Africa regional project 698-0464 · 1989–1992 · Center for International Development and Environment (World Resources Institute (WRI))

Experience in education over the last three decades provides evidence of the extent to which the real achievement of most African education systems differ from those ascribed to them by plans and projects and, more generally, by the implicit philosophy underlying those projects. Studies have made it evident that far from encouraging social development and individual achievement, educational programs and practices implemented so far have reinforced old handicaps and even created new ones. In Cote d'Ivoire, the relative economic well-being of the country during the 1970's produced an explosion of the student population. In addition, the widespread policy of building specialized training institutions and providing scholarships resulted in a great number of repetitions, dropouts and, eventually, in the unemployment of graduates. All these can be taken as indicators of the malfunctioning of the overall social system. In this period of economic crisis, scarcity of funds, and political turmoil, it looks like Ivorian decisionmakers are having problems deciding on priority actions not only where overall development strategies are concerned, but also in tackling specific educational issues.

Source: DEC abstract, PN-ABL-288 (1991). The source's own text.