEPI] (SIDA through the National Education Co-ordinating Committee
and the Education Development Trust): 1993]
South Africa Education Renewal Strategy: Management solutions for education in South
Africa [Republic of South Africa, Department of National Education: November 1992]
South Africa Education Strategy for South Africa [Overseas Development
Authority: December 1993]
South Africa Education Update: An INTERFUND Briefing on Education and Training in
South Africa in 1993 [INTERFUND: February 1994]
South Africa The European Community's Special Programme on South Africa [The
European Community: May 1993]
South Africa The Financing of Education in South Africa: An Overview of the Flow of
Funds [The Urban Foundation, Education Policy and System Change Unit: June 1993]
South Africa Foreign Assistance to South Africa: A Directory [Institute of
International Education: March 1994]
South Africa The Framework Report and Final Report Summaries [National Education
Policy Investigation [NEPI] (SIDA through the National Education Co-ordinating Committee
and the Education Development Trust): 1993]
South Africa Governance and Administration [National Education Policy
Investigation [NEPI] (SIDA through the National Education Co-ordinating Committee and the
Education Development Trust): 1992]
South Africa Human Resource Development for a Post-Apartheid South Africa: Report of
a Commonwealth Expert Group [Commonwealth Secretariat: 23 June 1991]
South Africa Human Resources Development [National Education Policy
Investigation [NEPI] (SIDA through the National Education Co-ordinating Committee and the
Education Development Trust): 1992]
South Africa Issues and Options Paper on Education and Research in South Africa
[Netherlands Development Cooperation: February 1993]
South Africa Language [National Education Policy Investigation [NEPI] (SIDA
through the National Education Co-ordinating Committee and the Education Development
Trust): 1992]
South Africa Library and Information Services [National Education Policy
Investigation [NEPI] (SIDA through the National Education Co-ordinating Committee and the
Education Development Trust): 1992]
South Africa New Project Narrative (FY1994): Tertiary Education Linkages Project
(TELP) [U.S. Agency for International Development: 1994]
South Africa Our Political Economy: Understanding the Problems [Congress of
South African Trade Unions: March 1992]
South Africa An Overview of the Sources of Giving in South Africa [The
Development Resources Centre: October 1993]
South Africa A Policy Framework for Education and Training [African National
Congress, Education Department: January 1994]
South Africa Post-Secondary Education [National Education Policy Investigation
[NEPI] (SIDA through the National Education Co-ordinating Committee and the Education
Development Trust): 1992]
South Africa Public Expenditure on Education in South Africa 1987/8 to 1991/2: An
Analysis of the Data [The World Bank: March, 1994]
South Africa The Reconstruction and Development Programme [African National
Congress: 1994]
South Africa Report on South African Study on Early Childhood Development:
Recommendations for Action in Support of Young Children [The World Bank: April 1994]
South Africa Review of Recent Documents on Adult Literacy Work in South Africa
[Swedish International Development Authority: 31 August 1993]
South Africa The Social Costs of South African Education [The Urban Foundation:
1988]
South Africa South Africa Education and Youth Programming 1987-1994 [W.K.
