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Much is going well with the effort to provide universal primary
education in Sub-Saharan Africa. Gross enrollment rates have
increased from 78 percent in 1998/99 to 91 percent in 2002/03;
sizable investments have greatly improved school infrastructure and
access; and large numbers of new teachers have been recruited. But
educating the children in remote rural areas continues to be a
challenge. Schools in hard-to-reach locations find it difficult to
attract and retain teachers. Therefore, the deployment,
effectiveness, management, and support of teachers in these areas
require special attention and action. Such issues are thoroughly
examined in this book, which also includes case studies from
Lesotho, Malawi, Mozambique, Tanzania, and Uganda. The country
studies give rich insights into the potential and drawbacks of
specific policy options. 'Teachers for Rural Schools' provides
information that will be invaluable in its practicality to policy
makers and practitioners responsible for educating rural
populations. It will also appeal to anyone interested in Africa,
development, education, public policy, and social welfare.
'Recruiting, Retaining and Retraining Secondary School Teachers and
Principals in Sub-Saharan Africa' is based on country studies in
Ethiopia, Ghana, Guinea, Madagascar, Tanzania and Uganda and an
extensive literature review. In many parts of Africa, the demand
for secondary teachers substantially exceeds the supply due to
factors such as secondary teacher attrition, bottlenecks in the
teacher preparation system, and perceived unattractive conditions
of service. Few countries have strong policies, strategies, and
programs for recruiting able secondary leavers to secondary
teaching. The paper suggests several critical and promising areas
for improvement in the quality of secondary teachers through new
approaches to recruitment; pre-service and in-service teacher
development; and improvements in the deployment, utilization,
compensation, and conditions of service for teachers.
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R398
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