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Virtually, all countries in sub-Saharan Africa (perhaps with the exception of South Africa) have still not achieved the economic, social and political self-sufficiency that the pioneers of decolonization had envisaged by the closing years of the millennium. Despite the active presence of the World Bank (WB) and non-governmental organizations (NGOs) on the sub-region development scene, initial gains immediately after colonial rule have disappeared, resulting in economic and social stagnation and, in extreme cases, disintegration (Sierra Leone, Democratic Republic of Congo and Liberia). According to the United Nations Development Program (UNDP) (1996, 2000) in many post-colonial countries, real per capita Gross Domestic Product (GDP) has fallen and welfare gains achieved since independence in areas like food consumption, health and education have declined. As a whole, in sub-Saharan Africa, per capita incomes dropped by 21% in real terms between 1981 and 1989.¹ Madagascar and Mali now have per capita incomes of $799 and $753, down from $1,258 and $898 twenty-five years ago. In 16 other sub-Saharan countries per capita incomes were also lower in 1999 than in 1975.² Nearly one-quarter of the world's population, but nearly 42% of the population of sub-Saharan Africa, live on less than $1 a day. Levels of inequality have also increased dramatically worldwide. This phenomenon is vividly reflected in the well-known graphic presentation of the UNDP (1992) in Fig. 1.

Historically, the World Bank has been the largest external financier of education in the world, committing a peak amount of just over $5 billion in Fiscal Year (FY) 2010 through both its Education Sector projects and multisector projects managed by other sectors (World Bank, 2010b). The World Bank also hosts the Education for All-Fast Track Initiative (EFA FTI). Launched in 2002, EFA FTI is a partnership of governments, civil society organizations, and multilateral agencies such as United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank, which provides grant funding and technical assistance to implement the basic education components of national education strategies. By providing significant funding for education in low-income countries (LICs) through its own International Development Association (IDA) and by managing the majority of EFA FTI grant funding, the World Bank has a major impact on the direction of education development around the world.

In 2011 the Bank released a new Education Sector Strategy, Learning for All, which sets out the World Bank Education Sector's approach to education development over the coming decade. The analysis in this chapter examines the role of the EFA FTI and the growth of World Bank education operations managed outside the World Bank Education Sector, as well as their influence on Bank education lending objectives in sub-Saharan Africa. We examine trends in World Bank and EFA FTI basic education financing in sub-Saharan African countries that have joined the EFA FTI partnership to compare these two sources of financing for primary education and analyze the extent to which the World Bank is substituting its primary education lending with grants from the EFA FTI. We also assess the results frameworks of 10 multisector operations managed by noneducation sectors (Economic Management and Poverty Reduction; Urban Development; Rural Sector; Population, Health, and Nutrition; and Social Protection) to ascertain the extent to which they include education objectives and indicators. The chapter focuses its research around two questions:1.Is there evidence that financing from the EFA FTI is substituting World Bank financing for education in sub-Saharan Africa?2.Are World Bank multisector operations well designed to achieve education objectives in sub-Saharan Africa?

The research finds that the EFA FTI has almost certainly impacted the demand for IDA financing for basic education development. The comparison of IDA and EFA FTI primary education financing shows country-level substitution is occurring in a number of sub-Saharan African countries, with at least 13 out of 18 EFA FTI grant recipients in sub-Saharan Africa receiving a declining share of IDA financing for primary education since joining the EFA FTI.

Second, multisector operations now account for one-third of Bank education lending and have increased to comprise half of all new education commitments in sub-Saharan Africa. The research finds that multisector operations with education components are not as effective or accountable for education outcomes as those managed by the Education Sector, unless they are explicitly linked to national education plans. Given the disconnect between Education Sector managed education lending, and financing for education managed by other Bank sectors, it is unclear how the latter will be guided by the Bank's Education Sector Strategy, which will only apply to half of all Bank education lending for sub-Saharan Africa. Currently, there is no guarantee that both EFA FTI funding and noneducation sector managed lending will be measured against World Bank education strategy standards, and yet the Education Sector Strategy 2020 does little to address these challenges.

Women’s empowerment is a multidimensional concept that encompasses different aspects such as access to education, freedom to make vital decisions, labor market access, wages, and political participation, among others. In this research, the authors construct a multidimensional index of women’s empowerment that takes into account individual resources and achievements and analyze its evolution across countries using data from the United Nations Development Programme and the United Nations for 17 gender indicators across 96 countries over the period 1995–2015. By means of exploratory and confirmatory factor analysis, the authors identify three dimensions of women’s empowerment: reproductive health, economic participation, and basic education. In addition, the authors use cluster techniques to classify countries into four groups with similar behavior patterns in the different domains of women’s empowerment: a group of countries with high levels in the domains of reproductive health and basic education but with low levels in economic participation; a group of countries with high levels in the domains of reproductive health and economic participation that should pay attention to education; a group of countries with medium levels across the three dimensions of women’s empowerment, especially in reproductive health and economic participation; and a group of countries with low levels in all the dimensions of women’s empowerment, especially in reproductive health and basic education. The comparison of these different patterns serves to highlight the aspects in which improvements have been made or, on the contrary, to highlight the obstacles that are hindering the improvement of gender equality. Finally, the results suggest that advancements in women’s empowerment improve the countries’ level of development.

