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The current study examines teacher deployment strategies in Cambodian preschools and identifies challenges related to the supply and deployment of teaching staff in early childhood education by assessing the adequacy, efficiency, and quality of teacher deployment. This study employs multiple approaches in data collection, including desk review of existing policies and literature, analysis of school-level administrative data, and in-depth interviews at the national, sub-national, and school levels. The findings from the study highlight the severe teacher shortage, uneven distribution of qualified teachers and disparities in teacher quality in Cambodian early childhood education. Newly graduated and well-trained preschool teachers are disproportionately deployed in urban areas, while preschool teachers in rural schools are not adequately trained to be preschool teachers. Existing efforts to expand preschool access are insufficient without simultaneously addressing the urgent need for properly trained preschool teachers. Based on these findings, the study offers policy recommendations, including scaling up pre-service training, strengthening teacher workforce planning through improved data systems, and implementing targeted incentives to ensure a more equitable and sustainable ECE teacher workforce.

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, 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 of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

With the end of civil war in 1991, Ethiopia’s government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, Education in Ethiopia argues for wise tradeoffs in the use of resources—a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards—such as those for teacher recruitment and school construction—to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.

Based on case studies of education systems and practices in eight English-speaking African countries, the publication closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. Teachers in Anglophone Africa offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies.

The report offers policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socio-economic challenges presented by globalization and the knowledge-based economy. The work is the result of an extensive consultative process that involved education specialists worldwide.

As in most countries worldwide, Sub-Saharan African countries are striving to build their human capital so they can compete for jobs and investments in an increasingly globalized world. In this region, which includes the largest number of countries that have not yet attained universal primary schooling, the ambitions and aspirations of Sub-Saharan African countries and their youth far exceed this basic goal. Over the past 20 years, educational levels have risen sharply across Sub-Saharan Africa. Already hard at work to provide places in primary schools for all children, most countries of the region are also rapidly expanding access to secondary and tertiary levels of education. Alongside this quantitative push is a growing awareness of the need to make sure that students are learning and acquiring the skills needed for life and work. Achieving education of acceptable quality is perhaps an even greater challenge than providing enough school places for all. Thus, Sub-Saharan African countries are simultaneously confronting many difficult challenges in the education sector, and much is at stake. This book gives those concerned with education in Sub-Saharan Africa an analysis of the sector from a cross-country perspective, aimed at drawing lessons that individual country studies alone cannot provide. A comparative perspective is useful not only to show the range of possibilities in key education policy variables but also to learn from the best performers in the region. (Although the report covers 47 Sub- Saharan African countries whenever possible, some parts of the analysis center on the region's low-income countries, in particular, a sample of 33 low-income countries). Although countries ultimately must make their own policy choices and decide what works best in their particular circumstances, Sub-Saharan African countries can benefit from learning about the experiences of other countries that are faced with, or have gone through, similar development paths. Given the large number of countries included in the analysis, the book finds that Sub-Saharan African countries have more choices and more room for maneuver than will appear if attention were focused on only one or a few country experiences. Countries can make better choices when understanding the breadth of policy choices available to them. They are well advised, however, to evaluate the applicability of policy options to their contexts and to pilot and evaluate the results for performance and subsequent improvement.

Ethiopia has made major strides in improving its human development indicators in the past 15 years, achieving significant increases in the coverage of basic education and health services in a short period of time. Imrovements took place during a period of massive decentralization of fiscal resources, to the regions in 1994 and to woredas in 2002-03. The devolutionof power and resources from the federal and regional governments to woredas appears to have improved the delivery of basic services. Surveys of beneficiaries reveal that they perceive that service coverage and quality have improved. Beneficiary satisfaction has increased markedly in education, and less conspicuously in water and health services. In the south, the decentralization to woredas 2002-03 tended to narrow differences in per capita expenditures on education and health across woredas. Decentralization disproportionately favored woredas that are remote (more than 50 kilometers from a zonal capital), food-insecure, and pastoral, suggesting that decentralization has been ppro-poor. Decentralization also narrowed the gap in educational outcomes between disadvantaged and better-off woredas, especially in the south. Pastoral, food-insecure, and remote woredas gained in terms of the educational outcomes examined (gross enrollment rates, grade 8 examination pass rates, repetition rates, pupil-teacher ratios, and teacher-section ratios).

