2008年-世界发展银行全球_Madagascar_-_Post_Primary_Education___Developing_the_Workforce_Shaping_the_Future_-_Transformation_of_Madagascars_Post-Basic_Education_134页_9mb

Summary of Report No. AAA27-MG: Madagascar Post Primary Education

Core Content

This report, Madagascar Post Primary Education: Developing the Workforce, Shaping the Future: Transformation of Madagascar's Post-Basic Education, is part of the World Bank's efforts to support the development of post-basic education in Madagascar. It is aligned with the Madagascar Action Plan (MAP), which identifies education as one of its eight pillars for development from 2007 to 2011. The report provides analytical inputs for reforming post-basic education, which includes secondary, vocational, and tertiary education.

Main Purpose

The main goal of the report is to support the development of post-basic education reforms by identifying and prioritizing the following:

1. Improving the structure, content, and delivery of post-basic education and training.
2. Implementing key reforms in financing, governance, and sub-sector management to support these changes.

Key Challenges

Madagascar's post-basic education system faces several critical challenges:

• Poor quality and relevance: The curriculum is outdated and not aligned with current or future labor market needs.
• Low attainment and inequity in access: Educational outcomes are low, and access is uneven across income levels and regions.
• Internal inefficiency: High dropout and repetition rates, and a weak system for tracking and improving student progress.
• Financial inefficiency: Underfunded and high-cost system, with a large share of resources going to personnel expenses.
• Weak enabling framework: Poor governance, budget management, and lack of feedback mechanisms between education and the economy.

Main Viewpoints and Recommendations

1. Improve Educational Content and Linkages with the Economy

• Senior Secondary Education (SSE):

  • Simplify the curriculum to make it more relevant to labor market needs.
  • Reduce subject overload and reorganize baccalaureate tracks.
  • Introduce employability skills and core knowledge in subjects.
  • Enhance teacher training and learning materials.
  • Develop a teacher certification system open to all bachelor's or master's degree holders.

• TVET (Technical and Vocational Education and Training):

  • Begin vocational training after 10 years of basic education.
  • Expand technical training at the senior secondary level and reduce junior secondary training.
  • Involve regions and communes in training decisions to align with local labor market needs.
  • Introduce new courses for priority sectors.
  • Improve subject-area learning and teacher quality through pre- and in-service training.

• Tertiary Education:

  • Focus on undergraduate courses that align with economic development needs.
  • Expand short courses for higher-level technicians.
  • Accelerate the introduction of the LMD (Licence-Maître-Doctorat) system.
  • Encourage partnerships with foreign universities to build local capacity.
  • Promote research through:
    • Developing a cadre of young researchers in priority fields.
    • Funding research selectively to address national and regional economic issues.
    • Encouraging contract research with foreign firms operating in Madagascar.

2. Increase Coverage, Cost-Effectively

Four channels are proposed to expand post-basic education enrollment:

• More effective cost management:

  • Improve teacher utilization through curriculum reform and strategic school planning.
  • Increase the size of urban schools to reduce per-student costs.
  • Develop a school construction strategy with clear norms for location and quality.

• Equitable and efficient scholarship programs:

  • Current university-level scholarships benefit the top income quintile.
  • New scholarship programs should focus on improving access for disadvantaged students.
  • Develop equity-focused criteria for scholarships and school construction.

• Open and distance learning (ODL):

  • Expand access through ODL programs, using models like the National Institute of Open Schooling (NIOS) from India.

• Greater private sector provision:

  • Encourage private sector involvement in education through partnerships and training.
  • Use the National Training Authority (NTA) and National Council of Technical and Vocational Training (CNFTP) to coordinate efforts.

3. Strengthen the Enabling Framework

• Governance:

  • The Ministry of Education (MEN) lacks stable leadership and a clear vision.
  • A new Post-Basic Education Reform Commission is proposed to provide strategic direction.

• Finance:

  • Budget preparation and reporting are weak.
  • Need for strategic budgeting and improved financial management.
  • Consolidate post-graduate programs to achieve economies of scale.

• Sub-sector management:

  • Better coordination between different levels of education and the private sector.
  • Enhance linkages between education and industry for more relevant training.

Key Information

• Gross Enrollment Ratios (GER):

  • Senior Secondary Education (SSE): 10%
  • Tertiary Education: <3%

• Economic Context:

  • Foreign Direct Investment (FDI) has increased since 2005.
  • The MAP aims to promote investment in high-growth sectors and regional development.
  • The government budget is heavily dependent on donor funding, especially for primary education.

• Human Capital:

  • Average years of education: 4 years (2005)
  • Only 1.7% of working-age population has post-secondary education.
  • Only 9% have secondary education.

• Global Competitiveness Index (GCI):

  • Madagascar ranks 118th out of 131 countries overall.
  • 121st in higher education and training.

• Supporting Organizations:

  • The report was prepared by Sajitha Bashir, with contributions from various specialists and consultants.
  • The Norwegian Post Primary Education Fund supported background studies.
  • The World Bank and Ministry of Education collaborated on the report.

Conclusion

The report emphasizes the need for reform in structure, content, delivery, financing, governance, and sub-sector management to improve post-basic education in Madagascar. It highlights the importance of aligning education with economic needs, improving quality and relevance, and increasing access in a cost-effective manner. These reforms are critical for supporting the Madagascar Action Plan and enhancing the country's competitiveness in the global economy.