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Challenges of Teacher Education in Africa
AT THE
Going Global 2016 Centre for International Teacher Education
Cape Peninsula University of Technology
REPUBLIC OF SOUTH AFRICA MAY 3 -5, 2016
Edem ADUBRA Chief, Section for Teacher Development Division for Support and Coordination of 2030 UNESCO Head of the Secretariat International Task Force on Teachers [email protected]
The current situation: Quantitative teacher challenges (see GMR 2013/14)
Between 2011-2015 SSA needs to recruit about
225,000 additional teachers per year to achieve UPE 2015. SSA accounts for 57% of the global total
need for additional primary school teachers, or 67% if the deadline is extended to 2030. Examples: Nigeria 212,000 primary teachers
needed; Some indication of impact: Malawi has P/T
ratio of 76 with 1% annual growth of teaching force. For a P/T ration of 40:1, needs annual growth of 15%
The current situation: Shortage of trained teachers (see GMR 2013/14)
The current situation: Insecure contract (see GMR 2013/14)
The current situation: Inadequate salaries
(see GMR 2013/14)
The current situation: Contextual challenges relevant to teachers
Inadequacy of education systems vs
labour market and development goals
High youth unemployment
Shortage of qualified teachers, esp. in STEM subjects
Language of instruction
Rural-urban discrepencies
Limited infrastructure to tap into ICT
Conflicts and disaster
Political instability
Pathways to address teacher challenges in Africa
Capture demands for teachers
Ensure governmental commitment to education
Promote reform at the country level
Stimulate the interests of donors
Generate synergy with other relevant initiatives: AU Agenda 2063, TICAD, etc.
Use the existing networks on teachers: ADEF, AFTRA, CITE, ROCARE, etc.
Use the function of inter-governmental bodies: AUC, ADEA, etc.
UNESCO and Sustainable Development Goals
SDG4 goal: “ensure inclusive and equitable
equality education and promote lifelong learning
opportunities for all”
UNESCO ER5: “National capacities strengthened, including through
regional cooperation, to develop and implement teacher policies and strategies so as to enhance the quality of
education and promote gender equality”
SDG4.C goal: “By 2030, substantially increase the supply of qualified teachers,
including through international cooperation for teacher training in developing countries, especially least developed countries and
small island developing States ”
SDG 9 goal: “Build resilient infrastructure,
promote inclusive and sustainable industrialization
and foster innovation”
UNESCO’s contributions to addressing teacher challenges in Africa
Formulation of SDG 4: Regional ministerial consultation in Africa (Kigali Statement, Feb 2015)
Follow-up on SDG 4: Southern Africa Regional Consultation on Teachers (Maputo, August 2015)
Change of the structure: Creation of the five regional bureaux (Abuja, Harare, Yaounde, Dakar, Nairobi)
Programs on teachers: STEPP (research on ECD), CFIT (ICT in education), CapEFA on teachers, Post graduate diploma program (Tanzania Institute of Education, Open University)
Teacher Task Force’s contributions to addressing teacher challenges in Africa
Creation of four seats in the Steering Committee: From each regional economic community: DR Congo, Nigeria, Uganda, Zambia
Review of the use of contract teachers in 25 countries in sub-Saharan Africa: International workshop to be held in June 2016 in Addis Ababa
SABER-Teachers study in collaboration with the World Bank: Algeria, DR Congo, Ghana, Mauritania, Namibia, Senegal, Zimbabwe
Some concluding remarks.
In response to African current needs, teacher education needs:
1. Equal attention to pre-/in-service teacher training 2. Tap into opportunities offered by DE and ICT 3. Support the future teacher to be a life-long learner 4. Use robust innovative curricula and pedagodical
approaches, congruent with diverse population of learners and the African culture
5. Build on research and promote self-reflectiveness 6. Promote partnership, networking and exchange of « good
parctices » and expertise. CITE as a promissing venture 7. Be open to African indigenous knowledge system 8. Empower the teacher to be a change agent