Recently emerging from a decade-long civil war, Sierra Leone is making a remarkable recovery. The future holds great promise as well as many challenges for the education system in Sierra Leone. The rapid expansion of enrollments in primary school after the war will place pressure on the secondary school level and careful planning will be required to manage the expansion. As the priority shifts from emergency rehabilitation of schools to established basic service delivery, overcrowded classes and the quality of teaching and learning will need to be addressed. Focus should turn to the children from poor families and to eliminating disparities across regions, urban and rural areas and between boys and girls. The future of the education system will depend largely on the success of the decentralization process, which in turn relies on careful planning and the building of local and central capacity. All of this will require fiscally sustainable long-term development plans for the education sector.This book is an analysis of the education system in Sierra Leone, particularly at the primary and secondary levels. It provides an analytical foundation for the preparation of an education sector-wide strategy.

Tools for Education Policy Analysis is a training tool with several modules which include modeling worksheets. The training modules cover such topics as Assessing Policy Options for Teacher Training and Pay, Comparative Policy Analysis in Education, and Cost Effectiveness Analysis in Education. This hands-on interactive guide to evaluating and revamping education policy is designed to help policymakers in low-income countries identify weaknesses and make the most efficient use of scarce education resources. Education specialists in the developed world will also find the book an invaluable tool for analyzing priorities and arriving at cost-effective solutions given the practical and financial challenges teachers struggle with worldwide. Tools for Education Policy Analysis is both a self-paced learning guide and a practical assessment tool. This book, which also includes a CD-ROM, presents relevant policy problems and engages the user in a search for effective solutions. Moreover, users can plug in their own data and apply the statistical models to the specific challenges of their own educational systems. ... This manual contains a set of tools to assist policymakers in analyzing and revamping educational policy. Its main focus is on some economic and financial aspects of education and selected features in the arrangements for service delivery. Originally offered as a series of training workshops for World Bank staff to work with clients in the education sector in low-income countries, the book is also appropriate for education specialists in developed countries. The modules in the book are a self-contained set, complete with answer sheets to the exercises collected on a CD-ROM. Chapter 1, \"Introduction,\" offers an overview and background. The titles of the remaining chapters reflect the topics of the manual: (2) \"Diagnosing Structural Weaknesses in Education Implications for Project Selection\"; (3) \"Analyzing Costs in Education\"; (4) \"Conducting Cost-Effectiveness Analysis in Education\"; (5) \"Managing Teacher Deployment and Classroom Processes\"; (6) \"Assessing Policy Options for Teacher Training and Pay\"; (7) \"Analyzing Equity in Education\"; (8) \"Addressing Policy Issues in Girls' Schooling\"; (9) \"Performing Economic Analysis of Educational Technology\"; and (10) \"Conducting Comparative Policy Analysis in Education.\" Appended are instructions for performing regression analyses and using Excel. The manual also contains many tables, charts, graphs, and worksheets. (DIPF/Verlag).

Ten years after the 1994 genocide—in which an estimated 10 percent of the country’s population perished—Rwanda’s devastated education system is now back on its feet. Classrooms have been repaired and new ones built; teachers who fled the mayhem have been reintegrated into the teaching force; arrears in teacher pay have been cleared up; a Genocide Fund has been created specifically to assist orphans; and, in higher education, the system has been diversified and new arrangements for student finance have been introduced. These successes notwithstanding, the task of transforming the rapid recovery into sustained progress over time has only just begun. A priority will be to ensure that all Rwandan children can complete a full course of primary schooling of reasonable quality; and that expansion at the post-primary levels occurs at a pace commensurate with the labor market’s capacity to absorb highly educated job seekers. Achieving these goals will present tough tradeoffs in financing and service delivery: for example, combing increased funding for primary education with greater reliance on private financing at other levels of education; sharper targeting of public subsidies for education; and tighter management of classroom processes to improve student flow and student learning throughout the system.