[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108771-en":3,"doc-seo-108771-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},108771,1099514067438,"River Wang","https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542",8,"Research & Report","Targets in the West and Central Africa Education Strategy - Background Note on Methodology","Background note and methodology paper prepared for the World Bank’s AFW Education Strategy 2022–2025, focusing on setting and justifying education targets for West and Central Africa. It outlines the region’s education context, including persistently high out-of-school rates and substantial learning poverty, and explains the rationale behind selected target areas. Core sections cover targets for learning poverty, girls’ enrollment, and skills, culminating in a conclusion that links measurement and implementation priorities.","Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized  \nTARGETS IN THE WEST AND CENTRAL AFRICA EDUCATION STRATEGY:  \nBACKGROUND NOTE ON METHODOLOGY  \nBACKGROUND PAPER FOR THE  \nWEST AND CENTRAL AFRICA EDUCATION STRATEGY  \nEkua Nuama Bentil, Joao Pedro Wagner De Azevedo, and Quentin Wodon May 2022  \nStandard Disclaimer:  \nThis background note was prepared for the World Bank’s AFW Education Strategy 2022-2025. It is made available here to communicate the results of the Bank’s work to the development community with the least possible delay. The manuscript of this paper, therefore, has not been prepared in accordance with the procedures appropriate to formally-edited texts. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.  \nCopyright Statement:  \nThe material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly.  \nFor permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA, telephone 978-750-8400, fax 978-750-4470, [http://www.copyright.com/](http://www.copyright.com/) .  \nAll other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of  \nthe Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA, fax 202-522-2422, e-mail [pubrights@worldbank.org](pubrights@worldbank.org).  \nContents  \nContents ............................................................................................................................................4  \nAbbreviations ....................................................................................................................................5  \n1. Introduction...................................................................................................................................6  \n2. Rationale for Setting Targets ..........................................................................................................7  \n3. Target for Learning Poverty ............................................................................................................8  \n4. Target for Girls’ Enrollment ..........................................................................................................11  \n5. Targets for Skills ...........................................................................................................................13  \n6. Conclusion ...................................................................................................................................15  \nReferences.......................................................................................................................................17  \nAnnex 1. The Imperative of Investing in Girls’ Education ...................................................................18  \nFigures  \nFigure 1. Learning Poverty in Central & West Africa (Post-COVID) ...............................................................................9  \nFigure 2. Learning Poor Population 5-14 .....................................................................................................................11  \nTabl","cbCaidAqQTvpTFle","https://ap.wps.com/l/cbCaidAqQTvpTFle","pdf",700313,2,1,18,"English","en",105,"# Introduction\n# Rationale for Setting Targets\n# Target for Learning Poverty\n# Target for Girls’ Enrollment\n# Targets for Skills\n# Conclusion\n# References\n# Annex 1. The Imperative of Investing in Girls’ Education\n## Figures\n## Tables","[{\"question\":\"What is the purpose of this background note on methodology?\",\"answer\":\"It supports the World Bank’s AFW Education Strategy 2022–2025 by communicating how education targets for West and Central Africa are approached and justified, with results intended for the development community.\"},{\"question\":\"Why are learning poverty targets central to the strategy?\",\"answer\":\"The document highlights that a large share of children are “learning poor” even before COVID-19, driven by weak performance on student assessments, which makes improving foundational learning a key target.\"},{\"question\":\"What target areas does the paper cover besides learning poverty?\",\"answer\":\"It includes targets for girls’ enrollment and targets for skills, with specific attention to secondary enrollment for girls and foundational skills training for young adults.\"}]","Targets in the West and Central Africa Education Strategy - 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