Policy frameworks - Teacher Task Force

Policy frameworks on contract teachers• RECRUITMENT,TRAININGAND

PROFESSIONALDEVELOPMENT

• EMPLOYMENTCONIDITIONS

Association for the Development of Education in Africa

Policy frameworks on the recruitment, training and professional development and employment conditions of contract teachers wereelaboratedataworkshopheldinDakarinJuly2007followingtheconferenceoncontractteachersheldinBamakoinNovember2004.ThedocumentweresubsequentlyfinalizedbythegroupofDakaraftertheBamako+5conferenceoncontractteachersheldinOctober27-29,2009inBamako,Mali.

Financial support for this publication is provided from ADEA core funds to which the following organizationscontribute:AfricanDevelopmentBank(AfDB);TheWorldBank;EuropeanCommission;UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO);UnitedNationsInternationalChildren’sFund(UNICEF);FederalMinistryforForeignAffairs,DepartmentofDevelopmentCooperation,Austria;CanadianInternationalDevelopmentAgency(CIDA);MinistryforForeignAffairs,Finland;MinistryofForeignAffairs,DepartmentofInternationalCooperationandDevelopment,France;GermanCooperation;IrishAid,DepartmentofForeignAffairs,Ireland;JapanInternationalCooperation Agency (JICA);Ministry of Foreign Affairs, Netherlands; Calouste Gulbenkian Foundation, Portugal;Swiss Agency for Development and Cooperation (SDC), Switzerland; Department for International Development(DFID),UnitedKingdom;UnitedStatesAgencyforInternationalDevelopment(USAID);OpenSocietyInitiativeofSouthAfrica(OSISA).

PublishedbytheAssociationfortheDevelopmentofEducationinAfrica(ADEA).ISBN-10:92-9178-113-4,ISBN-13:978-92-9178-113-3

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Policy Frameworks on Contract Teachers < 3

Introduction p. 5

Policy frameworks on the training and professional development

of contract teachers p. 7

Policy frameworks on the employment, social protection and career

management of contract teachers p. 17

General recommendations for follow-up p. 23

Communiqué Bamako Conference on Contract teachers p. 24

Communiqué “Bamako + 5” Conference

on Contract teachers p. 26

Table of Contents


Intr

od

uct

ion Thequestionofbasiceducation,raisedsincethe1990JomtienConferenceandreaffirmed

atDakarin2000,putsallcountries,particularlyAfricancountries,inanewparadigm:inthe21stcentury,itisabsolutelynecessaryforallchildrentoattendschool,irrespectiveoftheresourcesavailableandtheprevailingconditions.Educationisafundamentalhumanrightthatmustbesecuredforallbecauseitisinseparablefromhumandignity.

ThismeansthatallofthecountriesstrivingtoachieveEducationforAll(EFA)facehugeshortagesofteachersthatcanbeovercomeonlyataveryhighcost.Worldwide,morethan18millionteachersneedtoberecruitedby2015,butitissub-SaharanAfricathatfacesthegreatestchallenge,asitsteachingforcewillhavetoincreaseby68%overthisperiod.TheUNESCOInstituteforStatisticsestimatesthatmorethan1.5millionteachingjobsmustbecreatedinsub-SaharanAfricatocopewiththegrowthinenrollment,andthatatleast3.5millionteacherswillhavetobetrainedoverthenexttenyears(EFAGlobalMonitoringReport2007,UNESCO/GMR,p.55).

Inaddition,itisnolongeracceptabletoconsiderbasiceducationasameansofselectionandtrainingofaneliteclass.IntheEFAframework,aschoolprovidingbasiceducationisalsoaschoolofgoodqualitythatissupposedtosecureacertainnumberoflearningoutcomesandsuccessforall.

Viewed inthis light, theuseofcontract teachersoffersanumberofopportunities.Allthecountriesthathavetakenthispathhavemadeverysignificantprogressinenrollment.However,recoursetocontractteachersundoubtedlyentailsrisksforthequalityoftheedu-cationprovidedandfortheretentionandeffectivenessofteachingstaff.

TheNovember2004BamakoConference,jointlyorganizedbyADEA,theWorldBankandEducationInternational,withtheparticipationofrepresentativesofteachers’unions,pa-rent-teacherassociations(PTAs),andtheministriesofeducation,civilserviceandfinanceofelevenAfricancountries,helpedtoshareandelucidatetheproblemsandissuesrelatedtopolicyoncontractteachersinthecontextofEFA.

ItemergedfromtheBamakoconsensusin2004thattheuseofcontractteachersisstillunavoidable.However,countriesneedtomeetcertainminimumcriteriaforrecruitment,training, contractsand termsofemployment (seeAppendix I). It is thusbecoming in-creasinglyurgentto implementa frameworkfor resolvingquestionsontherecruitment,training,socialprotectionandcareertrackofsuchteachers.


Pol icy Frameworkson the training and professional development of contract teachers

P O L I C Y F R A M E W O R K S O N C O N T R A C T T E A C H E R S , P O L I C Y F R A M E W O R K S O N C O N T R A C T T E A C H E R S

TheBamakoConferenceclearlyrevealedtheneedtorethink,clarifyand,ifnecessary,ad-justtheapproachestoandcontentoftrainingandprofessionaldevelopmentforcontractteachers,giventheirincreasingnumbersandtheneedtoimprovetheirperformanceonthejob.

Recoursetotheuseofcontractteachersoccursinacontextmarkedbytheneedtoextractamaximumreturnfrominvestmentsineducation,whileatthesametimeoptimizingthequalificationsandtheutilizationofteachingstaffinordertoprovideeducationofgoodquality.

Faced with a globalization process in which the frontiers of knowledge are constantlychanging,thedramaticdevelopmentofinformationandcommunicationtechnology,andacontextofscarceresources,Africancountriesarehardpressedtocopewiththeirhighpopulationgrowthandthegrowingdemandforeducationarisingfromnewchallenges(theneedforeducationindemocracy,peace,citizenship,theenvironment,controlofsexuallytransmitteddiseases,AIDS,etc.).

Pre-service trainingsystems for contract teachers,whichhavebeenadapted tovaryingdegreestotakeaccountoftheserealities,donotalwaysgivethemtheskillsrequiredtoperformthejobproperly.Moreover,manyAfricancountriesdonotyethaveafullydefinedpolicyonin-servicetraining.GiventheimportanceofachievingtheEFAgoalsby2015,identifyingappropriatetrainingstrategieshasbecomeamatteroftoppriority.

According to a study by the Program of Analysis of Education Systems (PASEC) of theConferenceofMinistersofEducationinFrench-speakingCountries(CONFEMEN)on“issuesrelatingtonewteachersandlearningoutcomes”,theteacherplaysapreponderantroleinthelearningprocess.

