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Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management

Author

Listed:
  • Aidan Mulkeen

Abstract

Based on case studies of education systems and practices in eight English-speaking African countries, the publication 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 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.

Suggested Citation

  • Aidan Mulkeen, 2010. "Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management," World Bank Publications - Books, The World Bank Group, number 13545, December.
    • Handle: RePEc:wbk:wbpubs:13545
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/13545/52278.pdf?sequence=1
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    Citations

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    Cited by:

    1. Andrew Rosser & Mohamad Fahmi, 2016. "The Political Economy of Teacher Management in Decentralized Indonesia," Working Papers in Economics and Development Studies (WoPEDS) 201602, Department of Economics, Padjadjaran University, revised Dec 2016.
    2. James Hinson & Collins Oppong Arthur & Habib Bipembi, 2022. "Mentoring in the Colleges of Education in Ghana: Challenges and The Way Forward," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(10), pages 665-672, October.
    3. Christine Adu-Yeboah & Christopher Yaw Kwaah, 2018. "Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana," SAGE Open, , vol. 8(4), pages 21582440188, October.
    4. Mark Heyward & Aos Santosa Hadiwijaya & Mahargianto & Edy Priyono, 2017. "Reforming teacher deployment in Indonesia," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 9(2), pages 245-262, April.
    5. Asim, Salman & Chimombo, Joseph & Chugunov, Dmitry & Gera, Ravinder, 2019. "Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment," International Journal of Educational Development, Elsevier, vol. 65(C), pages 26-43.
    6. Sakaue, Katsuki & Wokadala, James, 2022. "Effects of including refugees in local government schools on pupils’ learning achievement: Evidence from West Nile, Uganda," International Journal of Educational Development, Elsevier, vol. 90(C).
    7. Rosser, Andrew & Fahmi, Mohamad, 2018. "The political economy of teacher management reform in Indonesia," International Journal of Educational Development, Elsevier, vol. 61(C), pages 72-81.
    8. Nkhokwe, Maxwell & Ungapembe, Felix & Furukawa, Norihide, 2017. "Identification of groups of secondary school teachers who leave the teaching profession in Malawi," Working Papers Field Report;3, JICA Research Institute.
    9. Thomas, Matthew A.M. & Thomas, Carolyn M. & Lefebvre, Elisabeth E., 2014. "Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia," International Journal of Educational Development, Elsevier, vol. 38(C), pages 37-46.
    10. Edson C. Mwangu & Lwazi Sibanda, 2017. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 6, November.

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