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PRSP Goal for

MDGs

80% 450

Not Indicated 145

100

55

210

83

6.5

Not Indicated

1%

1%

Access to health- care (15km)

49

66%

Maternal Mortality Ratio (per

577

582

InfantMortality Ratio (per 1,000)

123

Child Mortality Ratio (per 1,000)

258

Fertility Rate (children per woman

6.7

H I V / A I D S Rate

3.4% Women; 2.4% Men(1996)

  • -

    13-

Table 3: Health Indicators

1998

200 1

100,000)

113

229

6.8

2% Women; 1.3% Men

3 1.

Education. Progress has also beenmade since 1998 ineducation (Table 4). To

reach the HIPC targets, difficult education reforms were enacted to focus attention on primary schooling. Politically sensitive budget allocation reforms accelerated teacher

recruitment, the purchase o f teaching materials and classroom construction. The first phase (PISE) o f the ten-year education program (PRODEC) continues to lay the groundwork for improvement, particularly inprimary education. The Ministry o f Education i s currently preparing a medium-term expenditureframework (MTEF), along similar lines to the MTEF work inthe health sector. This framework will encourage better donor coordination and thus

contribute to improved prospects for resource pooling.

Gross enrollment, primary school (%) Gross girls' enrollment, primary school (%) Gross enrollment, secondary school (%) Gross girls' enrollment, secondary school (%) University enrollment Studentlteacher ratio, public primary schools Repeat rate, primary schools (%) % Primary in education budget % Education innational budget (with social

39.5 44.5 24.6 18.7

58.7 49.1 26.2 19.2

10,774 (1997) 80.3 23 (1998) 57

29,482 (2002) 71.2 18 61

Table 4: Education Indicators

199912000 200112002

PRSP Goal for 2006

MDGs 2015

70 58 Not Indicated Not Indicated Not Indicated 50 13 61

100 100 Not Indicated Not Indicated N o t Indicated Not Indicated Not Indicated

32.

Efforts should be intensifiedinthe education sector to: (iimprove access for the

poorest; (iiimprove education quality, including linkages betweeneducation, professional training, and the current job market; (iiireinforce decentralized and deconcentrated management; and (iv) reinforce overall institutional management. Moreover, the cross- sectoral linkages betweeninfrastructure levels (roads, transport) and accessibility to schools also need to be enhanced. Despite some efforts3, teaching quality i s still poor and curricula

are often not pertinent to actual needs; for example, vocational training i s often more theoretical than practical. Quality issues can, inpart, be attributed to a lack o f access, teachers (for example, the university student-to-professor ratio i s about 624: l teaching

One notable effort i s the successfklImproving Learning in Primary SchoolsProgram, which i s financed mostly by a Bank LIL. Students are initially taught in a national language (materials are available in eleven out o f the thirteen) before French i s introduced, using a dynamic pedagogythat differs from the traditional learning-by-rote.

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