LEADER 05717nam 2200757Ia 450 001 9910823959803321 005 20200520144314.0 010 $a1-281-98047-1 010 $a9786611980474 010 $a0-8213-7817-1 024 7 $a10.1596/978-0-8213-7816-8 035 $a(CKB)1000000000722278 035 $a(EBL)459336 035 $a(OCoLC)560617015 035 $a(SSID)ssj0000086291 035 $a(PQKBManifestationID)11121508 035 $a(PQKBTitleCode)TC0000086291 035 $a(PQKBWorkID)10029785 035 $a(PQKB)10989812 035 $a(MiAaPQ)EBC459336 035 $a(Au-PeEL)EBL459336 035 $a(CaPaEBR)ebr10276719 035 $a(CaONFJC)MIL198047 035 $a(The World Bank)ocn277195851 035 $a(US-djbf)15794760 035 $a(EXLCZ)991000000000722278 100 $a20081203d2009 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping the workforce, shaping the future $etransformation of Madagascar's post-basic education /$fSajitha Bashir 205 $a1st ed. 210 $aWashington, D.C. $cWorld Bank$dc2009 215 $axix, 129 pages $cillustrations ;$d26 cm 225 1 $aWorld Bank working paper ;$vno. 156 300 $a"Africa Region Human Development Department." 311 $a0-8213-7816-3 320 $aIncludes bibliographical references. 327 $aContents; 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 327 $aFIGURE 6. Share of Private Sector in Enrollment by Sub-sector, 1997-2007FIGURE 7. Entry into Higher Education by Baccalaure?at 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 327 $aFIGURE 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 327 $aFIGURE 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 327 $aFIGURE 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 327 $aBOX 5. Ten Characteristics of Successful Open Universities 330 $aWith challenges similar to those faced by a number of low income countries, Madagascar faces critical policy choices with respect to post-basic education. Enrolment ratios in senior secondary education and tertiary education are 10 percent and 3 percent, respectively, among the lowest in the world. Critical skill shortages and pervasive inequities in access necessitate changes in the quantity and quality of education and skills. The increasing number of basic education completers and demographic growth are mounting pressure on the government to expand access to post-basic education. Responding 410 0$aWorld Bank working paper ;$vno. 156. 606 $aEducation$xEconomic aspects$zMadagascar 606 $aEducational change$zMadagascar 606 $aEducation and state$zMadagascar 606 $aLabor supply$zMadagascar 615 0$aEducation$xEconomic aspects 615 0$aEducational change 615 0$aEducation and state 615 0$aLabor supply 676 $a370/.9691 700 $aBashir$b Sajitha$01647904 712 02$aWorld Bank.$bAfrica Regional Office.$bHuman Development Dept. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823959803321 996 $aDeveloping the workforce, shaping the future$93995733 997 $aUNINA