Fostering Economic Development Through School Reform Programs: A Case Study Of Central African Republic

Abstract

The analysis of economic challenges in developing countries reveals several flaws and dysfunctions including (i) high rates of unemployment; (ii) rising inequality; (iii) disruption of major economic activities due to the pandemic; and (iv) low productity due to poor human capital development (UNICEF, 2021). To address some of these challenges, development efforts, including the Global Partnership for Education, the Malala Fund, and others, have been devoted to the implementation of education reforms to improve quality (Bruns, Macdonald, & Schneider, 2019; Ditlev-Simonsen, 2021). The emphasis on education quality emanates from the reality that it equips students with the necessary skills to enhance national competitiveness, reduce inequality within a country, and eventually foster economic growth (Callender & Dougherty, 2018; Ramirez, 2014). In 2018, the European Commission made the argument that improvements in education are thus necessary to achieve higher income and better environmental decisions (European Commission, 2018). Yet, education remains a privilege beyond reach for millions of children globally, particularly in developing nations such as Afghanistan, Yemen, South Sudan, Somalia, and Haiti (Moloi, Morobe, & Urwick, 2008; Tumwesige, 2020).

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