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This volume focuses on the recent lessons of experience with reform
and innovation in higher education that are most relevant to the
challenges of developing countries. These lessons are explored in a
series of twelve papers which analyze experience and issues in four
priority areas. The first examines the relationship between higher
education and development in a global environment in which economic
growth is expected to be driven increasingly by scientific and
technological innovation. To meet this development challenge
effectively, systems of higher education will need to have a solid
financial basis, and the second priority area is the examination of
the options for reform in higher education financing. Yet, as
essential as financial reforms, are reforms in management and
government. This implies changes in the relationship between the
Government and institutions of higher education. The third part
examines these evolving relationships and implies that the
mechanisms and indicators will need to be developed to more
effectively monitor the performance of institutions of higher
education. The final section reviews recent trends in this area and
the book concludes with a case study of the effects of the
implementation of a comprehensive reform in Chile including many of
the reform policies advocated, and a proposal of the central
options for policy reform and innovation in higher education.
Becoming a middle-income economy is an explicit development goal of
many countries in Sub-Saharan Africa. This book assesses the
implications of that goal for secondary education in Ethiopia. It
shows that a rapid expansion of secondary education will be needed
to support the country s transition from a low-income economy with
substantial subsistence agriculture to a lower-middle-income
economy with an increased share of commercial agriculture, as well
as growing industrial and service sectors. As Ethiopia moves
towards this goal, the demand for a labor force with skills beyond
basic literacy and numeracy will increase, which in turn will fuel
demand for secondary education. The implications of this demand are
significant, as the profile of entrants into secondary education
will change from students aspiring to higher education to students
with a much more diverse range of aspirations and abilities. At
present, the existing secondary curriculum is primarily designed to
prepare students for university studies; if it is retained, it will
not only fail students, it may also fail the country s aspirations
for middle-income status. A flexible curriculum that serves the
needs of all students and helps them develop the higher-level
skills demanded by employers is critically important. The massive
expansion of secondary education needed in Ethiopia will require
significant additional resources. The book argues that financing
reforms aimed at using existing resources more efficiently and
mobilizing more nongovernment resources will be indispensible.
Specifically, it advocates launching financing reforms within a
broad framework that, among other components, includes governance
reforms that implement school-based management, changes in teacher
preparation and development, and improved student examinations.
Finally, the report emphasizes that the success of secondary
reforms will to a large extent depend on the achievements of
primary education, particularly in light of low primary learning
outcomes and the unfinished agenda of universal primary education.
This may be the first book to specifically address how secondary
education should be reformed in order to help countries transition
from low- to middle-income economies and is intended to help
initiate deliberations on this important topic. The primary
audience for the book is comprised of policy makers, academicians,
development practitioners, the education bureaucracy, and
teachers."
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