8 > Policy Frameworks on Contract Teachers

Viewedinthislight,itseemsclearthat,toinformtheanalysisandselectionofviableteachertrainingpractices,systematicexaminationshouldbegiventothefollowing:

• theprofileofaqualifiedteacher;

• entrycriteriaforpre-serviceteachertraining;

• principlesoftrainingforcontractteachers;

• coreskillstobedeliveredinpre-servicetraining;

• thedivisionoftrainingprovisionbetweenpre-serviceandin-servicetraining;

• deliverysystemsforpre-serviceandin-servicetraining;

• theprofessionaldevelopmentplan.

The profile of a qualified teacher

Threemaincharacteristicsaredesiredinateacher:

• teachingaptitude,

• aprofessionalconscience,

• andtheabilitytoadaptandprogressintheen-

vironmentwherehe/sheiscalledontoteach.

More than any other occupation, teaching re-

quiresprofessionalism:teachersmustknowhow

to organize, conduct and make a success of

schoolingsoastoprovidewhatlearners,parents

andsocietyexpectfromaneducationandtrain-

ingsystem.

However,teachersreachthislevelofprofession-

al skill only if theydisplay the love for teach-

ing,disciplineandopen-mindednessneededto

dothejob.

Inaddition,theymustbecapableofbecomingin-tegratedintotheirteachingenvironmentandsetanexamplebytheirbehavior.

In short, a qualified teacher is a professionalteacher,capableof:

• planning,implementingandevaluatingase-quentiallessonplanatalllevelsofelementaryschool;

• displayingagoodknowledgeofpracticalschooladministration;

• workingaspartofateam;

• conductingactionresearch;

• keepinguptodatewithprofessionalmatters;

• becomingintegratedintotheenvironmentwherehe/sheworks;

• observingtherulesofprofessionalconduct.


Entry criteria for pre-service teacher training

Recruitmentcriteriashouldbedefinedontheba-sisofthreecloselyrelatedprinciples:

• Theprinciplethattheteacher’sprofileshouldmatchthetasksrequiredforthejob

Thereisgeneralagreementthatteachersshouldhaveagoodcommandofthebasics(languagesof instruction, mathematics, science of spaceandtime),sothattheycanhelppupilstobuildtheirownstockofbasicknowledge.

• Theprinciple of economizing resources andcost-effectiveness

Pre-servicetraininglastsforonlyashortperiod(three, sixorninemonths),oftenbecauseoflimitsonresourcesandtime.Thisforcespolicy-makerstoconsiderthatincomingtraineeshaveacquired the necessary level of academic at-tainmentintheirgeneraleducation,andhencethat this material need not be systematicallyreviewedinpre-servicetraining,whichcanin-steadbeorientedmoretowardpurelyjob-relat-edmatters.

• Theprincipleofequity The recruitment process should observe the

principle of equity in choosing the men andwomenwhowillbecometeachers.

To ensure objectivity in the recruitment of con-tract teachers, at least three criteria should be

considered:

• Minimum level of academic attainment: cer-tificatetestifyingtofouryearsofpost-primaryeducation (brevet d’études de premier cycle[BEPC],brevetdefind’étudesmoyennes[BFEM]orequivalent);

• Passingawritten test (60%) tocheckon thecandidate’s command of (a) the teachinglanguage(s);and(b)mathematics1;

• Passinganinterviewwiththerecruitmentjury2(40%)tocheckon(a)oralexpression,readingand communication in the language(s) of in-struction;(b)reasoningability;(c)motivation;(d)dress.

Theinterviewwiththejuryismainlyanopportu-nitytogaugethecandidate’scommitment,open-mindedness, analytical and synthetic reasoningabilities,andmostimportantly,hisorherpreviousexperience and ability to adapt to the environ-mentwherehe/shewillbeworking.

1. Ineachcountry,thegovernment,inconjunctionwithspecializededucationalinstitutions,shoulddevelopexercisesmatchingthedesiredprofile.

2. Thejuryismadeupofeducationprofessionalsandsocialpartners(parents,communities,tradeunions).Somecountrieshaveconductedexperimentsthatareworthimitating:inLatinAmerica,forexample,communitiesareinoverallchargeofrecruitment,withadministrationofthetestofacademicattainmentbeingdelegatedtoteachers.

Principles of training for contract teachers

Professionaltrainingforcontractteachersisbasedonanumberofbasicprinciples.

a) General principles• Theprinciple of linkage and continuity be-

tweenpre-serviceandin-servicetraining Ifpre-serviceandin-servicetrainingaretobe

effectiveandleadtotheacquisitionofrealpro-

fessionalskillsinthemediumterm,theymust

beconceivedofasacontinuum,althoughitis

bothpossibleandnecessarytodivideupspe-

cifictasksandproceduresbetweenthetwo.

• Theprincipleofdynamicalternationbetween

theoryandpractice

Training of contract teachers should provide


balancedcoverageofthetheoreticalandpracti-calcomponents,andthesecomponentsshouldbemutuallyreinforcing.

• Theprincipleofopennessanddiversification Trainingprogramsshouldbemoreopen,soas

to offer richer and more up-to-date contentthroughpresentationsbyresourcepersonsandorganizations, and through the diversificationoftraininglocations.Thisgivescontractteach-ersaccesstomulti-purposetrainingthatcoversavarietyofsubjectsandlearningstrategies.

• Theprincipleofinvolvement Thisprinciplecanbeputintopracticebygiv-

ing responsibility to trainees and throughopen learning practices3, self-assessment anda problem-solving approach for work-relatedproblems.Itisveryusefulinhelpingcontractteachers to develop their teaching skills andthustomatureprofessionally.

b) Specific principles

�Forpre-servicetraining• Theprincipleofeffectivepre-servicetraining Pre-servicetrainingshouldlastatleastsixfull

months(i.e.atleast900hoursofcoursecred-its),withatrainingplanandmechanismstoal-lowtraineestousethetimeeffectivelytolearnwhatisactuallyneededforthejobofteaching.

• The principle of having a single trainingvenue

Goodmonitoringandmanagementofthetrain-ing policy for contract teachers require thatpre-service training take place in training in-stitutions officially established for this pur-pose: teachers’ colleges (écoles de formation d’instituteurs – EFIs), normal schools (écoles

3. Theuseofopenlearningtechniquesbycontractteachersdependsbothontheskillsacquiredininitialtrainingandonhavingaworkenvironmentthatencouragessuchtechniques.

normales d’instituteurs – ENIs) and teacher

training centers (centres de formation péda-

gogique – CFPs).

• Theprincipleofcooperationamongtraininginstitutions

There should be linkages between theory and

practiceinthetrainingprovided,aswellasat

the institutional level between teacher train-

ing centers and other institutions (i.e. train-

ing schools, schools associated with or be-

longingtotrainingcenters).Suchcooperation

strengthensthesharedandinterconnectedna-

tureofteachertraining.

