Martial Dembélé

Teacher Improvement Projects in Guinea: Lessons Learned from Taking a Program to National Scale.

This article was originally presented at the annual meetings of the Comparative and International Educational Society, San Antonio, TX, in March 2000. We very much appreciate the suggestions Chris Wheeler has made for revision. The views expressed are those of the authors and do not necessarily reflect positions of the World Bank or the Ministry of PreUniversity Education in Guinea. Requests for reprints should be sent to John Schwille, College of Education, Michigan State University, 517 Erickson Hall, East Lansing, MI 48824-1034.

Half a Century of Education Progress in Sub-Saharan Africa (1960-2010)

Abstract In general, independence marks the end of education provision oriented to the needs of colonial countries and the start of a more inclusive education system tailored to native traditions and needs. This article presents a retrospective overview of the development of education in Africa since 1960, when a large number of countries attained political independence. It describes the existing educational systems which were mainly inherited from the colonial period and discusses developments in education provision (expansion of enrolment capacities and levels of education), access, retention and completion in relation to factors such as teacher supply and with attention to gender. In light of the trends that emerge from this overview, the article further identifies the gaps and challenges to be addressed in order to make universal access to a good quality education a reality. The empirical contribution of this study is based on national data collected since the 1960s by UNESCO, especially its Institute for Statistics. This annual series of national data allows comparability of education access/participation, completion, quality and outcomes indicators over time.

Le défi enseignant au primaire en Afrique subsaharienne : une analyse des solutions mises en œuvre pour faire face à la demande (2000-2015)

This article deals with the challenges related to teacher shortages in Sub-Saharan Africa in the drive towards Universal Primary Education. After laying out the challenges that the educational systems of this region have been faced with, in terms of the availability of qualified teachers needed to ensure that all children have access to quality basic education, the authors examine the solutions that various countries have put forward since 2000 to address them, discuss the effects of these solutions, and suggest possible action steps for the post-2015 agenda.

The owl of Minerva on a baobab tree, schooling, and African awakening: half a century of post-colonial education for development in Africa

N’Dri Assié-Lumumba,*,a with Ali A. Mazruib and Martial Dembéléc a) Africana Studies and Research Center, Cornell University Email: n.assie-lumumba@cornell.edu b) Institute of Global Cultural Studies, Binghamton University, SUNY Email: amazrui@binghamton.edu c) Département d’administration et fondements de l’éducation, Faculté des sciences de l’éducation, Université de Montréal Email: martial.dembele@umontreal.ca