leprosy w^th multidrug therapy, the coverage of which increased from 7% in 1987 to 27% in 1990, 63 %\ in 1993, and over 70% in 1995; and the malaria control programme was given high
priority in ipost countries at risk.2211." Although immunisation coverage in Africa has increased from 20 percent among children in the 1980s, to over 50 percent in recent years, sub-Saharan Africa lags behind other of measles, diphtheria and pertussis persists and claim thousands of lives annually. Data from
the Demographic and Health Surveys of individual countries however reveal that significant
differences exist in coverage, as seen in Table 1H. Immunisation tends to be lower in West Africa^1 than in other sub- regions. Similar to ORT, a major concern with immunisation isdeclining rates. In a number of African countries where universal coverage had been attained in the late 1980s, coverage had declined to 80% by 1995. In countries with lower peaks and
22 ibid, pp. 92-93.
few resources for social mobilisation, the ability to reach and maintain high levels of coverage has become difficult and elusive.
44
d). Reconstructing African Educational Systems is a priority
Literacy rates in Africa are among the lowest in the world. An average of 50 per cent of adults in sub-Saharan Africa are literate compared with 56 per cent in South Asia, and 84 per cent in Latin America. Among women, adult literacy is 38 per cent in Africa, 31 per cent in South Asia, and 83 per cent in Latin America.23 The low level of development and stagnation of the education sector is due to the combined effects of the economic crisis and of population explosion. Primary school enrolment was stagnant, and even dropped in some cases. Table H.3 provides data on some education indicators. Not much progress seems to have been made since 1990, as enrolment has indeed increased in some of the countries, but nowhere at a reasonably high rate. Deteriorating quality, increasing opportunity costs of schooling, and declining household incomes have reduced enrolment rates at the same time that governments are struggling to maintain education's share in national budgets.
Secondary and higher education and technical training.
Although enrolments at the third level increased tremendously in relative and absolute terms- from 21,000 in 1960 to 437,000 in 1983 and over 1.2 million by 1995, this number is negligible for Africa's population of 739 million as well as for the continent's development's needs.24 Africa's underdevelopment is to a large extent reinforced by serious shortages of development skills within the regional economy. In addition, there is the problem of quality and relevance of education received. Courses continue to be biased in favour of the liberal arts and away from the critical disciplines of science, engineering, technology, management, etc. There has been massive reductions in the supply of essential teaching and learning materials, such as books, laboratory equipment, simple chemicals, etc. Deteriorating and unsatisfactory conditions of service as well as low salaries paid at irregular intervals, are forcing qualified and experienced teaching and research staff to quit the profession and immigrate abroad, thus adding to the brain drain. Africa is said to have lost 60,000 professionals (doctors, university lecturers, engineers, surveyors, etc) between 1985 and 1990 and to have been losing an average of 20,000
annually ever since.25 There have been constant strikes by students and lecturers for increased
student allowances and salaries, improved learning environment and conditions—See UNESCO, Paris, UNESCO.
24 ECA, Human Development in Africa 1995
Report, UKECA, Addis Ababa, 1995.
25 See UNDP, Human Development Report 1992, Oxford University Press, New York, 1992.
Table 1.13: Education Indicators
i^^^^
46
Somalia
Sudan
Tanzania
75.9
72.9
86.0
88.3 82
88
34
36 1.4 46.6
Source: UNESCO, Report of the Stale of Education in Africa, Breda, September 1995
of service, the need for democratisation and fundamental human rights, correct priorities by governments, and relevant form of education which leads to the employment of graduates.
These factors have led to a further decline in the quality of higher education in particular, and education in general in 1996.
African eudcational systems therefore need reconstruction in terms of infrastructure and organization, curricula, programmes and methods, the human, material and financial resources, and regulatory and self regulatory mechanisms of the whole system. Improved access to schools, better teaching, and more equality of opportunity for girls and ethnic and language minorities are the keys to economic success. Reconstruction therefore goes beyond mere reform, since it is concerned with the very foundations of the system and the establishment of new basis for educational development.
e). Policy Framework for Social Development in Africa i. Framework Overview
Although per capita GDP has been rising in several African countries since 1994, these positive strides are tempered by several problems which jiffect the recovery of social sectors in most countries. One major problem is that per capita GDP growth is minuscule and levels are still below what existed in 1980. Estimated levels; for 1996 were only 1.5 percent.
Furthermore, the gap between Africa and the rest of the world continues to widen, with 33 of the least developed countries in Africa. Again, the (present economic growth remains precarious, since it is export driven and contingent on favourable agricultural seasons. Most nations have yet to diversity, build up their internal markets or participate effectively in African
regional ventures. ■