• Theprincipleofversatility On completing pre-service training, teachers

shouldbeprepared tobeginworknotonly in

elementary school but also in preschool and

non-formalsettings.

�Forin-servicetraining

• The principle of local training and supervi-sion

Theuseofclose-uptrainingandsupervisionpro-

cedureswithin a given school’s teaching staff

or within local and/or province-level teacher

studygroups(cellules d’animation pédagogique)

is conducive to the ongoing improvement of

contract teachers. However, this requires that

asufficientnumberofpeoplecapableofprovid-

ingsuchsupport(schoolprincipals,experienced

teachers, educational advisers, etc) be avail-

able.

• Theprincipleofrelevance In-service training becomes appropriate and

effectivewhen it isdevelopeddirectlyonthe

basis of practice. Such development should

thereforebeselective,basedondemand from

contract teachersoron identificationof their

teachingdifficultiesandrealtrainingneeds.


• The principle of diversification of trainingvenues

• Thevenueswherein-servicetrainingisdeliveredwillneedtobediversified:teachertrainingcen-ters,regionaltrainingcenters,bodiesspecializ-inginfieldsofexpertisethatcoverthequalifica-tionneeds of contract teachers (NGOs, unions,

technical departments, etc.). To reinforce thestrategies initiated in pre-service training, thediversificationin-servicetrainingvenuesaimstoestablishaprocessofdialogueandtomobilizeinstitutions and resource persons to meet thetrainingneedsofcontractteachersinasatisfac-torymanner.

Core skills to be delivered in pre-service training

Core skills are the basic skills that are essentialforadequateperformanceasa teacher.Theyarethereforedefinedtocorrespondcloselytotheex-pectedprofileoftheteacher,notintermsoffactsabout the job tobememorized,but in termsofteachingknow-howandprofessionalskills.

The specific content of education and teachingcoursesisuseful,tobesure,butitwillservenopurposeunlessithelpstraineestoacquireasus-tainedabilitytoorganizetheteachingspace;toplan,conductandevaluateteachingandlearning;and in short to contribute toward the improve-mentoftheschoolsystemandtheachievementofeducationalobjectives.

Inthis respect, teachertraining institutionswillneedtobreakwithanytendencytopromoteen-cyclopedic accumulation of knowledge, and willneedtoestablishanadministrativesystem,teach-ing space and learningmethods that are apt todevelop professional skills. Among other things,the organization and planning of training, ad-herence to the schedule of activities, buildingtrainees’ sense of responsibility and confidence,and encouragement to the documentation, de-sign,implementationandevaluationofteachingperformanceintrainingschoolswillbeessentialpartsoftheeffortto instill thedesiredskills incontractteachers.Inthisway,pedagogicaltheorycanbegrounded inpracticeandviceversa,andcontractteacherswilllearntodesignandconducteducationalactivitieseffectively.

Inaccordancewiththeseprinciplesandthespe-cificcontextofeachcountry,trainingcouldaimfortheacquisitionofcoreskillsinthefourmainsubjectareasbelow:

�SubjectareaI—Pedagogyanddidactics

• Coreskill1 Develop a sequential lesson plan (weekly,

monthly,quarterly,annual)orothermeansofplanningoutteachingandlearningactivities.

• Coreskill2 Construct,implementandevaluateateaching/

learningsequenceforagivengrade.• Coreskill3 Be able to read, write and teach in the lan-

guagesofinstruction.

�SubjectareaII—Legislationandcodeofconductgoverningtheteachingprofession

• Coreskill4 Develop and maintain relations of mutual re-

spectandtrustwiththeeducationcommunity(pupils,otherteachers,parents,etc.)andthegovernment, in accordance with the ethicalcodeoftheprofessionandthelawsandregula-tionsinforce.

�SubjectareaIII—Environment,populationandsustainabledevel-opment

• Coreskill5


Developteaching/learning,communicationandsocialmobilizationstrategiestoaddressdevel-opment, population and environmental prob-lems (health, maternal and child care, drugs,sexual transmitted diseases, HIV and AIDS,etc.).

�SubjectareaIV—Documenta-tion,researchandprofessionaldevelopment

• Coreskill6 Conductanaction-researchprojecttoresolvea

work-relatedproblemorlocalcommunityprob-lem.

• Coreskill7 Designandimplementanindividualprofession-

aldevelopmentplan.

This proposed division of training between the

pre-service and in-service phases reflects a pro-gressiveapproachtotheacquisitionandreinforce-mentofprofessionalskills.

Althoughinsomecasesthesameskillsareontheprogramforbothphases, itgoeswithout sayingthatonlytherudimentsareacquiredinpre-servicetraining(preparationforthejobofteaching).

Opportunities to develop deeper, more matureteachingskills reallyariseonlyonthe job.Suchopportunitiescannotreallybeexploited,however,unlessinstitutionalreformofin-servicetrainingisundertakenandcontract teachers takeanactiveroleinimprovingtheirskills.

Ultimately,theproposeddivisionofthetotalsup-ply of training indicates how important it is tohaveastructured,coherentplanforinitialtrain-ingandprofessionaldevelopment.

Proposed division of the supply of trainingbetween pre-service training and in-service training

Subject area Core skillPre-service training

delivery

In-service training

delivery

I. Pedagogy

and didactics

Core skill 1• Develop a sequential les-

sonplan(weekly,monthly,quarterly,annual)orothermeans of planning outteachingandlearningacti-vities

Core skill 2• Construct, implement and

evaluate a teaching/lear-ning sequence for a givengrade

Core skill 3• Beabletoread,writeand

teach in the languages ofinstruction.

• Subject-specific didacticsandevaluationoflearningoutcomes

• Generalteachingmethods

• Teaching methods de-sign, implementation andevaluationofstrategiesforrunningaclass

• Childpsychology

• Evaluationoflearningout-comes

• Bilingualteaching

• ICT

• Subject-specificdidactics

• Generalteachingmethods

• Teaching methods de-sign, implementation andevaluationofstrategiesforrunningaclass

• Childpsychology

• Teaching in Africanlanguages

• Bilingualteaching

• ICT


Subject area Core skillPre-service training

delivery

In-service training

delivery

II. Legislation

and code

of conduct

governing

the teaching

profession

Core skill 4• Developandmaintainrela-

tionsofmutualrespectandtrust with the educationcommunity (pupils, otherteachers, parents, etc.)andthegovernment,inac-cordance with the ethicalcodeoftheprofessionandthelawsandregulationsinforce

• Structureofthebasicedu-cationsystem(lawsettingoverallpolicy, regulations,organizationcharts,schoolleadership,etc.)

