In general, independence marks the end of education provision oriented to tbe needs of colonial countries and tbe start of a more inclusive education system tailored to native traditions and needs. Tbis article presents a retrospective overview of the development of education in Africa since 1960, when a large number of countries attained political independence. It describes tbe existing educational systems wbicb were mainly inberited from the colonial period and discusses developments in education provision (expansion of enrolment capacities and levels of education), access, retention and completion in relation to factors sucb as teacber supply and witb attention to gender. In ligbt of tbe trends tbat emerge from tbis overview, tbe article furtber identifies tbe gaps and cballenges to be addressed in order to make universal access to a good quality education a reality. Tbe empirical contribution of tbis study is based on national data collected since tbe 1960s by UNESCO, especially its Institute for Statistics. Tbis annual series of national data allows comparability of education access/participation, completion, quality and outcomes indicators over time.

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2 │ EDU/WKP(2019)8 MOVING TOWARDS MORE SCHOOL AUTONOMY IN AUSTRIA: REFOCUSING THE ROLE OF SCHOOL SUPERVISION Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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