Opening school doors
The World Bank reports almost four million more pupils in public primary schools in 2022–23 than in 2017–18. Its February 2024 publication describes PEQIP, backed by USD 67 million from the Global Partnership for Education, and notes PERSE’s support for the free-school policy.
This is a positive access milestone. Our interpretation emphasises sustained support: enrolment creates an opportunity, while daily learning gives it value. Access and learning quality remain distinct indicators.
What makes a school work
An education policy can be understood through pupils’ everyday experience: usable classrooms, desks, sanitation and available teachers. School organisation and communication with families also matter.
Our reading framework asks whether children can attend, remain, learn and continue their education. It gives communities a constructive role in maintaining facilities and identifying needs.
Connecting school and higher education
Primary education sits within a wider pathway that includes secondary, vocational and university studies. Related pages explore university facilities, professional learning and digital skills.
The UPN news item covers an October 2026 handover, while the digital dossier describes connectivity and training objectives. Each retains the status of its evidence.
Useful progress indicators
Track enrolment, attendance, equipment use and teachers’ working conditions over comparable places and periods. A national enrolment change cannot describe every school.
A constructive reading also recognises teachers, local teams and families. This dossier provides dated references and paths to further information.