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Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda

Author

Listed:
  • Aidan Mulkeen
  • Dandan Chen

Abstract

Achieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provide good-quality basic education to the 10-20 percent of primary school-age children who are still out of school. Among these out-of-school children, the most difficult to reach are living in rural and remote areas. In recent years, large investments have greatly improved school infrastructure and access, but finding effective ways of supplying teachers to schools in rural and remote areas remains a key policy concern. To examine the issues related to providing teachers for rural schools, five countries-Lesotho, Malawi, Mozambique, Tanzania, and Uganda-prepared national case studies and, along with representatives from Zambia, came together for a workshop on "policy, planning, and management of rural primary school teachers" in Lesotho in May 2005. Building on the national reports, this workshop considered the challenges of teacher provision in rural areas and examined the viable policy options.

Suggested Citation

  • Aidan Mulkeen & Dandan Chen, 2008. "Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda," World Bank Publications - Books, The World Bank Group, number 6423.
  • Handle: RePEc:wbk:wbpubs:6423
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    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
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    Cited by:

    1. Delprato, Marcos & Frola, Alessia & Antequera, Germán, 2022. "Indigenous and non-Indigenous proficiency gaps for out-of-school and in-school populations: A machine learning approach," International Journal of Educational Development, Elsevier, vol. 93(C).
    2. Mark Gersovitz, 2018. "The allocation of health (and other professional) personnel to rural areas of poor countries," Health Economics, John Wiley & Sons, Ltd., vol. 27(2), pages 390-403, February.
    3. Pugatch, Todd & Schroeder, Elizabeth, 2014. "Incentives for teacher relocation: Evidence from the Gambian hardship allowance," Economics of Education Review, Elsevier, vol. 41(C), pages 120-136.
    4. Lagarde, Mylène & Blaauw, Duane, 2014. "Pro-social preferences and self-selection into jobs: evidence from South African nurses," LSE Research Online Documents on Economics 85229, London School of Economics and Political Science, LSE Library.
    5. Le, Hang M., 2018. "The reproduction of ‘best practice’: Following Escuela Nueva to the Philippines and Vietnam," International Journal of Educational Development, Elsevier, vol. 62(C), pages 9-16.
    6. Sophia Kan & Stephan Klasen, 2021. "Evaluating universal primary education in Uganda: School fee abolition and educational outcomes," Review of Development Economics, Wiley Blackwell, vol. 25(1), pages 116-147, February.
    7. Lagarde, Mylene & Blaauw, Duane, 2014. "Pro-social preferences and self-selection into jobs: Evidence from South African nurses," Journal of Economic Behavior & Organization, Elsevier, vol. 107(PA), pages 136-152.

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