• Schoolsystemauthorities

• Management of schoolsand of relations with thegovernment and commu-nities

• Administrative corres-pondence

• Rules of professionalconductandethics

• Structureofthebasicedu-cationsystem

• Management of schoolsand of relations with thegovernment and commu-nities

• Administrativecorrespondence

• Rules of professionalconductandethics

III. Environment,

population and

sustainable

development

Core skill 5• Developteaching/learning,

communication and socialmobilization strategies toaddress development, po-pulation and environmen-talproblems

• Knowledgeoflocalcontext

• Leadershiptechniques

• Strategies for combatingSTDsandHIVandAIDS

• Genderapproachtoeduca-tion

• Education in peace andhumanrights

• Clarificationofvalues

• ICT

• Knowledgeoflocalcontextandlanguages

• Communication and socialmobilizationtechniques

• Strategies for combatingSTDsandHIVandAIDS

• Gender approach toeducation

• Education in peace andhumanrights

• ICTIV.

Documentation,

research and

professional

development

Core skill 6• Conductanaction-research

project to resolve a work-related problem or localcommunityproblem.

Core skill 7• Design and implement an

individualprofessionalde-velopmentplan

• Initiation to analysis ofpractice

• Document-basedresearch

• Initiation to action-re-search

• ICT

• Peer-assistedtraining

• Initiation to methods ofself-evaluation and self-training

• Techniques for analysis ofpractice

• Intellectual workingmethods

• Action-researchmethods

• ICT

• Distancetraining

• Peer-assistedtraining

• Practice of self-evaluationandopenlearning


Delivery systems for pre-service and in-service training

Three levels of training with diversified strategies Training Inter-training Self-training

• Theoreticaltrainingcourses

• Seminars, workshops or confe-rences organized by school dis-tricts, calling on the expertise ofsecondary-levelanduniversitytea-chers;andofspecializedbodies;oftechnical departments and otherpartnersoftheschoolsystem

• Close-upsupervisionbytheprinci-pal4, educational adviser and ins-pectorate

• DistancetrainingandICT

• Atthelevelofindividualschools:peerlearningamongteachingstaff

• At the levelofgroupsof schools:peer learning in teacher studygroupsorganizedtoaddressneedsidentifiedbytheparticipatingtea-chers

• Preparationforprofessionalexamsinworkinggroups

• Openlearning:accesstothedocu-mentaryresourcesavailableinthelocalcommunity

• Preparationforprofessionalexams

• FDistance training using traditio-nal media (educational journals,newsletters5, pedagogical text-books,etc.)andICT

Professional skills are acquired through severalmeans: the training delivered through officialbodies(EFIs,ENIs,provincialinspectorate,etc.),learning from education specialists, interactionwithteachersinservice,andopenlearning.

These different levels of training reflect on oneanother,complementoneanother,andthusdrivetheprocessofconnectingtheorytopractice.Itisimportanttofindtherightcombinationofstrate-

giesforthesedifferentlevels,inbothpre-service

andin-servicetraining.

45

4. Theschoolprincipalisthepersonmostresponsibleforclose-upsupervision;consequently,theprincipal’sroleshouldbegivenincreasedimportanceandrecognition.

5. Amajorshortcominginthetrainingofcontractteachersisthelackofeducationaljournalsandnewslettersatcountrylevel,andofnewsletterstoexchangeinformationbetweencountriesatsubregionallevel.

Individual professional development planThe Bamako Conference called for a pre-servicetraining period of at least six months, followedbyaprofessionaldevelopmentplanthatincludesin-servicetrainingandvariousteachingsupportstargeting in-serviceneeds.To thisend,a tool–the “career file” – is proposed here to help theteacher-traineedevelopandimplementthisplan.

Thecareerfileshouldbestartedatthebeginningofpre-servicetrainingandfollowcontractteach-ersthroughouttheircareers.Itisanessentialtoolforprofessionaladvancementthathelpscontractteacherstoidentifytheirneedsduringpre-servicetraining and thenmeet them through in-servicetraining.

Tobuildtheircareerfilesandimplementtheirpro-fessional development plans, contract teachersneed good support, particularly during the firstfiveyearsoftheircareers.Duringthisperiod,theinvolvementofCFPs,EFIsandENIsmaybecriticaltoasuccessfultransitionbetweenpre-serviceandin-servicetraining.

These training institutions should work throughschoolprincipals, inspectorsandeducationalad-visers,orwhateverauthorityoversees thecareerfiledirectly.Suchinvolvementwouldleadteachertraining centers tobeattentive to theneedsof“beginner”contractteachersandtostaywellin-formedofthedifficultiestheyface.


> The “career file” should therefore be made up of the following

�Duringpre-servicetraining• Tracking sheet on the trainee’s skills anddif-

ficulties,completedbytheCFP,EFIorENIandthetrainingschool;

• Logkeptbythetrainee;

• Assessment (descriptive and forward-looking)madeattheendofpre-servicetrainingtoiden-tify the trainee’s short- andmedium-term in-servicetrainingneeds(drawnupjointlybythetrainee,theCFP,EFIorENI,andtheassociatedschool);

• Evolving in-service training plan for the first

fiveyearsofemployment(withproposedpriori-

tiesforthefirstyear).

�Duringin-servicetraining

• Self-appraisalreportbythecontractual(class-

room practice; in-service training seminars,

workshops and conferences attended; actions

inthelocalcommunity);

• Support plan negotiated between bodies that

employ contract teachers and pre-service/in-

servicetraininginstitutions;

• Annual in-service training action plan: each

contractualwillreceivecreditsfor90hoursof

in-servicetrainingperyear(thefive-yeartrain-

ingplanisupdatedannually).

Recommendations• On the recruitment question, and particularly

inordertogiveproperweighttoacademicse-lectioncriteria,eachcountry’sgovernment,inconjunction with institutions specializing ineducation, should develop exercises matchingthe desired profile. Similarly, to ensure equi-tablerecruitment,apanelofeducationprofes-sionalsandsocialpartners(parents,communi-ties,unions)shouldbeformedtoselectcandi-datesforateachingpost;

• Training shouldbe conceivedof asa contin-uum encompassing both pre-service and in-service training. In other words, pre-servicetraining lays a foundation of the minimumrequired skills, to be supplemented and re-inforced through a professional developmentprogram;

• In carrying out the training plan, trainersshouldtakecaretousetheinnovativeteachingandlearningmethodsthatthecontractteach-

ers themselveswill beusing in the classroom(activity-based instruction, working in smallgroups, classroom presentations, working insections, diversification of training venues,etc.).Teachershaveanaturaltendencytore-producethestrategiesusedintheirownprepa-rationfortheteachingprofession(theisomor-phismprinciple);

• Certification of pre-service training is essen-tialforrecognitionofcontractteachers’expe-rience;certificationservesasameansofbothassessing basic skills and identifying furthertrainingneeds;

