teaching in developed countries

8/11/2019 teaching in developed countries

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World Teachers Day 2012Take a stand for teachers

Teaching in developing countries

Brussels, 11 October 2012

Dennis Sinyolo, EI Senior Coordinator, Education

and Employment


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Outline The teacher gap challenge The quality challenge

The professional challenge

The financing challenge

What can we do about these challenges?


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The teacher gap challenge

Globally, over 2 million teachers are needed to meetthe goal of universal primary education by 2015,55% of them in Sub-Saharan Africa

There are 49 countries with a moderate teacher gap(0.25-2.9%) and 34 countries with a severe teachergap (3-20%)

Source: UIS


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Number of primary teachers needed to achieve UPE by region

Region Number of primary teachers

Arab states 243 000

North America and Western Europe 155 000

South and West Asia 292 000

Sub-Saharan Africa 1 115 000

Other regions 215 000


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Countries with severe teacher gap (3-20%)

Djibouti, Kuwait, Occupied Palestinian

Territory, Qatar, Sudan, Serbia,Azerbaijan, Bermuda,

Bangladesh, Pakistan, Burkina Faso, Central AfricanRepublic, Cameroon, Chad, Congo, Cte d'Ivoire,Democratic Republic of the Congo, EquatorialGuinea,Eritrea, Ethiopia, Gambia, Guinea, Liberia, Mali,

Mozambique, Niger, Nigeria, Rwanda, Senegal, Uganda,United Republic of Tanzania, Zambia


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The quality challenge Recruitment of unqualified, under qualified or contract

teachers to meet teacher shortages and to reduce costsMali, Niger, India, Nepal, Indonesia

Large class sizes (STRs: Chad-61; Rwanda-68; Liberia-82;Central African Republic-84; Tanzania-54; Zambia-61)

Shortage of basic infrastructure, facilities, teaching and

learning resources

Quality education requires quality teachers


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The professional challenge Deprofessionalisation and casualisation of the teaching profession

caused by:

the recruitment of unqualified, under qualified or contract teachers

Low salaries and poor/deteriorating conditions of service for teachers

Accountability mechanisms based on competition rather thancooperation among teachers and schools

Linking teacher performance and remuneration to standardisedassessments and its impact on the school curriculum and learners

Deskilling and loss of professional status for migrant teachers

Attack on teachers human, trade union and professional rights

Excluding teachers from education policy-making & social dialogue

Source: EIs report to CEART


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The financing challenge Too little money is invested in education: Many states invest less 6% of their countries GDP on education

(global average for developing countries-3.8%) and allocate less than20% of their national budgets to education e.g. This year Ugandas

education budget fell from 17 to 14 % of the national budget The total external annual financing gap for basic education in poor

countries stands at $16 billion. In 2009, the total provided by all donorswas $5.6 billion

The 23 major bilateral donors that make up the OECD DevelopmentAssistance Committee gave less than 3% of their total aid to basiceducation


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What can we do about these challenges?

To address the qualified teacher gap-for all levels of education, includingearly childhood, primary and post-primary education (UIS to calculatethe entire teacher gap)

To focus on the Student to Qualified Teacher Ratio (SQTR) rather than

the STR, which may include unqualified teachersADOPT A LIFE-LONG LEARNING APPROACH TO TEACHER EDUCATION

Governments to invest in initial teacher preparation, to recruit anddeploy female and male teachers in such a way that every child is taught

by a qualified teacher Governments need to institute induction programmes for all newly-

qualified teachers and to invest in in-service training for all teachers andschool leaders


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What can we do about these challenges (cont.)

To promote social dialogue and the involvement of teachers and theirorganisations in policy development, implementation, monitoring andevaluation

To improve conditions for effective teaching and learning (teaching and

learning resources, salaries and conditions of service for all teachers) To promote and support establishment of teacher professional councils

Governments to invest at least 6% of their countries GDP in education

Development partners to allocate at least 10% of their development aid to

basic


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EI/GCE campaign on teachersEvery Child Needs a Teacher: Trained teachers for all

Aim: To close the trained teacher gap by encouraging and

persuading governments and development partners to investin teachers (teacher training, recruitment, professionaldevelopment, salaried and conditions of service)

Target: 2 million teachers recruited by 2015


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Money put into education is not an expense

but an investment. It is an investment inour children, young people and the future

of our nations.

Thank you!

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teaching in developed countries