By Mathieu Brossard, Borel Foko
Tertiary schooling in francophone Africa is faced through a brief bring up of enrollment and significant budgetary constraints. This e-book analyzes the prices and the methods greater schooling is financed in 14 international locations and runs a variety of eventualities to check the sustainability of alternative suggestions. It makes beneficial comparisons among international locations that support determine coverage measures to lessen expenses and enhance potency.
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Extra info for Costs and Financing of Higher Education in Francophone Africa (Africa Human Development)
From what has been said before, this is a high estimate of the actual proportion of pedagogic expenditures in the current expenditures of higher education in Francophone African countries. 36 In most African countries, the share of the higher education budget allocated for research activities is very low and highly dependent on external sources of funding—that is, more than 75 percent, for some 15 universities with available data (Saint 1992, 25, 51). This remains the case even today. 37 This is made more difficult because of the lack of information on the respective teaching time (whether actual, preferably, or statutory) for permanent and nonpermanent teaching staff in most of the countries considered in this study.
Designates a year between 1990 and 1992. 3: Changes in Public Current Expenditure on Education as a Percent of State Resources in Africa’s Francophone Countries 40 1990 most recent year 35 30 25 20 15 10 5 ru 4 nd i9 Ca 0 m –0 er 2 oo n 90 –0 M 2 ali 91 – 02 CA R M 90 au –0 rit 0 an ia 91 –0 Co 4 ng o 90 M au –0 rit 2 i M ad us 9 0– ag 02 as ca r9 0– Gu 04 ine a9 1– Dj ibo 03 ut i9 0– 98 4 –0 Bu 92 in Be n To go 90 0– –0 04 2 Se ne ga l9 90 –0 m or os 91 ad Co Ch –0 4 2 3 Fa so 92 –0 –0 90 da an ina rk Rw Ni ge r9 1– Bu Cô te d’ Ivo ire 91 –0 02 0 0 Sources: Appendix table B1; authors’ analyses or sector simulation models; UNESCO 1999; additional estimates are based on data from IBE 2001; UIS; and World Bank 2004, 2005.
USI data. c. The estimates only consider national permanent teaching staff. For Chad, fixed-term staff (39 percent of the overall teaching personnel) were converted into the full-time equivalent and included.