Kellogg Foundation: 1994]
South Africa South Africa: Primary Education Sector Assessment [U.S. Agency for
International Development: April 1992]
South Africa South Africa: Tertiary Education Sector Assessment [U.S. Agency for
International Development: April 1992]
South Africa South Africa: Textbook Sector Study [International Book Development
Ltd: 14 August-5 September 1992]
South Africa South Africa: Training for Employment Concept Paper [U.S. Agency
for International Development: January 1993]
South Africa Support Services [National Education Policy Investigation [NEPI]
(SIDA through the National Education Co-ordinating Committee and the Education Development
Trust): 1992]
South Africa Teacher Education [National Education Policy Investigation [NEPI]
(SIDA through the National Education Co-ordinating Committee and the Education Development
Trust): 1992]
South Africa Teacher Salaries in South Africa: A Policy Perspective [The Urban
Foundation, Education Policy and System Change Unit: October 1993]
South Africa Towards a Science and Technology Policy for a Democratic South Africa:
Mission Report [International Development Research Centre: July 1993]
South Africa The U.S. Independent Sector as it Relates to South African Initiatives:
A Directory [Institute of International Education: June 1993]
South Africa USAID/South Africa Program Overview [U.S. Agency for International
Development: 1993]
South Africa USAID/South Africa Strategy Concept Paper [U.S. Agency for
International Development: March 1993]
Southern Africa Remarks of the Honorable J. Brian Atwood, Administrator, U.S. Agency
for International Development, Southern Africa Development Council [U.S. Agency for
International Development: January 27, 1994]
Sub-Saharan Africa Affording the Unaffordable: Planning and Financing Education
Systems in Sub-Saharan Africa [Overseas Development Administration: March 1993]
Sub-Saharan Africa Assessing Engineering Education in Sub-Saharan Africa [The
World Bank: 1993]
Sub-Saharan Africa Overview of A.I.D. basic education programs in sub-Saharan Africa
[U.S. Agency for International Development: January 1993]
Sub-Saharan Africa Planning and Monitoring the Quality of Primary Education in
Sub-Saharan Africa [The World Bank: March 1994]
Sub-Saharan Africa Questions for the Analysis of Female Participation in Education
in Sub-Saharan Africa [The World Bank: March 1994]
Sub-Saharan Africa Statistical Indicators of Female Participation in Education in
Sub-Saharan Africa [The World Bank: June 1993]
Tanzania Basic Education and Vocational Training in Tanzania: Trends and Options in
Development Cooperation [Directorate General of International Cooperation of the
Netherlands Ministry of Foreign Affairs: October 1991]
Tanzania Development of Vocational Aspect in Secondary and Adult Education and
Science Teaching in Secondary Schools [African Development Bank, United Nations
Education, Scientific and Cultural Organisation: August 1993]
Tanzania District Education Plan Bukoba (Education Identification Plan)
[Directorate General of International Cooperation of the Netherlands Ministry of Foreign
Affairs: July 1994]
Tanzania District Education Plan Mbulu (Education Identification Study)
[Directorate General of International Cooperation of the Netherlands Ministry of Foreign
Affairs: July 1993]
Tanzania Education Profile Masawa District (Education Identification Plan)
[Directorate General of International Cooperation of the Netherlands Ministry of Foreign
Affairs: August 1993]
Tanzania Education Profile of the Meatu District (Education Identification Plan)
[Directorate General of International Cooperation of the Netherlands Ministry of Foreign
Affairs: August 1993]
Tanzania Problem Analysis and Action Plan 1993-1997: Mafinga Lutheran Vocational
Training Centre (MLVTC) [Directorate General of International Cooperation of the
Netherlands Ministry of Foreign Affairs: July 1992]
Tanzania Rehabilitation and Development of Technical Education [African
Development Bank, United Nations Education, Scientific and Cultural Organisation: May
1990]
Tanzania Report of the Situational Survey of Vocational Training Centres Carried out
in Monduli, Kondoa and Dodoma Rural Districts [Directorate General of International
Cooperation of the Netherlands Ministry of Foreign Affairs: March 1994]
Tanzania Tanzania Books Subsector Study (Libraries and Information Section Interim
Report) [The World Bank and Overseas Development Administration (UK): February 1989]
Tanzania Tanzania: DANIDA Support for the Primary Education Sector [DANIDA: May
1992]
