Caribbean Region: access, quality, and efficiency in by World Bank Group

By World Bank Group

Ebook through international financial institution crew

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Discussions of education and employment often focus on the relatively small numbers of unemployed graduates with higher levels of education. Those who are unemployed the longest, and receive much lower levels of income when employed, are usually those with the least formal education. Recent analyses indicate that Caribbean children from the poorest households also obtain lower quality education--even when they attain levels of schooling similar to those from higher income groups--thus perpetuating poverty within these families.

In the two largest English-speaking countries, Jamaica and Trinidad, capital expenditures for education have been low and declined dramatically in real terms and as a percent of total capital expenditures, through most of the 1980s. Although education sector investment has increased in Jamaica in recent years (representing 20 percent of the education budget in 1990), 80 percent of these outlays have been funded via foreign loans and grants. xviii. Resource Mobilization. Government financing for education will remain dependent on country-specific economic growth as well as the ability to mobilize complementary resources from students, parents, community groups, and the private sector.

Xxvi. The internal inefficiency of many primary schools, as reflected in numerous indicators, is of widespread concern. While dropout rates in English-speaking countries are relatively low compared to many Latin American countries, levels of repetition are often unacceptably high. Repetition stems in part from poor school attendance, with average rates of only 50 percent in some countries. In Haiti and the Dominican Republic, not only repetition but also school desertion rates are alarmingly high, with only one-third to one-half of entrants completing primary school.

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