Titlebook: Schooling in Sub-Saharan Africa; Policy, Practice and Clive Harber Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 Africa.Na

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Who Goes to School in Africa?,arts of the world. It also considers figures on grade repetition, urban and rural access, issues of gender parity, age ranges within grades and school dropout. The rest of the chapter discusses key factors in non-attendance at schools in turn—finance; work; school distance; quality of education; gen

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Human and Material Resources: Finance, Teachers and Physical Resources, The chapter then discusses the different types of financial resources for schooling before going on to discuss teachers and their working conditions. Teacher professionalism and unprofessionalism is then discussed as well as the roles of teacher education and school management in improving teacher

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Curriculum and Assessment,um used in Africa. The next section discusses what is in the curriculum in Africa, including the role of new subjects. The next section of the chapter discusses technical and vocational education and where and how it can be provided. The final section of the chapter considers assessment, beginning w

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Classroom Teaching Methods,learner-centred teaching and contrasts this with teacher-centred classrooms. The chapter then provides a wide range of evidence on the continuing dominance of teacher-centred lessons in Africa and why these tend to be prevalent and to persist. However, the next section goes on to provide evidence th

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Educational Management, Decentralisation and Privatisation,on the local level of educational management (districts and schools) and their relationship with central government. The next section therefore discusses the potentially enhanced role of the educational district under a policy of decentralisation. The following section considers the school as a (bur

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Special Educational Needs and Inclusion,education. It also acknowledges the importance of a range of international agreements in this area. The next section goes on to discuss what is meant by disability and inclusion. The following sections examine evidence on the extent of disability and special needs in Africa before looking at the ran

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Educational Outcomes,ent the outcomes of schooling in sub-Saharan Africa reflect earlier evidence about quality. The first section begins by discussing specifically educational outcomes in terms of rates of literacy and numeracy and the proportion of the curriculum learned by pupils. The chapter then examines and discus