Teachers in Anglophone Africa

Aidan G Mulkeen

Description

Teachers are at the heart of good education, and good teacher policies are essential to ensure adequate supply, deployment and management of teachers. Enrollment in primary education has grown rapidly in Sub-Saharan Africa. Yet teacher policy in the region has oft en evolved without clear planning; in the absence of an overall strategy, countries have experienced serious problems with teacher supply and deployment, as well as with the quality of teaching.
Based on case studies of education systems and practices in eight English-speaking African countries, 'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers' effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse.
'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies. The book should be of great assistance to education ministries and their development partners throughout the region as they address the challenges of the next phases of expansion in education.

Informations

• Publié par: world-bank-publications
• Publié le: 02 décembre 2009
• Nombre de lectures: 25
• EAN13: 9780821380710
• Langue: English

Extrait

DEVELOPMENT PRACTICE IN EDUCATION
Teachers in
Anglophone Africa
Issues in Teacher Supply, Training,
and Management
Aidan MulkeenTeachers in
Anglophone AfricaTeachers in
Anglophone Africa
ISSUES IN TEACHER SUPPLY,
TRAINING, AND MANAGEMENT
Aidan Mulkeen
THE WORLD BANK
Washington, DC2010 The International Bank for Reconstruction and Development / The World Bank©
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ISBN: 978-0-8213-8053-6
eISBN:13-8071-0
DOI: 10.1596/978-0-8213-8053-6
Cataloging-in-Publication data is available from the Library of Congress
Text photos: Aidan Mulkeen/World BankContents
Foreword xi
Acknowledgments xiii
Abbreviations xv
OVERVIEW 1
Supply 1
Deployment 2
Utilization 3
Impact of HIV 4
Teacher Training 4
Management 5
The Teacher Career Structure 6
Teacher Finance 7
TIssues—An Interconnected System 8
Promising Practices 8
CHAPTER 1. INTRODUCTION 13
Context: Teachers and Trends 15
Note 20
PART I. TEACHER PROVISION
CHAPTER 2. TEACHER SUPPLY 23
Teacher Shortages 24
Subject-Specific Shortages 27
School Leavers as a Constraint on Teacher Training 28
Planning for Teacher Supply 30
Guidelines for Planning Teacher Supply 35
Directions for Policy Makers 38
vvi Contents
CHAPTER 3. TEACHER DEPLOYMENT: GETTING TEACHERS TO THE RIGHT PLACES 41
Uneven Teacher Distribution 42
Deployment Systems 45
Directions for Policy Makers 52
CHAPTER 4. TEACHER UTILIZATION 61
Teacher Workloads 62
Double-Shift Teaching 66
Multigrade Teaching 68
Directions for Policy Makers 68
Note 70
PART II. TEACHER TRAINING
CHAPTER 5. PRE-SERVICE TEACHER TRAINING 73
Structure and Duration of Initial Teacher Training 73
Content of Initial Teacher Training 81
Teaching Practice 84
Teacher Trainers 87
Directions for Policy Makers 88
Note 90
CHAPTER 6. IN-SERVICE TRAINING FOR UNQUALIFIED
AND UPGRADING TEACHERS 91
In-service Training for Unqualified Teachers 91
Upgrading Qualifications 95
In-service Continuing Professional Development (CPD)
and Support Systems 96
Directions for Policy Makers 101
PART III. AFTER THEY ARE QUALIFIED: TEACHERS AS PROFESSIONALS
CHAPTER 7. SUPERVISION OF TEACHERS 107
School Head Teachers 108
Supervision and Inspection 112
Teachers Unions 116
Community Involvement: PTAs and SMCs 118
Directions for Policy Makers 120
Note 122Contents vii
CHAPTER 8. TEACHER ABSENCE, PAY DISTRIBUTION, AND DISCIPLINE 123
Teacher Absenteeism 123
Responses to Absenteeism 126
Ghost Teachers 131
Delivery of Pay 131
Disciplinary Systems 135
Directions for Policy Makers 136
CHAPTER 9. THE TEACHING CAREER 139
The Dominance of Permanent Public-Service Teachers 140
Teacher Salary Progression 142
Opportunities for Promotion 143
Paid Study Leave 146
Directions for Policy Makers 147
PART IV. FINANCING TEACHERS
CHAPTER 10. TEACHER FINANCE 151
The Challenge of Education Finance 152
Primary Teacher Remuneration 155
Financing the Expansion of Secondary Education 161
Implications for Policy Makers 163
Note 164
PART V. CONCLUSION
CHAPTER 11. CHALLENGES, TRENDS, AND PROMISING PRACTICES 167
Supply 167
Distribution 170
Utilization 172
Training 173
Management 175
Teacher Finance 179
Gender Perspective 180
HIV 180
Teacher Issues–An Interconnected System 182
Promising Practices 185
REFERENCES 189
INDEX 193viii Contents
BOXES
2.1 How Many Teachers Are Needed? 32
2.2 Rapid Teacher Requirement Projection Model 36
2.3 Calculating Teacher Requirements Where Teachers Specialize 37
3.1 Gambia’s Special Allowance for Hardship Schools 50
4.1 Malawi: Teacher Utilization in Lumbadzi Primary School (Peri-Urban) 65
6.1 Zambia’s Hierarchy of CPD Support Structures 99
6.2 Lesotho: District Resource Teachers 100
7.1 Eritrea: The Teacher Supervision System 113
8.1 Why Choose Private Schools? 124
8.2 Uganda: Patterns of Teacher Absenteeism 126
10.1 Teacher Salaries Relative to GDP Per Capita 152
TABLES
1.1 Growth in Student Enrollment, 2000–06 17
1.2 Gross Enrollment Rates in the Eight Countries Studied 17
1.3 Pupil-Teacher Ratio in the Eight Countries Studied 17
1.4 Number of Teachers and the Proportion Who Were Qualified 18
1.5 Percentage of Teachers Who Were Female 19
1.6 Summary of HIV Data Related to Teachers 19
2.1 Output of Primary Teachers as a Percentage of the
Primary Teacher Numbers 25
2.2 Intake to the Lower Basic, Primary Teachers Certificate Course in
Gambia College, 2001–06 29
2.3 Annual Teacher Attrition Rates 33
2.4 Teacher Attrition in Lesotho, 2004: Reasons for Leaving 34
3.1 Malawi: Schools and PTR in Dziwe Zone, Blantyre Rural District 43
3.2 Percentage of Secondary Teachers Who Are Female in Selected Rural and
Urban Areas 44
3.3 Language of Instruction, Summary of Practices 46
3.4 HIV and Deployment, Summary of Practices 46
3.5 Malawi: Teacher Numbers and PTR in Primary
and Secondary Schools (EMIS 2006) 49
3.6 Comparison of Two Schools in Malawi 49
3.7 Lesotho: Distribution of Qualified Primary Teachers (2005 EMIS Data) 51
3.8 Zambia: Provincial Differences in Average PTR for
Basic Schools (EMIS 2006) 52
3.9 Zambia: Availability of Staff Houses (EMIS 2006) 53
3.10 Summary of Housing Practices in the Case Study Countries 54
3.11 The Gambia: Scale of Additional Allowances Based on
Geographical Location 57
3.12 Summary of Practices: Incentives for Teachers in Rural Areas 57
4.1 Official Weekly Teaching Hours for Teachers in Primary and Secondary
Schools 62
4.2 Official Annual Teachers in Primary and
Secondary Schools 63