Many clean energy ventures, particularly those in the early stage and operating in the developing world, never get off the ground because traditional sources of capital like banks tend to shy away from sectors that seem unfamiliar or too risky. As highlighted most recently in the COP21 Paris Climate Change summit in December 2015, there is a critical gap in market understanding of and limited scholarly research on the role clean energy entrepreneurship can play in addressing energy poverty and sustainable business model development in the developing world. To address these gaps, this chapter seeks to connect the theory and practice of clean energy entrepreneurship in sub-Saharan Africa. Three issues and questions will be explored in this chapter. First, what are the critical differences in terms of sustainability and entrepreneurship between industrialized OECD countries and emerging markets and developing countries? Second, what key issues and questions need to be addressed in order to design, build, and scale a clean energy entrepreneurial ecosystem in sub-Saharan Africa? Third, what is the future outlook for clean energy entrepreneurship in sub-Saharan Africa?

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and complex. In this review of the landscape, four primary topics are evaluated. The historical context is the foundational heading, which briefly covers the evolution from colonization to independence and the knowledge economy. The second main heading builds upon the historical context to provide an overview of the numerous components of higher education, including language diversity, institutional type, and access to education. A third section outlines key challenges and opportunities including finance, governance, organizational effectiveness, and the academic core. Each of these challenges and opportunities is interconnected and moves from external influences (e.g., fiscal and political climate) to internal influences (e.g., administrative leadership and faculty roles). The last layer of the landscape focuses on leveraging higher education in Africa for social and economic progress and development. Shaping a higher education system around principles of the public good and generating social benefits is important for including postsecondary institutions in a development strategy.

This chapter addresses the issue of teacher quantity, quality and their interrelationships. It first sets out the scope of the ‘quantity gap’ in primary teachers in sub-Saharan Africa, from 1991 to the present and towards the EFA target date of 2015. It then assesses different measures of ‘quality’ among current primary teaching forces. It begins by looking at how countries compare in terms of the percentage of teachers that meet nationally specific criteria of a ‘qualified’ teacher and as linked to an internationally comparable benchmark of teachers’ educational attainment. The next section looks beyond minimum qualification standards to examine the educational qualifications that teachers actually based on data covering 13 South and East African countries. Among the same group of countries, it opens a discussion concerning direct measures of teachers’ knowledge of science and mathematics and academic skills. The final section then examines measures of in-service training or the continuing professional development of the current teaching force based on the results of a regional assessment study.

Energy consumption in transportation accounted for over 29% of total final consumption (TFC) of energy and 65% of global oil usage, and it is highly connected to mobility. Mobility is essential for access to day-to-day activities such as education, leisure, healthcare, business activities, and commercial and industrial operations. This study examines the energy consumption for the transport industry, and the level of renewable energy development in some selected Sub-Saharan African (SSA) nations. This study relied on previous publications of government, reports and articles related to the subject matter. Vehicle ownership is fast increasing, particularly in cities. Still, it begins at a relatively low level because the area is home to countries with the lowest ownership rates worldwide. In its current state, the energy sector faces significant challenges such as inadequate and poorly maintained infrastructure, dealing with increasing traffic congestion in cities, large-scale imports of used vehicles with poor emission standards that affect air quality in cities, a lack of safe and formally operated public transportation systems, and inadequate consideration for women and disabled mobility needs. Motorcycle and tricycle are dominating the rural areas, accounting for a substantial amount of this growth. Aviation is the largest non-road user of energy, and this trend is predicted to continue through 2040 as Gross Domestic Product (GDP) grows and urbanisation expands. This study revealed the energy consumption for the transport industry, and the level of renewable energy development in some selected SSA. Rail and navigation lag behind current global levels. The usage of biofuel and rail transport was recommended.

This chapter outlines the enormity of the task of achieving universal primary education in Africa with over 40 million children currently out of school in sub-Saharan Africa. Several questions are addressed with reference to global trends and using World Bank and national enrollment data. For example: Why does Africa seem unable to secure “education for all” for school-age children? Is it simply the relative poverty levels of African countries, or are there grounds for thinking that other factors might be at work? And, what challenges do these countries face in the wake of the HIV/AIDS pandemic? This chapter also notes that some countries are at higher risk of not achieving universal primary completion and gender equality by 2015. What must politicians and policy-makers do to reverse these trends? As observed by Blair's Commission for Africa, the challenges are immense and if Africa continues on its current path then the Millennium Development Goals (MDGs) for halving poverty, universal primary education and the elimination of avoidable infant deaths in sub-Saharan Africa will not be delivered in 2015 but instead between 100 and 150 years late. The challenge is to find short- and long- term policies and solutions to address this global policy.

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.