• Contract teachers should be deployed withallthebasicmaterialsandteachingsupports(teacher’s guides, legislation, official pro-grams,etc.) liable toprovide informationontheirjob;

• Giventheimportanceofopenlearningandself-


training,properconditionsfortheseactivitiesshouldbecreatedbyendowingCFPs,EFIsandENIswithamplelibraries,teachingdocumenta-tionroomsandresourcecenters;

• As knowledge and technology are constantlychanging, training must be an ongoing, dy-namicprocess.Thechallengewillbetoinstillincontractteachers,rightfromtheirinitialtrain-ing,theskillsneededforresearch,documenta-tionandupdatingtheirknow-how;

• Inthein-servicetrainingprocess,theprinci-pal shouldbethepersondirectly responsibleforclosesupervision.Tothisend,his/herroleshouldbeexpandedandrecognizedinseveralways, including building of his/her capacityfor teaching, monitoring and evaluation oflearning outcomes, and through substantialmeasurestoprovidemotivation;

• Measures should be taken to ensure and sup-port contract teachers’ professional develop-ment during their first five years of service:institutionalizationofagivenperiodofin-ser-vicetrainingperyear,anallowancefortrans-port and/or participation in teaching-relatedcourses, seminars and meetings, certificationoftrainingattendanceandoutcomes,etc.;

• The resources of higher education should beemployed to support the training of contractteachers (human resources, research results,theses,pedagogicalfiles,etc.);

• In viewof the real contributionof ICT to re-search,documentationandtraining,theinte-grationofthesetechnologiesinnationaltrain-ingandprofessionaldevelopmentprogramsisanecessarycondition foraneffectivequalifica-tionsystemforcontractteachers.


Thispolicyframeworkisintendedasafirststepinthedevelopmentofareferenceframeworkfor detailed, appropriate treatment and implementation of hiring and employmentproceduresforcontractteachers.

OneofthemajorchallengesnotedatBamakoin2004andreiteratedatBamako+5washowtosecuretheoccupational,socialandmoralrightsofthisgrowingcategoryofteach-ers,inordertocreatetheconditionsneededforthemtoperformtheirjobsproperlyandcontributetothestabilityofeducationalsystems,forwhichtheyconstitutearesourceofthefirstimportance.

Thecurrentconsensusandthelimitationsofindividualcountries’experiencesinthisre-gardcanbeused,alongwithinternationalstatutesandconventionsonlaborandemploy-mentlaw,asabasisforstrategiestoimproveandgraduallyrevisehiringandemploymentprocedures.

Thispolicyframeworkdocumentisinthreemainparts:1. Examinationofcurrentpracticewithregardtotheemploymentcontractsanddeploy-

mentofcontractteachers;

2. Principlesandtermsofemployment;

3. Recommendations.

Pol icy Frameworkson the employment, social protection and career management of contract teachers



Examination of current practice with regard to the employment contracts and

deployment of contract teachers

�Thecurrentconsensus

VirtuallyallofthecountriesthatparticipatedintheBamakoConferencehaveregulations,codifiedtovaryingdegrees,governingthehiringandem-ploymentofcontractteachers.

AconsensusonthesematterswasreachedatBa-makoin2004,despitethespecificcharacteristicsofeachcountryandoftheconstraintstheyface:

• recruitmentconditionalonthecandidate’shav-ingat least a junior secondary school certifi-cate;

• commitmenttoworkforaperiodoffouryearsafter a training period lasting three to sixmonths;

• creationofalegalframeworkandanagencyforthepromotionofcommunityinitiatives;

• the integration (achieved or in progress) ofcontractteachersintothecivilservice;

• contractingofteachersbylocalcommunitiesincountriesengagedingradualdecentralization,incountriesinpost-conflictandreconstructionsituations,andinareaswherecontractteachersarerecruitedtoteachinremoteschoolsinthebushandpaidbyPTAs;

• socialwelfare support (roomandboard, etc.)providedbyhostcommunities.

Newperspectives emergedatBamako+5, in thelightofcountryexperiences:

• theprinciplethatcontractteachersshouldberecruitedbythecentralgovernment,althoughwiththeoptionofdelegatingthisresponsibil-ity to local authorities in countries having alocalcivilservice;

• takingaccountofcontractteachers inservice

in the non-formal education and early child-hoodsub-sectors;

• ahalttotherecruitmentofcontractteacherswithnopre-servicetraining;

• thegradualraisingoftheminimumlevelofac-ademicachievementrequiredforrecruitmentofcontractteachers(fromtheBEPCprimaryedu-cationcertificatetothebaccalauréatsecondaryeducationcertificate);

• aholisticviewoftheteachingprofession;

• mobilityofcontractteachersatnationallevel.

�Shortcomingsintheemploymentandsocialprotectionofcontractteachers

Manyeffortshavebeenmadetoestablishhiring,pay and social protection systems for contractteachers,butobservershavealsonotedanumberofshortcomingswhich,withoutappropriatecor-rectivemeasures,couldunderminethepolicyoncontract teachers or at least reduce its impactverysubstantially:

• The practice in some countries of recruitingcontract teachers directly through discretion-ary authority and deploying them withoutpre-service training detracts from the imageofcontractteachersandlowersthequalityofeducation.

• Low wages and, most importantly, the wageinequalitybetweencontractteachersandcivilservantteachersdoingthesameworkgiverise,inmanycases,topermanentdiscontent.

• The fact that many countries have neither acoordinatedplanofprofessional advancementnor awell-developed social protection system


forcontractteachersandofferdifficultworkingconditions(astarkschoolenvironment,littleinthewayofteachingmaterialsanddocumenta-tion,etc.),givesrisetodeep-seatedfrustrationamongcontractteachers.

• Lastly,inmostcases,lateorirregularpaymentofsalariesseriouslydisturbstheperformanceof

job-relatedtasks.

Giventheseshortcomings,anumberofminimum

terms of employment should be adopted, taking

intoconsiderationinternationalstatutesandcon-

ventionsontheonehand,andthespecificcondi-

tionsfoundinAfricancountriesontheother.

Basic principles and minimum terms of employment

�Basicprinciplesonemployingcontractteachers

According to Article 23 of the 1948 UniversalDeclaration of Human Rights, “Everyone has the

right to work, to free choice of employment, to just

and favorable conditions of work and to protection

against unemployment”.

Thus, not only does everyone have the right towork,butthisworkmustbecarriedoutunderde-centconditions.Tomeetthischallenge,theILO,atthetimeofitsfounding,devisedasystemofin-ternational labor standardspromulgated throughconventions and recommendations. Conventionsconcernedspecificallywiththesituationofteach-ersinclude:

• C87, of 1948, on freedom of association andprotectionoftherighttoorganize;

• C98,of1949,ontherighttoorganizeandcol-lectivebargaining;

• C100,of1951,onequalremuneration;

• C111,of1958,ondiscrimination.

