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...
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| Language: | English en_US |
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Washington, DC: World Bank
2012
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| 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 |
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okr-10986-64232021-04-23T14:02:25Z Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda Mulkeen, Aidan Chen, Dandan EDUCATION FOR ALL INFRASTRUCTURE RURAL SCHOOL ACCESS TEACHER SUPPLY UNIVERSAL PRIMARY EDUCATION 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. 2012-05-25T15:11:57Z 2012-05-25T15:11:57Z 2008 http://documents.worldbank.org/curated/en/2008/01/9484529/teachers-rural-schools-experiences-lesotho-malawi-mozambique-tanzania-uganda 978-0-8213-7479-5 http://hdl.handle.net/10986/6423 English en_US Africa Human Development Series CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC: World Bank Publications & Research :: Publication Publications & Research :: Publication Africa Lesotho Malawi Mozambique Tanzania Uganda |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
EDUCATION FOR ALL INFRASTRUCTURE RURAL SCHOOL ACCESS TEACHER SUPPLY UNIVERSAL PRIMARY EDUCATION |
| spellingShingle |
EDUCATION FOR ALL INFRASTRUCTURE RURAL SCHOOL ACCESS TEACHER SUPPLY UNIVERSAL PRIMARY EDUCATION Mulkeen, Aidan Chen, Dandan Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| geographic_facet |
Africa Lesotho Malawi Mozambique Tanzania Uganda |
| relation |
Africa Human Development Series |
| description |
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. |
| format |
Publications & Research :: Publication |
| author |
Mulkeen, Aidan Chen, Dandan |
| author_facet |
Mulkeen, Aidan Chen, Dandan |
| author_sort |
Mulkeen, Aidan |
| title |
Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| title_short |
Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| title_full |
Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| title_fullStr |
Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| title_full_unstemmed |
Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda |
| title_sort |
teachers for rural schools : experiences in lesotho, malawi, mozambique, tanzania, and uganda |
| publisher |
Washington, DC: World Bank |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2008/01/9484529/teachers-rural-schools-experiences-lesotho-malawi-mozambique-tanzania-uganda http://hdl.handle.net/10986/6423 |
| _version_ |
1764397788378955776 |