Teachers for rural schools: experiences in Lesotho, Malawi, Mozambique, Tanzania and Uganda

Case Studies & Research
Washington, DC
World Bank
138 p.

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.

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