The ILO has set an agenda for decent work sothateveryonewillbeabletoobtainadecentjobinacontextconducivetosocialdialogue,socialprotection,jobcreationandobservanceofinter-national labor standards. The 1966 ILO-UNESCORecommendationconcerningtheStatusofTeach-erscanserveasabenchmarkfordefiningthemin-imumtermsofemploymentforcontractteachers.

In order to reach the goal of universal primaryeducationin2015,itwillbenecessarytohire18million teachers worldwide. For this reason, theJoint ILO-UNESCO Committee of Experts on theApplication of the Recommendations concerningTeachingPersonnelencouragescountriestoiniti-ateeducationsystemreformsinordertorecruitasmany teachers as possible, without civil servantstatusbutincompliancewithinternationallaborstandards.Thiswilloffertheadvantageofgreaterflexibilityinhiringteacherswhilestayingincom-pliancewiththelaw.

AstheBamakoConferencemaderecommendationsalongthesame lines, it isnecessarytodefineanumberofminimumtermsofemploymentforcon-tractteachers.

�MinimumtermsofemploymentInthelightoftheBamakorecommendations,sixminimumconditionsarerequired.

> The central government has an obligation to provide contract teachers with

• pre-service basic training lasting at least sixfullmonths(approximately900hours);

• regularpayenabling contract teachers to livedecently.

> The teacher should not be in an unstable employment situation.

• Thesystemmustbe instrictcompliancewithnationalandinternationallaborlegislationon


recruitment,training,payandtheguaranteeofdecentwork6.

> The probationary period should not exceed two years, and this condition should be formalized in an employment contract.

• Theprobationaryperiodisatrialperiodagreedbetween the parties to allow the teacher toprove his/her ability to meet the contractualobligationsandtoallowtheemployertoevalu-ate its levelofsatisfactionwiththeteacher’sperformance.Thetermusedtodesignate thisperiodmayvaryacrosscountries.

• Duringthisperiod,eachpartyisfreetoendtheemploymentrelationshipwithnopriornotice.(SeeAppendix,“Standardcontractforengage-mentonatrialbasis”.)

> If the probationary period is satisfactory for

6. See1966Recommendation,TitleVII,Paragraph45:“Stabilityofemploymentandsecurityoftenureintheprofessionareessentialintheinterestsofeducationaswellasinthatoftheteacherandshouldbesafeguardedevenwhenchangesintheorganizationoforwithinaschoolsystemaremade.”

both parties, an open-ended contract should be concluded to govern the continued relationship between the teacher and his/her employer; the latter may be the central government, a local authority, a devolved central government body or a community. (See Appendix, “Standard open-ended employment contract”.)

> The teacher should have social security protection including at least medical coverage and retirement pension7.

> A career track offering sufficient incentives should be established. This means that the various possible stages in a teacher’s career are known to the teacher: conditions for promotion, job-related examinations, pay and possible changes of status.

A number of specific recommendations can bemadetoensurethattheaboveconditionsaremet.

7. See1966Recommendation,TitleXI(SocialSecurity),Paragraph125:“Allteachers,regardlessofthetypeofschoolinwhichtheyserve,shouldenjoythesameorsimilarsocialsecurityprotection.”

Recommendations • Countries having two recruitment procedures

(directrecruitmentintothecivilserviceandre-cruitmentofcontractteachers)areadvisedtoreducegraduallythedisparitiesbetweenthesetwocategoriesofteachers.

• Teachers’ unions and other stakeholders shallbeinvolvedinsettingeducationpolicyandinseekingconsensualsolutions8.

• Each country, based on its situation and the

8. See1966Recommendation,TitleVII(EmploymentandCareer),Paragraph38,“Incollaborationwithteachers’organizations,policygoverningrecruitmentintoemploymentshouldbeclearlydefinedattheappropriatelevel...”

constraints it faces, shall consider socialpro-

tectionmeasures,lookingprimarilytobuildon

existing experiences (supplementary health,

housingandconsumerinsurance,localcivilser-

vice,agencytopromotelocalinitiatives,etc.).

• Countriesshalltakecaretoensurethatsalaries

areindexedandfair,balancingestimatesofthe

numberofteachersrequiredagainstdisposable

nationalresources.

• Countries shall setup transparent recruitment

systemsandallocateatleast20%oftheirbud-

getstoeducation.


Appendix 1. Standard contract for engagement on a trial basis

By and between

Party of the first part,

The employer, ................................................................................................................................................

Party of the second part,

The employee, identified as follows

Given names: ................................................................................................................................................

Surname: .......................................................................................................................................................

Date and place of birth: ...............................................................................................................................

Parents: .........................................................................................................................................................

Marital status: ...............................................................................................................................................

Home address: ..............................................................................................................................................

Pursuant to the following laws and regulations9

1. ........................................................................................................................................................

2. ........................................................................................................................................................

3. ........................................................................................................................................................

It has been agreed as follows

The employee is hired by the employer in the capacity of : ......................................................................

teach in primary school for a period of: ......................................................................................................

This period is the probationary period.

The employee is subject to the common discipline and

the requirements of the post pursuant to the laws and regulations listed above.

The employer undertakes to comply with labor law and regulations, and to provide the employee

with:

- a gross monthly salary of: ..........................................................................................................................

- appropriate social security protection and retirement plan.

During the probationary period, the relationship between employer and employee can be

terminated at the desire of either party, without prior notice, if it is established that the other party

is at fault.

Done at ................................................................................................................. ,

the .........................................................................................................................

Signed by:

The employee The employer

9. Listalllegislativeinstrumentsgoverningtheworkofcontractteachers.


Appendix 2. Standard open-ended employment contract

AgreementBy and between,

Party of the first part,

The employer, ................................................................................................................................................

Party of the second part,

The employee, identified as follows:

Given names: ................................................................................................................................................

Surname: .......................................................................................................................................................

Date and place of birth: ...............................................................................................................................

Parents: .........................................................................................................................................................

Marital status: ...............................................................................................................................................

Home address: ..............................................................................................................................................

Pursuant to the following laws and regulations10

1. .........................................................................................................................................................

2. .........................................................................................................................................................

3. .........................................................................................................................................................

It has been agreed as follows

The employee is hired by the employer in the capacity of : ......................................................................

to teach in primary school for an indefinite period.

The employee is subject to the common discipline and

the requirements of the post pursuant to the laws and regulations listed above.

The employer undertakes to comply with labor laws and regulations, and to provide the employee

with:

- a gross monthly salary of: .........................................................................................................................

- appropriate social security protection and retirement plan.