Tanzania Tanzania: Proposed DANIDA Assistance to the Primary Education Sector: The
Establishment of a Teacher Support Structure [DANIDA: August 1991]
Tanzania Tanzania: Women and Development [The World Bank: 14 June 1991]
Tanzania United Republic of Tanzania: Teachers and the Financing of Education
[The World Bank, ODA, and SIDA: 9 December 1991]
Tanzania Zanzibar: Proposed DANIDA Support for Educational Development and School
Building Activities [DANIDA: December 1991]
Togo Note sur le Secteur de L'Education: Republique du Togo [The World Bank: 27
June 1991]
Togo Republic of Togo: Skills Formation in the Informal Sector [The World Bank,
ILO and the Development Center of the OECD: 31 March 1992]
Uganda Basic Education Development and Quality Improvement [African Development
Bank, United Nations Education, Scientific and Cultural Organisation: September 1990]
Uganda Development Co-operation Report 1992 [United Nations Development
Programme: November 1993]
Uganda Diagnosis and Action Plan for Education Statistical Information Systems
(NESIS) [United Nations Educational, Scientific and Cultural Organization; National
Education Statistical Information Systems: March 1993]
Uganda Education Management Study Report: District Case Study [U.S. Agency for
International Development: October 1991]
Uganda Regional Book Sector Study-Uganda [Canadian Organization for Development
through Education (CODE): December 1992]
Uganda Uganda Social Sector Strategy [The World Bank: 6 April 1993]
West Africa Skill Acquisition and Work in Micro-Enterprises: Recent Experiences from
West Africa [The World Bank: December 1992]
World Annual Report 1992-1993: International Development Research Centre
[International Development Research Centre: 1993]
World Development cooperation and education in the 1990s: Policy Document
[Netherlands Ministry of Foreign Affairs: March 1993]
World A Global Overview of Youth Employment Programs [The World Bank: June 1993]
World Human Resource Development: Developing Human Resources for Development-Report
of the Secretary-General [United Nations General Assembly: 9 September 1993]
World International Development Research Centre Corporate Program Framework
1993-1996 [International Development Research Centre: March 1993]
World Intersectoral Approaches to Human Resources Development for the 1990s and
Beyond [United Nations Development Programme: March 1417, 1991]
World Strategies for Sustainable Development [U.S. Agency for International
Development: March 1994]
Zambia Report on Reading in English in Primary Schools in Zambia [Overseas
Development Administration: April 1993]
Zambia Strengthening National Education Statistical Information Systems (NESIS) in
Zambia: Diagnosis and Project Outline [United Nations Educational, Scientific and
Cultural Organisation; National Education Statistical Information Systems]
Zambia Supporting Zambia's Education Sector under Structural Adjustment: Report of
the Finnida and Zambia Project Identification Mission [Finnish International
Development Agency: March 1990]
Zambia Zambia Book Sector Study [The British Council, The European Communities:
August 1990]
Zambia Zambia Book Sector Study [Canadian Organization for Development through
Education (CODE): July 1993]
Zambia Zambia: Primary Education Sector. Education for All: Primary Education
Development in Zambia. A Background, Issues, and Discussion Paper [DANIDA: August
1993]
Zambia Zambia: Primary Education Sector. Report of a Preliminary Fact-Finding
Mission [DANIDA: April 1993]
Zimbabwe Education in Zimbabwe: Issues of Quantity and Quality [Swedish
International Development Authority: December 1990]
Zimbabwe Gender Orientation in a Planning Education Project in Zimbabwe: A Review of
the Project of Cooperation between the Department of Rural and Urban Planning, University
of Zimbabwe and the Institute of Social Studies, The Hague [Directorate General of
International Cooperation of the Netherlands Ministry of Foreign Affairs: November 1993]
Zimbabwe A Study of the Zimbabwean Book Sector [Canadian Organization for
Development through Education (CODE): June 1993]
Zimbabwe Zimbabwe: A Review of Primary and Secondary Education from Successful
Expansion to Equity of Learning Achievements. Volumes I (Main Report) and II (Annexes)
[The World Bank, Population and Human Resources Division, Southern Africa Department: June
9, 1992]
Zimbabwe Zimbabwe: Strategy for Women in Development [The World Bank: 26 March
1991]
Zimbabwe, Botswana, Zambia and Malawi
Study on Textbook Provision in the SADC Countries:TSS-1 [UNESCO: 1993]
