W O R L D B A N K W O R K I N G P A P E R N O . 9 9 A F R I C A H U M A N D E V E L O P M E N T S E R I E S Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub- Saharan Africa THE WORLD BANK W O R L D B A N K W O R K I N G P A P E R N O . 9 9 Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa Aidan Mulkeen David W.Chapman Joan G.DeJaeghere Elizabeth Leu Secondary Education In Africa (SEIA) Africa Region Human Development Department THE WORLD BANK Washington, D.C. Copyright © 2007 The International Bank for Reconstruction and Development / The World Bank 1818 H Street,N.W. Washington,D.C.20433,U.S.A. 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All other queries on rights and licenses,including subsidiary rights,should be addressed to the Office ofthe Publisher,The World Bank,1818 H Street NW,Washington,DC 20433,USA,Fax:202-522-2422, email:[email protected]. ISBN-10:0-8213-7066-9 ISBN-13:978-0-8213-7066-7 eISBN:978-0-8213-7067-4 ISSN:1726-5878 DOI:10.1596/978-0-8213-7066-7 Cover photo by Jacob Bregman. Aidan Mulkeen is at the National University ofIreland.David W.Chapman and Joan G.DeJaeghere are at the University ofMinnesota.Elizabeth Leu is at the Academy for Educational Development. Library ofCongress Cataloging-in-Publication Data has been requested. Contents Foreword v Acknowledgments vii Executive Summary ix 1. Introduction 1 2. Review ofthe Literature on Secondary Teacher and Principal Recruitment, Retention,and Retraining 3 Introduction to the Literature Review 3 Teacher Supply and Demand 4 Teacher Recruitment 9 Teacher Retention and Attrition 12 Teacher Deployment 17 Teacher Remuneration 22 Teacher Education 26 Teaching as a Career:Morale,Development,and Support 30 Governance 31 Gender 35 School Leaders:Principals and Head Teachers 37 Summary ofFindings from the Literature Review 39 3. Field Study ofSecondary Teachers,Principals,and Decisionmakers 43 Introduction to the Field Study 43 Recruitment and Deployment ofTeachers 45 Conditions ofService 47 Teacher Retention 50 Teacher Professional Development 52 Recruitment and Training ofPrincipals 57 Special Issues 58 Summary ofFindings from the Field Study 61 4. Recommendations 63 Recommendations for Strengthening the Quality ofTeachers 63 Recommendations for Strengthening the Quality ofPrincipals (Head Teachers) 66 Recommendations for Action on Critical Crosscutting Issues 66 Recommendations for Further Research on Secondary Teachers and Principals 68 References 69 iii iv Contents LISTOFTABLES 2.1. Sub-Saharan Africa:School-age Population Data 6 2.2. Transition from Primary to Secondary Education 7 2.3. Duration in Years ofPrimary and Secondary General Education for Selected Sub-Saharan African Countries 8 2.4. Secondary Teacher Projections in 2005,Selected Countries 10 2.5. Qualifications ofSecondary Teachers in Uganda 11 2.6. Teacher Mortality Rates by Marital Status and Type ofSchool in Botswana,1999 15 2.7. Teacher Absenteeism Rates 16 2.8. Reasons for Teacher Absences 16 2.9. Active Armed Conflicts in Africa,2001 18 2.10. Average Secondary Teacher Salary and Benefits 23 2.11. Average Secondary Teacher Remuneration 24 2.12. Madagascar:Time Use ofTeachers in Secondary Schools,1998 25 2.13. Females as a Percentage ofSecondary School Teachers 36 2.14. Percentages ofMale and Female Secondary Teachers Who Are Trained,1998 37 3.1. Sample ofthe Surveyed Teachers,Principals,and Policymakers 44 3.2. Teacher Salary Range 49 3.3. Fees Paid in Surveyed Schools 58 LISTOFFIGURES 2.1. Key Issues in Teacher Supply and Demand 5 2.2. Illustration ofCommon Forms ofCorruption at District,School,and Classroom Levels 33 2.3. Tackling Corruption and Malpractice:An Extract from a Ugandan Newspaper Describing the Jailing ofan Education Official 34 3.1. Number ofMale and Female Teachers in Surveyed Schools 45 3.2. Number ofTeachers in Surveyed Schools from Outside the Area and from the Area Near the Schools 45 3.3. Number ofClass Periods Taught per Week 47 3.4. Teacher and Principal Perceptions ofTeacher Influence in the School 50 3.5. Teacher and Principal Perceptions ofthe Value ofPreservice and Inservice Preparation 53 3.6. Teacher and Principal Perceptions ofFrequency ofStudent-centered Teaching Methods Employed in the Classroom 55 Foreword M any African countries are undertaking important economic reforms,improving macroeconomic management, liberalizing markets and trade, and widening the space for private sector activity.Where these reforms have been sustained they have raised growth and incomes and reduced poverty.However,Africa still faces serious development challenges.More than 314 million Africans live on less than $1 a day—nearly twice as many as in 1981.The continent has 34 ofthe world’s 48 poorest countries.The HIV/AIDS pandemic costs Africa 1 percentage point of per capita growth a year,while malaria kills about 2,800 Africans a day. UN and World Bank progress reports on achieving the MDGs attest to a renewed com- mitment in Africa to defeat poverty and disease.The Education for All-Fast Track Initia- tive (EFA-FTI) involves more than 30 bilateral and international agencies and has gradually made important strides.In the coming years,the key challenges are to continue the