Pendant la période d’essai, les relations de travail peuvent cesser par la seule volonté de l’une des

parties, sans préavis, si la faute de l’autre partie est établie.

Done at, .................................................................................................................

the ..........................................................................................................................

Signed by

The employee The employer

10.Listalllegislativeinstrumentsgoverningtheworkofcontractteachers.


Consideringthecomplexityoftheprocessthathasbeeninitiated,themainrecommendationistodraft,throughaparticipatoryprocess,asubregionalframeworkprogramontherecruitment,train-ing,professionaldevelopment,hiring,employmentandsocialprotectionofcontractteachers.

Forefficientimplementationofthesubregionalparticipatoryprocess,anumberofrecommenda-tionsareherebymadeonorganizational,operationalandstrategicmatters:

• availabilityofstructured,accuratedataoncontractteachersineachcountry(legislationandexecutiveordersrelatingtorecruitment,hiringandemploymentpolicy;adetaileddefinitionoftheskillsandknowledgetobeacquiredinpre-serviceandin-servicetraining;personnelmanagementstatistics,etc.);

• useandtake-upof thepolicy frameworksbyall stakeholders involved intheutilizationofcontractteachers,particularlytraininginstitutions(EFIsandENIs);ministriesofeducation,financeandthecivilservice;teachers’unions;PTAs;anddevelopmentpartners;

• regularmeetingsofnationalconsultativebodiesbringingtogethergovernmentauthorities,teachers’unions,PTAsanddevelopmentpartners;

• studyandreorientationoftheimplementationofpolicyoncontractteachersbasedonconsen-suallydevelopedtechnicalreferenceframeworks;

• regularpublicationofeducationaljournalsandnewslettersatcountrylevel,andnewsletterstoexchangeinformationattheregionallevel;

• facilitationofsharinganddialoguebetweencountriesthroughsystematicdocumentationandsummarizationofcountryexperiencesforpurposesofsharingexperiencesandgoodpractice.ThiscouldbedonethroughbetteruseofICT.

General recommendationsfor follow-up



C O M M U N I Q U ÉB A M A K O C O N F E R E N C E

O N C O N T R A C T T E A C H E R S

21 – 23 November 2004, Bamako, Mali

Jointly organized by ADEA, the World Bank, Education International

and the Ministry of Education of Mali

TheBamakoconferenceoncontractteachers

tookplacefrom21to23November2004.Itwas

jointlyorganizedbyADEA,theWorldBank,Education

InternationalandtheMaliMinistryofEducation,and

broughttogetherrepresentativesoftheMinistriesof

Education,Finance,EmploymentandtheCivilService,

aswellasleadersofteacherunionsandPTAsin12

countries:Benin,BurkinaFaso,Cameroon,Congo,

Guinea,Madagascar,Mali,Mauritania,Niger,Senegal,

ChadandTogo.Alsoattendingwererepresentatives

ofvariousdevelopmentagenciesandgroupsfromcivil

society:CanadianInternationalDevelopmentAgency

(CIDA),AfricanDevelopmentBank(AFD),Agence

IntergouvernementaledelaFrancophonie(AIF),

AfricanDevelopmentBank(AfDB),InternationalLabour

Organization(ILO),ConferenceofEducationMinisters

ofFrancophoneCountries(CONFEMEN),French

Cooperation,GermanTechnicalCooperation(GTZ,

DeutscheGesellschaftfürtechnischeZusammenarbeit),

InternationalInstituteforEducationalPlanning(IIEP),

EducationalResearchNetworkforWestandCentral

Africa(ERNWACA),SwissAgencyforDevelopmentand

Cooperation(SDC),UnitedNationsChildren’sFund

(UNICEF),UnitedNationsEducational,Scientificand

CulturalOrganization(UNESCO)/InternationalInstitute

forCapacityBuildinginAfrica(IICBA),University

ofQuebecinMontreal(UQAM),HigherInstituteof

EducationSciences(ISSE,Institutsupérieurdes

sciencesdel'éducation)/Guinea,andCRIFPE(Centre

derechercheinteruniversitairesurlaformationetla

professionenseignantedel'UniversitéLaval)ofthe

universityofLaval.

Thethreedaysofdiscussion,informedbythedataand

findingsofresearch,allowedparticipantstobroaden

anddeepentheirexchangesonthechallengeof

establishingthenewcategoryofcontractteachers.

Itwasnotedthat:

• Theexperimentsareoccurringinthecontextof

transitioninwhichitishopedthatimprovedre-

sourceswillallowthemtomovebeyondthisstage;

• Thesenewteachers,recruitedbycountriesfacing

bothlimitedresourcesandenormousenrolment

needs,havehelpedthemmakesubstantialpro-

gresstowardseducationforall;

• Butthegreatdisparitiesinsalarybetweenonecate-

goryof teacherand thenext, carryagreat riskof

staffturnover,disaffectionandfrustration;

• Thetrainingtheseteachersreceived,whichraised

manyquestionsabouttheirqualificationsand

qualityofperformance,warrantsfurtherattention.

Forthesereasons,andwhilegivingdueconsideration

tothediversityofnationalsituations,theConference

highlightedcertainrecommendationsconcerningthe

recruitment,training,workingconditionsandfuture

prospectsofcontractteachers,totakeaccountofthe

following:

• Ensuringthatthelevel–BEPCormore–the

recruitmentconditionsandselectionthrough

testingwouldguaranteethatstandardsmeetthose

ofaprimaryschoolteacher;


• Ensuringthatinitialtrainingofatleast6months

wouldbefollowedbyaprofessionaldevelopment

planthatincludescontinuingeducationandvarious

teachingsupportstargetingin-serviceneeds;

• Offeringanindeterminatecontractthatincludes

careerplanning,promotionopportunities,social

protection,andtherightsandobligationsin

accordancewiththelaw;

• Anefforttoprovideafairsalarythatwouldprovide

adecentlivelihoodwhilestillbeingcompatiblewith

theresourcesofthecountryandtheobligation

towardsequityandthuseducationforall;

• Tomanagethesimultaneousexistenceofdifferent

categoriesofteachersbystandardizingrecruitment,

initialtrainingandcontinuingeducationsoas

tograduallyreducethedisparitieswhilealso

anticipatingspecialconditionsarisingfrom

constrainedgrowth;

• Tostructureandregulatetheplannedtransitionin

keepingwithimprovementsininternalandexternal

resourcessothatthereisagradualconvergence

ofsalariesinthedifferentcategories–while

alsotakingaccountoftheenormousneedsin

recruitmentandfinancialsustainabilityinacontext

ofimplementingacomplete,universalprimary

educationforallchildren;

• Promotingsocialrecognitionandappreciationof

theteachingcorpsatnationalandinternational

level.

