School Construction Strategies for Universal Primary by Serge Theunynck

By Serge Theunynck

'School development suggestions for common fundamental schooling in Africa' examines the scope of the infrastructure problem in Sub-Saharan Africa and the restrictions to scaling up at an inexpensive fee. It assesses the studies of African nations with university making plans, university facility designs, and development options, procurement and implementation preparations over the last thirty years. It reports the jobs of many of the actors within the implementation method : important and deconcentrated administrations, neighborhood governments, enterprises, social money, NGOs, and native groups. Drawing upon wide research of knowledge from over two hundred 250 tasks subsidized through the area financial institution and different donor enterprises, the e-book attracts classes on promising methods to permit African nations to scale up the amenities required to accomplish the EFA ambitions and MDGs of entire caliber fundamental schooling for all kids on the lowest marginal price.

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Additional resources for School Construction Strategies for Universal Primary Education in Africa: Should Communities Be Empowered to Build Their Schools? (Africa Human Development Series)

Sample text

The vast experience of African countries over the past 30 years with various forms of school construction technology reveals two main patterns. First, “innovative” technologies that were intended to lower the cost of school infrastructure and increase the volume have done neither. Yet, these technologies are continually resurrected at various times, mainly by donors, with the same results. Second, the use of the very same technology results in a wide range of costs, depending on the implementation arrangements.

1 SCHOOL CONSTRUCTION PROGRAMS: A CHANCE FOR THE INFORMAL SECTOR The explosion of the informal sector in Africa during the recent past is a structural situation that has an impact on the future. The micro- and small enterprises will remain the backbone of most of developing countries. The informal economy provides the bulk of the nonagricultural jobs: 87 percent in Ghana; 85 percent in Cameroon; and from 67 to 78 percent in Benin, Burkina Faso, Côte d’Ivoire, Mali, Niger, Senegal, and Togo. Within the informal sector, the construction subsector is quite active in developing countries—as the craftsmen-construction industry is in developed countries.

1 In Mauritania, the population of the average village in the three eastern regions is 102 (Lehman et al. 2004). Population is scattered in villages and hamlets, often more than 3 km apart. 2 displays the geographical distribution of villages in eastern Chad in 2004, showing that most villages are farther than 3 km from schools. In these circumstances the goal of providing all students with a place in school requires countries to plan for much smaller schools, organized in multigrade classes, or by other methods, such as alternative year intakes.

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