Pays au potentiel économique et social énorme, la République démocratique du Congo est confrontée au double défi de garantir l'éducation primaire universelle et d'élargir les opportunités d'éducation et de formation post-primaires pour sa jeunesse. Cette étude présente une analyse du niveau scolaire actuel et des inscriptions des jeunes dans le groupe des 12 à 24 ans et des opportunités d'éducation et de formation qui leur sont offertes dans les secteurs formels et informels. En utilisant les résultats d'un modèle de simulation qui incorpore l'inscription dans des programmes d'éducation alternatifs et le niveau scolaire atteint par la population déscolarisée, ce rapport traite des différents scénarios pour le développement du secteur post-primaire. Les résultats de chaque scénario sont évalués en fonction de leur impact sur l'accumulation du capital humain des jeunes et la durabilité des dépenses publiques. Le rapport présente diverses options pour relever rapidement le niveau scolaire des jeunes qui entreront sur le marché du travail au cours des deux prochaines décennies, à savoir l'élargissement du choix des opportunités d'éducation et de formation pour les enfants déscolarisés, l'extension du cycle primaire ainsi que la réorganisation de l'enseignement secondaire et technique/professionnel pour réduire la spécialisation précoce.
The Democratic Republic of Congo faces the challenge of providing universal primary education and expanding opportunities for post-secondary education and training for its youth, ages 12 to 24. This study analyzes the current educational attainment and school enrollment status of youth, as well as the formal and informal post-secondary educational and training opportunities available to them. The study uses the results of a simulation model that incorporates enrollment in alternative education programs and considers alternative scenarios for developing the post-primary sector. Each scenario is evaluated for the impact on the human capital accumulation of young people and the sustainability of public expenditures. The report offers policy options for rapidly raising the educational attainment of young people who will be entering the labor force in the next two decades, including expanding opportunities for alternative education and training for out-of-school children, the extension of primary education, and the reorganization of secondary and technical/vocational training to reduce early specialization.
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 to these economic and social challenges, the government has made the transformation of education one of the key priorities of the Madagascar Action Plan. However, low domestic revenues and competing demands from other sectors, including basic education, limit the room for maneuver. Caught between these two pincers, policy makers often choose to sacrifice quality over expanding access or are unable to develop a long term vision. 'Developing the Workforce, Shaping the Future' presents Madagascar's core challenges and argues persuasively that the time for transforming the post-basic education system is now. It documents the poor performance of the post-basic education system in the areas of quality and relevance, internal efficiency, equity and financial inefficiency. The report presents a sequence of prioritization of reforms, focusing on improving education content and linkages with the economy, increasing coverage cost-effectively through the adoption of new planning norms for public institutions, utilization of the private sector and innovations in open/flexible learning and creating the enabling framework through reforms of governance, finance and management. The report provides a convincing reform scenario for a low income country, with actions to be undertaken in the medium and long term to sustain the development of post-basic education in an environment of limited public resources and implementation capacity. Policy makers in other developing countries will find this report useful to gauge their own strategies for post basic education.
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