Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda
Achieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provid...
| Main Authors: | , |
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| Format: | Publication |
| Language: | English en_US |
| Published: |
Washington, DC: World Bank
2012
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2008/01/9484529/teachers-rural-schools-experiences-lesotho-malawi-mozambique-tanzania-uganda http://hdl.handle.net/10986/6423 |
| Summary: | Achieving universal primary education
and "Education for All" (EFA) is one of the
development priorities within the context of the millennium
development goals. In many Sub-Saharan African countries,
one of the key challenges is to provide good-quality basic
education to the 10-20 percent of primary school-age
children who are still out of school. Among these
out-of-school children, the most difficult to reach are
living in rural and remote areas. In recent years, large
investments have greatly improved school infrastructure and
access, but finding effective ways of supplying teachers to
schools in rural and remote areas remains a key policy
concern. To examine the issues related to providing teachers
for rural schools, five countries-Lesotho, Malawi,
Mozambique, Tanzania, and Uganda-prepared national case
studies and, along with representatives from Zambia, came
together for a workshop on "policy, planning, and
management of rural primary school teachers" in Lesotho
in May 2005. Building on the national reports, this workshop
considered the challenges of teacher provision in rural
areas and examined the viable policy options. |
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