Universal Primary Education in Africa - IIPE Pôle de Dakar · PDF fileLa Rochette, Dakar...

Universal Primary Education in Africa:

The Teacher Challenge

The authorsThis publication has been drawn up by the Pôle de Dakar education sector analysis team within the UNESCORegional Office for Education in Africa (BREDA).

The editorial team comprised:Mr Jean-Pierre Jarousse, CoordinatorMr Jean-Marc Bernard, Advisor in support to countriesMr Kokou Améléwonou, Education policy analystMs Diane Coury, Education policy analystMs Céline Demagny, InternMr Borel Anicet Foko Tagne, Education policy analystMr Guillaume Husson, Education policy analystMs Blandine Ledoux, Education policy analystMs Julia Mouzon, Education policy analystMr André Francis Ndem, Education policy analystMr Nicolas Reuge, Education policy analyst

Nota BeneThe analysis and policy recommendations presented in this publication are those of the authors and do notnecessarily reflect the views of UNESCO.

UNESCO-BREDA publication numberISBN 978-92-9091-099-2

PhotographyAll photographs are by © Thierry Bonnet [www.thierrybonnet.com] except: Front cover, pages 6 and 13: © byReg'Page 148: © Mario Bels [www.bels-mario.com]

Graphic design and layout Mr Régis L’Hostis, Dakar

Printing La Rochette, Dakar

Translation French › EnglishMs Marjorie Leach, Montpellier

Proofreading Ms Katia Vianou, Dakar

P15 Introduction

Chapter 1P23 Educational demand and teacher needs

P24 1. Factors at the source of teacher demandP24 1.1. Trends and status of schooling coverage

P25 1.2. Demographic trends: a significant influence on demandyet extremely variable from one country to another

P26 1.3. Schooling coverage and demographic growth:different situations from country to country

P28 1.4. Impact of repetition policies

P29 1.5. Pupil-teacher ratios

P31 1.6. Needs related to the dynamics of the teaching force: attrition

P32 1.7. Contribution of the private sector to the development of primary education

P33 2. Projections and estimations of teacher needsP33 2.1. Model and assumptions

P34 2.2. Results

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6 Universa l Pr imary Educat ion in Af r i ca : The Teacher Chal lenge

Chapter 2P43 Teacher salaries and the expansion of education:

a fundamental link

P45 1. Teacher salary level, a key parameter of educational policyP45 1.1. A factor that cannot be ignored due to its weight in the budget

P46 1.2. The degree of education system coverage is closely connected to salary policy

P47 1.3. An average salary cost resulting from a trade-off on the combination of factorsthat contribute to learning

P51 2. Trends in salary and teacher recruitmentP51 2.1. The downward trend in relative salaries of teachers

P53 2.2. Budget austerity and large increase in status categories: explanations for the fallin real salary alongside the pace of teacher recruitment

P57 3. Current situation and evolution of average teacher salaryP57 3.1. High variability in average salary levels from country to country

P60 3.2. A multitude of status categories and salary levels

P61 3.3. A reverse trend in the recent period

P63 4. How relevant are current salaries in making the teachingprofession attractive?

P63 4.1. Are there adequate human resources in each country to recruit the future teachers?

P65 4.2. Attractiveness of teacher salary

P70 5. Placing the teaching issue at the heart of educationalpolicy trade-offs

Universa l Pr imary Educat ion in Af r i ca : The Teacher Chal lenge 7

Chapter 3 P73 New teachers and progress in enrolments

P75 1. Political context of the reforms in teacher recruitmentP75 1.1. An enabling context for changes in the composition of the teaching profession

P78 1.2. Transformation and restructuring of the teaching profession in sub-Saharan Africa

P87 2. Recruitment of new teachers in Africa:current situation and impact on enrolments

P87 2.1. Recruitment of new teachers: current situation

P90 2.2. General profile of teachers on the African continent: a variety of levels of recruitmentand professional training

P96 2.3. Impact of the recruitment of new teachers on enrolments

Chapter 4 P101 Which teachers for what kind of learning?