efforts towards achieving universal primary education, to expand secondary school access in response to demands from growing African economies,and to improve quality,relevance and equity oflearning across the board. Secondary education and training (SEIA) will be one ofthe key factors for increased economic growth and social development.Recent developments in Asia and Latin Amer- ica have shown these trends convincingly.SEIA graduates enter labor markets that increas- ingly demand modern knowledge and skills,readiness to take initiatives,and ability to solve problems and to innovate products and processes.SEIA is also indispensable for young peo- ple to become productive citizens and to lead healthy lives. Our Human Development strategy is anchored in the Africa Action Plan.Through the AAP we work in partnership with other development partners to assist African countries. The SEIA study initiative ofour Africa Human Development Department (AFTHD) is led by Jacob Bregman (Lead Education Specialist).The study aims to assist countries in devel- oping sustainable strategies for expansion and quality improvement in SEIA. SEIA’s eight thematic studies have been conducted with an emphasis on stakeholder participation.The draft reports have been discussed at the two regional SEIA conferences (Kampala 2003 and Dakar 2004).A SEIA donor workshop was held in 2005 in Amsterdam. All SEIA products are available on the website:www.worldbank.org/afr/seia This thematic study is about recruiting,retaining,and retraining secondary school teachers and principals in Sub-Saharan Africa.The study is based on country studies in Ethiopia,Ghana,Guinea,Madagascar,Tanzania,and Uganda and an extensive literature review.In many parts ofAfrica,the demand for secondary teachers substantially exceeds the supply due to factors such as secondary teacher attrition,bottlenecks in the teacher preparation system,and perceived unattractive conditions ofservice.Few countries have strong policies,strategies,and programs for recruiting able secondary leavers to secondary teaching.Many secondary school Principals are ill-prepared to meet the demands posed by the changing nature oftheir jobs.Organized and systematic training in educational lead- ership and effective and transparent management that goes beyond the occasional work- shop presently offered in most systems is urgently needed for Principals. There are no v vi Foreword magic bullets.The study suggests several critical and promising areas for improvement in the quality ofsecondary teachers through new approaches to recruitment;pre-service and in-service teacher development;and improvements in the deployment,utilization,com- pensation,and conditions ofservice for teachers.Hopefully,this thematic study will make a timely and useful contribution to the debate on SEIA issues. Yaw Ansu Director,Human Development Department Africa Region The World Bank Acknowledgments T his thematic study report, Recruiting, Retaining and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa, was prepared on a contract-basis for SEIA study initiative ofthe Africa Region Human Development Department (AFTHD) in the World Bank.This SEIA thematic report was produced by the Academy for Educational Development (AED),working jointly with the National University ofIreland,Maynooth, and the University of Minnesota. The Maynooth/Minnesota/AED team carried out an extensive review ofthe literature,designed a field study,analyzed data collected by researchers in six Sub-Saharan African countries,and prepared the final report.Preliminary findings from the study were presented and discussed at the first SEIA conference in Uganda in June 2003.In addition,the final draft report was reviewed by education specialists and the SEIA core team.Jacob Bregman (SEIA Task Team Leader and Lead Education Specialist,AFTHD) and Adriaan Verspoor (Senior Education Consultant) provided extensive comments and inputs on the drafts. The University ofMinnesota team was led by David W.Chapman,assisted by Joan G. DeJaeghere,Grace Akukwe,Holly Emert,Suzanne Miric,Eva Nderu,and Awa Saidy.The team at the National University ofIreland,Maynooth,was led by Aidan Mulkeen,assisted by Gerry Jeffers,Maeve Martin,Eamon Casey,and John Coolahan.The Academy for Edu- cational Development team was led by Elizabeth Leu,assisted by Karen Bryner. This report benefited from country information collected by the following researchers: (1) Guinea:Souaré Ousmane,Education Researcher and National Director ofProject “Droits et citoyenneté des femmes en Afrique francophone”(CECI-Canada) (2) Ghana:Isaac Amuah,Director,Educational Assessment and Research Center (EARC) (3) Ethiopia:Derebssa Duffera and Daniel Desta,Institute for Educational Research, Addis Ababa University (4) Madagascar:Marianne Ralinirinarisoa,Education Specialist and Head ofProgram “Enfant pour Enfant”and “Enfant pour Communauté”(JSI/USAID) (5) Tanzania: Gabriel K. Nzalayaimisi,Academic Dean and Head of the Waldorf College and Tumaini University (6) Uganda:Emmanuel Ssemambo,Education Research Consultant,National Bank ofUganda This SEIA study was financed by the World Bank and the Irish Education Trust Fund— which is gratefully acknowledged. vii