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Record Nr. |
UNINA9910454186603321 |
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Autore |
Bashir Sajitha |
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Titolo |
Developing the workforce, shaping the future [[electronic resource] ] : transformation of Madagascar's post-basic education / / Sajitha Bashir |
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Pubbl/distr/stampa |
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Washington, D.C., : World Bank, c2009 |
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ISBN |
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1-281-98047-1 |
9786611980474 |
0-8213-7817-1 |
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Descrizione fisica |
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1 online resource (152 p.) |
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Collana |
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World Bank working paper ; ; no. 156 |
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Disciplina |
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Soggetti |
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Education - Economic aspects - Madagascar |
Educational change - Madagascar |
Education and state - Madagascar |
Labor supply - Madagascar |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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"Africa Region Human Development Department." |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Contents; Foreword; Acknowledgments; Acronyms and Abbreviations; Executive Summary; 1. Introduction; FIGURE 1. Education and the Commitments of the MAP; FIGURE 2. Students in Higher Education, 1969-2006; FIGURE 3. Planned Reform to Basic Education Curriculum; 2. Trends in Enrollment and Completion; FIGURE 4a. Primary Enrollment, 1997-2007; FIGURE 4b. Junior Secondary Enrollment, 1997-2007; FIGURE 4c. SSE, TVET, and HE Enrollment, 1997-2007; FIGURE 5. International Comparison of Gross Enrollment Rates, Secondary and Higher Education, 2005 |
FIGURE 6. Share of Private Sector in Enrollment by Sub-sector, 1997-2007FIGURE 7. Entry into Higher Education by Baccalauréat Series, 2005-06; FIGURE 8. First-year University Dropout Rates by University, 2004-05; FIGURE 9. Student Survival, JSE to Higher Education; FIGURE 10. Distribution of the Population by Highest Educational Attainment and Income, 2004; TABLE 1. Madagascar: Net Enrollment Rates per Income Level in 2001 and 2005 (%); 3. Education-Labor Market Linkages; FIGURE 11. Madagascar: Labor Status of the Population, 2005 |
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FIGURE 12. Cross-country Comparison of Adult Educational Attainment, 2001-05FIGURE 13. Average Years of Education by Age Group, Employed Labor Force, 2001 and 2005; FIGURE 14. Educational Attainment of Employed Labor Force Participants Under Age 30, 2001 and 2005; FIGURE 15. Share of Population That Has Attained at Least Grade 5 by Age Group, 2005; FIGURE 16a. Share of Population That Has Attained at Least Grade 9 by Age Group, 2005; FIGURE 16b. Share of Population That Has Attained at Least Grade 12 by Age Group, 2005 |
FIGURE 17. Distribution of Employed Labor Force by Highest Qualification Obtained and Annual Education/Training Awards, 2005FIGURE 18. Educational Attainment of Employed Labor Forces by Region, 2005; FIGURE 19. Education Levels in MAP Target Regions, 2005; FIGURE 20. Return to Education by Educational Level,Wage and Salary Earners, 2005; BOX 1. Observations on the Availability of Middle Managers and Skilled Technicians; 4. Skills for the Labor Market: Improving Relevance and Quality in Post-basic Education and Training; TABLE 2. Growth Sector Skill Needs and Labor Supply |
FIGURE 21. Typology of Technological Occupations in the Knowledge EconomyFIGURE 22. Madagascar's Senior Secondary Education (SSE) Cycle; BOX 2. Alternative Models for Secondary Education; FIGURE 23. Structure of Madagascar TVET system, 2007 (Pre-reform); FIGURE 24. Graduates of Applied Science, Engineering, and Technology Programs, 2005-06; BOX 3. Strategies for Shifting to LMD in Selected European Countries; 5. Access and Equity in Post-basic Education; FIGURE 25. NIOS Process for Learning System Development; BOX 4. Main Features of the National Institute of Open School, India |
BOX 5. Ten Characteristics of Successful Open Universities |
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Sommario/riassunto |
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With challenges similar to those faced by a number of low income countries, Madagascar faces critical policy choices with respect to post-basic education. Enrolment ratios in senior secondary education and tertiary education are 10 percent and 3 percent, respectively, among the lowest in the world. Critical skill shortages and pervasive inequities in access necessitate changes in the quantity and quality of education and skills. The increasing number of basic education completers and demographic growth are mounting pressure on the government to expand access to post-basic education. Responding |
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