Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wide...
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Washington, DC : World Bank
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2008/01/9020787/curricula-examinations-assessment-secondary-education-sub-saharan-africa http://hdl.handle.net/10986/6372 |
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okr-10986-63722021-04-23T14:02:25Z Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa World Bank CURRICULUM REFORMS HUMAN RESOURCES INSTITUTIONAL RESPONSIBILITIES PHYSICAL RESOURCES SECONDARY EDUCATION VOCATIONAL EDUCATION Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments. 2012-05-24T18:33:14Z 2012-05-24T18:33:14Z 2008 http://documents.worldbank.org/curated/en/2008/01/9020787/curricula-examinations-assessment-secondary-education-sub-saharan-africa 978-0-8213-7348-4 http://hdl.handle.net/10986/6372 English en_US World Bank Working Paper; No. 128. Africa Human Development Series CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC : World Bank Publications & Research :: Publication Publications & Research :: Publication Africa Sub-Saharan Africa |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
CURRICULUM REFORMS HUMAN RESOURCES INSTITUTIONAL RESPONSIBILITIES PHYSICAL RESOURCES SECONDARY EDUCATION VOCATIONAL EDUCATION |
| spellingShingle |
CURRICULUM REFORMS HUMAN RESOURCES INSTITUTIONAL RESPONSIBILITIES PHYSICAL RESOURCES SECONDARY EDUCATION VOCATIONAL EDUCATION World Bank Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| geographic_facet |
Africa Sub-Saharan Africa |
| relation |
World Bank Working Paper; No. 128. Africa
Human Development Series |
| description |
Curriculum reforms first and foremost
should focus on improving the current teaching and learning
processes. As a systemic challenge, these changes need to
include re-orientation from secondary education as
pre-academic tertiary education to a wider range of options,
including vocational education and the world of work.
Curriculum reforms in Sub-Saharan Africa (SSA) require
comprehensive approaches directed at the complexity of the
educational system at large. It requires the acknowledgement
of past obstacles and current challenges to reform, as well
as the challenges additionally created by the reforms. Human
and physical resources, perceptions, experiences with past
reforms and current school and classroom practices determine
the limits of what educational systems can absorb in terms
of development. Many high political ambitions have
implications that are beyond current context and conditions.
It therefore makes sense to have realistic ambitions and
scope of curriculum reform, because these may increase the
potential for successful implementation. Sometimes, less
could actually be more. It is recommended that curriculum
reform and strategies be based on the realities on the
ground and much less on political ambitions. Implementation
of curricula depends on improved coordination of development
efforts with a focus on curriculum. It is recommended to
increase the efficiency, clearly define institutional
responsibilities, and provide for better cooperation and
communication with across existing institutions and departments. |
| format |
Publications & Research :: Publication |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| title_short |
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| title_full |
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| title_fullStr |
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| title_full_unstemmed |
Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa |
| title_sort |
curricula, examinations, and assessment in secondary education in sub-saharan africa |
| publisher |
Washington, DC : World Bank |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2008/01/9020787/curricula-examinations-assessment-secondary-education-sub-saharan-africa http://hdl.handle.net/10986/6372 |
| _version_ |
1764397682550374400 |