Paper long abstract:

Co-authors: Ruth Wedgwood and Robert Palmer (University of Edinburgh).

There has been a widespread interest in the international community in the potential for education and training initiatives to assist in breaking the cycle of poverty. This aspiration lies behind the Millennium Development Goals, as well as the Education for All agenda. Education is often included, for similar reasons, in the Poverty Reduction Strategy Papers. Of course, a great deal depends on what kind of access the poor get to education and training systems, and what quality they find there, and what they can do in the labour market as a result. The poor don't need a great deal of research to tell them about the value of 5 years of poor quality education, nor about the labour market potential of an under-funded community skills training centre, with absentee instructors. But what of the successes? Has education really played a role in Africa - and especially in these five countries -in moving so many millions out of poverty? Where has skills development succeeded in moving young people from poverty? Do other political or economic conditions need to be in place (in an enabling environment) for education and training to be effective?