Moreinternalefforttomobilizeresourceswillbenee-

dedtotranslatetheserecommendationsintoaction;

theresourcesmustbeusedmoreeffectivelyandbe

allocatedtoeducationand,especially,primaryedu-

cation.Itisalsonecessarythatcommitmentsmade

bytheinternationalcommunityshouldgiveriseto

increasedaidatthesamelevelastheneedsidentified.

Theparticipantswerepleasedwiththequalityof

discussion,theconsensualresultsandthecommitment

fromeveryonetoworktowardsconditionsallowingthe

fulfillmentofqualityeducationforall.Theythanked

theorganizersaswellastheMaliangovernment

foritsgeneroushospitality.Finally,theyenjoined

theparticipantstoextendanddeepenthedialogue

atthenationallevel,andtoinvolvedallthe

stakeholders.

Bamako,November23,2004


C O M M U N I Q U E“BAMAKO + 5” CONFERENCE

ON CONTRACT TEACHERS

27 – 29 October 2009, Bamako, Mali

PREAMBLE

We,therepresentativesfromMinistriesof

Education,FinanceandPublicService,Teachers’

Unions,Parent-TeacherAssociations,NGOsandcivil

societyorganizations,attendedfrom27th–29th

October2009theBamako+5Conference,jointly

organizedbytheMinistryofEducation,Literacyand

NationalLanguagesofMali,EducationInternational

(EI)andtheAssociationfortheDevelopmentof

EducationinAfrica(ADEA),withthesupportofthe

EducationProgramDevelopmentFund(EPDF)managed

bytheWorldBank,inordertoreviewprogressmade

byelevenFrancophonecountriessincethe2004

BamakoConference.TheConferencealsoprovidedan

opportunityforexperiencesharingonrecruitment,

trainingandprofessionaldevelopmentofcontract

teacherswithLusophoneandAnglophonecountries.

• Reaffirmingourcommitmenttothe2004“Bamako

Consensus”;

• Recognizingthattheutilizationofcontract

teachersisashort-termemergencymeasure;

• Awarethatthisoptionmightentailrisksfor

qualityoflearningandteaching,aboveall,

whenteachershavenotreceivedanypre-service

training;

• CognizantofthecommitmentofAfrican

UnionHeadsofStateandGovernmenttothe

SecondDecadeofEducationforAfrica,andthe

prioritizationofteachereducationtoensure

theprovisionofsufficientandproperlyqualified

teacherswiththerelevantknowledge,skillsand

attitudestoteacheffectively;

• Affirmingthateducationisafundamentalhuman

rightandaninvestmentthatempowersindividuals

withknowledge,valuesandtheskillstheyneedto

makechoicesandshapetheirfutureandmeetthe

needsofsocialandeconomicdevelopment.

• Affirmingthatuniversalaccesstoqualitybasic

educationandbetterlearningoutcomesarethe

driverstoachievetheMillenniumDevelopment

Goals(MDGs)andEducationforAll(EFA)targets;

• Convincedthatwecouldnotprovidequality

educationtothelearnerswithoutanadequate

stockofqualifiedandcompetentteachers,both

maleandfemale,thatareproperlydeployed,well

remuneratedandmotivated,aswellasadequately

supported;

• Recognizingthatteachersareatthecoreof

educationdelivery;

and

• Convincedthatteachingisaprofessionand

requiressufficientinitialprofessionalpreparation;

and

• AwarethattensofmillionsofAfricanchildren

areoutoftheformalschoolsystemandareonly

accessingeducationthroughnon-formalstructures

whichusethousandsofpoorlytrainedteachers

withprecariousworkingconditions.

RECOMMEND

• Thatrecruitmentofuntrainedteachersbe

graduallyphasedoutby2015.

• Thatallcategoriesofteachersservinginformal

andnon-formalsettings,aswellasinthe

differentsubsectorsofeducation,berecognized

andsupportedintheirprofessionalandcareer

development;


• Thatteachertrainingandprofessional

developmentbesetwithinaglobalvisionthat

integrateslife-longlearning;

Actionsbygovernments

• Acceleratethetrainingandintegrationofcontract

teachersintothepublicservice;

• Formulatepoliciesandstrategiesthatwillensure

thatallnewteachersreceivesufficientpre-service

training;

• Increasethenationalcapacityfortraining

sufficientnumbersofteachersandstrengthenthe

capacityofexistingteachertraininginstitutions;

• Developinnovativeandcomplementarywaysof

providingpre-servicetrainingandcontinuous

professionaldevelopmentwhichincludetheuseof

ICTsandOpenandDistanceLearningplatforms;

• Mainstreamlifeskills,includingHIVandAIDS

preventionandmitigation,intoteachertraining

anddevelopmentprograms;

• Developteacherqualificationsframeworksamong

countriesbasedonminimumcriteriaandexplore

thepossibilityofcreatingjointteachertraining

programs;

• Reinforceschoolleadershipthroughsystematic

trainingtosupportschoolimprovement;

• Review,developandadheretocriteriafortraining,

recruitmentandprofessionaldevelopmentof

teachers;

• Setuptransparentrecruitmentmechanisms

basedonagreedcriteriabothatthecentraland

decentralizedlevels;

• Promotenationalpolicydialogueamongall

stakeholdersinordertoensurethattheminimum

budgetaryallocationtoeducationasasectorisno

lessthan20%ofthenationalbudget;

• Putinplaceeducationmanagementinformation

systemsthatgeneratereliabledatatofacilitate

effectiveplanning,implementation,monitoring

andevaluationofeducationprograms,including

preandin-servicetraining,continuingprofessional

developmentandotherteachermanagement

issues;

• Establishnetworksofbothteachertraining

institutionsandindividualteachersatnational,

regionalandinternationallevels,andfacilitate

teachermobilitytopromoteexchangeof

informationandsharingofexperience.

ActionsbyADEAandpartners

• Supportcountriestodevelop,implement,monitor

andevaluatetrainingandupgradingprogramsfor

contractteachersusing,amongothers,thetwo

policyframeworksproposedbyADEAon:

a.Trainingandprofessionaldevelopmentofcontract

teachers;

b. Career tracks, opportunities for advancement,

socialprotectionguarantees,andrightsandobliga-

tionsofcontractteachers.

• Setuppartnershipframeworksforsupporting

advocacyandcapacitybuildingactivitiesin

differentcountriesinordertoprofessionalizethe

teachingforcefortheachievementofEFAand

MDGs.

Bamako,October29,2009

Formoreinformation:

AssociationfortheDevelopmentofEducationinAfrica(ADEA)AfricanDevelopmentBank(AfDB)–TemporaryRelocationAgency

13avenueduGhana–BP323–1002TunisBelvédère–Tunisiatel:+216/71103986–fax:+216/71252669

e-mail:[email protected]–website:www.adeanet.org

Policy frameworks - Teacher Task Force

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