P103 1. Observable teacher characteristics and schoollearning achievements

P103 1.1. What is the appropriate academic level for primary school teachers in Africa?

P109 1.2. Teachers' professional training in question

P112 1.3. Does status make the teacher?

P114 1.4. The role of teacher experience

P115 1.5. Female teachers perform just as well as male teachers

P115 1.6. Querying the teacher's role in the learning process

P117 2. The teacher at the epicentre of the interactive learning process

P122 3. Management issues


Chapter 5 P125 Towards an overall vision of teacher matters

P127 1. Teacher recruitmentP127 1.1. Some considerations for the recruitment and selection of future teachers

P131 1.2. “Direct” recruitment

P133 2. The challenge of teacher trainingP133 2.1. Developing and enhancing pre-service training

P135 2.2. Training untrained teachers already in posts

P137 3. Improving coherence in teacher allocation to schools P138 3.1. Coherence in teacher deployment throughout the territory

P146 3.2. Teacher deployment issues

P150 3.3. Addressing the challenge of assigning teachers to disadvantaged areas

P155 4. Teacher absenteeismP155 4.1. Empirical elements on teacher absenteeism

P156 4.2. The main causes of teacher absenteeism

P160 4.3. How can absenteeism and its impact on the education system be reduced?

P163 5. Keeping motivated teachers in the education systemP163 5.1. Teacher motivation

P165 5.2. The professional development of teachers

P169 6. The need for a global approach to teacher matters

P173 Conclusion

P181 AppendixesP182 Table A1.1: Annual growth rates in school-age population 2005-2015 and 2015-2020

P184 Table A1.2: Assumptions underlying existing models of projected teacher needs

P186 Table A1.3: Annual needs for new teachers

P188 Table A1.4: Teaching force

P190 References



P24 Graph 1.1.Primary school access and completion in Africa,2006 (or closest year)

P28 Graph 1.2Average repetition (%) in primary education,2006 (or closest year)

P30 Graph 1.3Evolution in pupil-teacher ratio accordingto the level of primary school completion,2006 (or closest year)

P34 Graph 1.4Numbers of (public and private) teachers atdifferent points in time, according to the groupof countries

P37 Graph 1.5Past growth in teacher numbers comparedto anticipated growth

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P45 Graph 2.1

Share of primary teacher payroll in currentpublic expenditure on primary education,2004 or nearest year (%)

P51 Graph 2.2Teacher salary in 1975 (GDP per capita)

P53 Graph 2.3Variations in average primary school teachersalary in Africa (GDP per capita)

P54 Graph 2.4Changes in average teacher salary (GDP percapita) in 15 French-speaking African countriesand teacher recruitment flows

P57 Graph 2.5Average primary school teacher salary financedeither totally or partially by governments inAfrica (GDP per capita, 38 countries, 2004or closest year)

P59 Graph 2.6Average salary of public primary schoolteachers (GDP per capita), according to thelevel of income per capita in their country(38 countries, 2004 or closest year)

List of graphs

P60 Graph 2.7Teacher salary (GDP per capita) according tostatus, in several French-speaking Africancountries (2004 or closest year)

P61 Graph 2.8Teacher salary (GDP per capita) according toqualifications, in several English-speakingAfrican countries (2004 or closest year)

P69 Graph 2.9Salary gap between teachers in the publicsector and other categories of workers,comparable in terms of professional experienceand duration of schooling (Mali, 2004)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P89 Graph 3.1

Progression of the proportion of non-civilservant teachers compared to the total numberof teachers managed and paid by thegovernment in 3 French-speaking Africancountries between 2002 and 2006(or closest years)

P96 Graph 3.2Progress in the proportion of trained primaryschool teachers in Uganda (%), 2003-2006

P98 Graph 3.3Estimation of increase in enrolments (in %)due to the recruitment of non-civil servantteachers paid by the government,for 21 African countries

