The Pôle de Dakar has just published its database of indicators on the education systems in Africa.

The database contains key indicators of the education systems of the 54 African countries allowing thus for comparison over time and between countries.

Indicators are presented in three major themes: i) general context of the education system (macroeconomic and demographic), ii) financing of education and iii) enrollments, internal efficiency, quality and sector management.

With close to 100 indicators, the database provides an overview of the state of education systems in African countries.

Go to the database

PôleMag, the Pôle de Dakar's biannual magazine is available.     
Find out in this issue:
News:
- Household spending on education, 15 African countries under analysis
- Education system management, training groups at end 2012
- The Comoros, progress required
Focus:
- What future for the Sao Tome and Principe education system?
- 3 questions to Olinto DAIO, Minister of Education of Sao Tome et Principe


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The recent Comorian Country Status Report revealed a critical situation. Universal primary education is not expected to be met until 20 years and the country is grappling with many difficulties: unequal distribution of education resources, high unit costs, poor-quality education. However, there is room for progress; especially by improving the organisation of the system, reorganising the teaching force and addressing the problems related to drop-out.
This report, conducted upon government request, was made possible through the cooperation of a national team, UNESCO’s Pôle de Dakar and UNICEF. The analysis started in September 2011, and the first complete version was presented in Moroni in early February 2012.

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Given the lack of statistics on household spending on education, the analysis of education expenditure is often limited to public resources. However, the issue of the private financing of education is becoming increasingly important as the capacity of African states to finance their education systems is today questioned.

Using survey data, this study offers a transversal reading of the magnitude and composition of household spending on education for fifteen African countries.

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