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• W2894734700 abstract "No AccessSep 2018Facing the Facts: Context and ProgressAuthors/Editors: Sajitha Bashir, Marlaine Lockheed, Elizabeth Ninan, Jee-Peng TanSajitha BashirSearch for more papers by this author, Marlaine LockheedSearch for more papers by this author, Elizabeth NinanSearch for more papers by this author, Jee-Peng TanSearch for more papers by this authorhttps://doi.org/10.1596/978-1-4648-1260-6_ch1AboutView ChaptersFull TextPDF (0.8 MB) ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookTwitterLinked In Abstract: Provides a conceptual framework that emphasizes the role of science in identifying effective interventions and the importance of strong implementation practices in delivering educational services and improving learning in Sub-Saharan Africa. Since the social, cultural, economic, security, and political contexts of education will shape the system, countries face different challenges affecting their educational development; conflict, violence, and fragility have particularly strong negative effects on education sustainability. The diverse trajectories of countries allow for four distinguishing groups (established, emerged, emerging, delayed), based on their primary gross enrollment rates (GERs), the percentage of children of primary school age who are out of school, and the retention rates of students between grades one and six. This typology underscores the concept that Sub-Saharan African countries can learn from each other, indicating that they must create their own repertoire of strategies to improve learning, and that contextual differences affect what works to boost student learning. 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