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P108 Graph 4.1

Proportion of teachers not reaching levels7 and 8 in SACMEQ tests

P118 Graph 4.2The influence of the different categoriesof factors in the learning process in10 sub-Saharan African countries

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P138 Graph 5.1

Relationship between the number of pupils andthe number of civil servant teachers in primaryschools in Burkina Faso


P27 Table 1.1Country situations with regard to growthin school-age population and primary schoolcompletion

P29 Table 1.2Estimation of expected savings in teacherneeds according to different scenarioson repetition for the UPE horizon of 2020

P31 Table 1.3Estimated attrition for several countriesaccording to different sources

P32 Table 1.4Percentage of enrolments in private educationaccording to primary completion rates

P36 Table 1.5Average annual growth in teacher numbers,by group of countries and sub-periods

P37 Table 1.6Teacher needs, by group of countries andsub-periods

P39 Table 1.7Situation per country with regard to theaverage effort to be made on recruitment inorder to achieve UPE and pattern of this effortover the period

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P49 Table 2.1

Impact of salary policy choices and choices ofgoods and services on the pupil-teacher ratio,for a given unit cost (600 MU)

P50 Table 2.2Characteristics and cost of public primaryschool organisation in sub-Saharan Africa(2004 or closest year)

P64 Table 2.3Estimation of the number of potentialcandidates (young people between the ageof 25 and 34) for teaching positions in primaryschool and the average annual number of newteaching positions

P66 Table 2.4Average structure of employment in sub-SaharanAfrican countries (2004 or closest year)

List of tables

P66 Table 2.5Annual income (GDP per capita) of individualsaged between 25 and 34 who have completedlower or upper secondary education, accordingto employment sector

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P88 Table 3.1

Distribution (in %) of primary school teachersaccording to status and level of salary perstatus in 14 African countries

P89 Table 3.2Distribution (in %) of primary school teachersbetween trained teachers and hardly trainedor untrained teachers and salary levelin 7 African countries

P91 Table 3.3Academic level of teachers in 6 French-speaking countries and 8 English-speakingcountries (as a %) based on samples

P92 Table 3.4Academic level of teachers according to statusin 5 French-speaking countries

P94 Table 3.5Duration of initial professional trainingaccording to status on the basis of PASECsamples (in %)

P95 Table 3.6Duration of initial professional training in10 non-French-speaking countries basedon SACMEQ samples (in %)

P97 Table 3.7Estimation of annual enrolment “benefit”resulting from diversification of recruitmentin 20 African countries

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P107 Table 4.1

Percentage of teachers per level of skillsin English

P120 Table 4.2Results of studies on class-effects in the USAand France


P134 Table 5.1Some characteristics of the pre-service trainingsystem for teachers in some English-speakingcountries

P136 Table 5.2Characteristics of training for untrained teachers(distance and work-based learning)

P140 Table 5.3Share of primary teacher allocation notattributable to the number of pupils (1-R2)in 15 African countries (years between 2002and 2007)

P142 Table 5.4Variation in pupil-teacher ratios at provinciallevel for some sub-Saharan African countries

List of tables

List of boxes and maps

P143 Table 5.5Average pupil-teacher ratio by province andcoherence of teacher allocation withinprovinces in Burkina Faso

P157 Table 5.6Percentage of teachers with a secondaryactivity in some PASEC countries

P164 Table 5.7Indication of teacher satisfactionin French-speaking Africa

P35 Box 1.1Assumptions made for the model

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P48 Box 2.1

Breakdown of public unit cost

P68 Box 2.2Progress in the salary of teachers during theircareer in four countries

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P81 Box 3.1

The example of Senegal: a pioneer inthe reform of the recruitment of primary schoolteachers

P86 Box 3.2Conclusions of the Bamako Conference onnon-civil servant teachers, November 2004

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -P145 Box 5.1

Specificities of rural areas

P141 Map 5.1Pupil-teacher ratios (PTR) with and withoutcommunity teachers in Benin, 2005-2006

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