Generación del flujo único de paquetes de transporte TS para

are in South and

West Asia, and

sub-Saharan Africa

0

0

2

Education for All Global Monitoring Report

C H A P T E R 2

School year ending in

25 795 27 192 5 25 25 1 24 180 28 906 20 18 18 -2 20 466 21 811 7 27 28 2 15 109 19 637 30 21 20 -4 4 485 4 633 3 16 14 -9 6 286 6 595 5 13 13 -5 843 748 -11 20 18 -10 2 785 2 674 -4 11 10 -10 2 004 2 581 29 41 45 10 872 1 238 42 24 27 13 1 554 1 832 18 23 22 -4 1 387 1 776 28 16 16 -3 332 319 -4 21 19 -10 873 923 6 11 12 11 10 094 9 671 -4 22 20 -8 7 702 9 415 22 17 17 -1 9 938 9 502 -4 22 20 -8 7 476 9 166 23 17 17 -1 156 169 8 20 19 -8 226 249 10 14 14 -3 4 301 4 859 13 37 40 8 2 956 4 138 40 33 30 -10 2 684 3 016 12 26 23 -13 2 746 3 594 31 19 16 -15 104 111 7 24 22 -10 53 66 26 22 19 -12 2 580 2 905 13 26 23 -13 2 693 3 527 31 19 16 -15 3 443 3 687 7 15 14 -9 4 487 4 851 8 14 13 -4 1 384 1 226 -11 19 18 -6 3 158 2 971 -6 13 11 -10 World Developing countries Developed countries Countries in transition Sub-Saharan Africa Arab States Central Asia East Asia and the Pacific

East Asia Pacific South and West Asia Latin America/Caribbean

Caribbean Latin America N. America/W. Europe Central/Eastern Europe

Table 2.18: Teaching staff and pupil/teacher ratios in primary and secondary education, by region, 1999 and 2006

Teaching staff Primary education Change between 1999 and 2006 (%) (000) (000) (000) (000)

1. Based on headcounts of pupils and teachers. Source: Annex, Statistical Tables 10A and 10B.

1999 2006

School year ending in Pupil/teacher ratio1 Change between 1999 and 2006 (%) 1999 2006

School year ending in Teaching staff Secondary education Change between 1999 and 2006 (%) 1999 2006

School year ending in Pupil/teacher ratio1 Change between 1999 and 2006 (%) 1999 2006

Box 2.17: How many teachers are needed to achieve EFA? The 2008 Report (UNESCO, 2007a) emphasized that

national governments had to recruit and train teachers on a vast scale to achieve the EFA goals. It is estimated that the world will need approximately 18 million additional primary teachers by 2015.1

The most pressing need is in sub-Saharan Africa, where an estimated 1.6 million additional posts must be created and teachers recruited by 2015 (on the basis of 2004 data) if UPE is to be achieved. Taking teacher retirement, resignations and losses into account pushes that figure up to 3.8 million. This represents about 145,500 posts and teachers annually, 77% higher than the annual increase observed between 1999 and 2006. In Ethiopia and Nigeria the annual requirement for new posts is more than 11,000. Burkina Faso, the Congo, Chad, Mali and the Niger all need to increase posts and teachers by more than 10% a year. East Asia and the Pacific will need an estimated 4 million teachers by 2015 and South and West Asia 3.6 million, with the largest increases required in China, India and Indonesia. Teacher needs in these regions, however, are mostly to fill posts left by retiring or otherwise departing teachers.

These estimates do not take account of additional investments (e.g. for teacher training) required to ensure that teaching is effective. Moreover, comprehensive estimates of teacher needs are available only at primary level. Factoring in the number of teachers and other staff needed to meet all the EFA goals increases still further the scale of necessary investment in teacher recruitment and training:

A study for Senegal, for example, shows that non-formal education will need an additional 1,900 instructors yearly between 2008 and 2010, nearly as many additional posts as are required at primary level.

Projections in Ghana, Kenya, Malawi, Senegal, Uganda and Zambia2_{show that 321,561 new lower-secondary} teachers would be needed between 2006 and 2015 to reduce student dropout and repetition at all levels by 25% and increase primary to lower-secondary transition rates by 25%. Kenya and Malawi, for example, would have to double teacher numbers to meet these goals.

1. Estimated on the basis of 2004 teacher supply and PTRs.

2. Based on constant PTRs at 2006 levels, not disaggregated by subject. Sources:Diagne (2008); Schuh Moore et al. (2008); UIS (2006b).

T H E D A K A R G O A L S : M O N I T O R I N G P R O G R E S S A N D I N E Q U A L I T Y

Trained teachers are in short supply in many countries. While differences in teacher training limit the scope for simple cross-country comparisons,56 large regional variations are apparent. In primary education, the median shares of trained teachers in the total teaching force range from 68% in South and West Asia to 100% in the Arab States (see annex, Statistical Table 10A). Variations by country are also marked. In Lebanon, for example, just 13% are trained, for an average of one trained teacher per 110 students (Figure 2.41). In Mozambique the percentage of trained teachers is higher (65%) but because the total number is insufficient the ratio of pupils to trained teachers is very high, 104:1. Nearly half the forty countries with data for both 1999 and 2006 increased the presence of trained teachers (see annex, Statistical Table 10A), in some cases by considerable margins. The Bahamas, Myanmar, Namibia and Rwanda raised the proportion of trained primary school teachers by more than 50%.57_{However, more than a third of countries,} including Bangladesh, Nepal and the Niger, moved in the opposite direction, with percentages of trained primary school teachers declining. Excessive PTRs, shortages of trained teachers and questions about teachers’ skills point to wide-ranging problems in governance. Teacher shortages often result from inadequate investment in education and questionable incentive structures for teacher recruitment and retention. At the primary level in particular, teacher training is often fragmented and incomplete – in some cases non-existent. Many countries have had trouble increasing the number of primary education teachers because they have not yet expanded secondary education sufficiently to produce enough candidates for teacher-training programmes. Within-country disparities

The total number of teachers and the national PTR shed some light on the state of a given education system, but they can obscure disparities in teacher assignment associated with location, income and school type. These disparities affect the extent to which a country truly gives everyone the opportunity to receive an education of good quality. In many countries teachers are unevenly distributed, resulting in major disparities in PTRs. In Nepal in 2005, the PTR in the Dhanusa district, in the central region, was 82:1 – double the national average (Sherman and Poirier, 2007). Among the country’s seventy-five districts, nearly half had ratios at or above 40:1 while the rest were well staffed,

providing very small class sizes in some cases. Similarly, PTRs in the Nigerian state of Bayelsa were five times higher than in Lagos. Large variations in PTRs can exist even within local administrative areas: a 2004 survey of 10 of the 493upazilas (subdistricts) in Bangladesh found

56. Wide variations exist in the institutional quality of pre-service education, programme selectivity and professional development opportunities and requirements. 57. Myanmar’s Basic Education Long-term Development Plan (2001/02–2030/31) focused for the first five years on reducing the number of uncertified teachers and expanding teacher-training colleges. It introduced two-year pre-service training programmes and increased the intake of primary and lower secondary teachers to in-service teacher training in twenty education colleges. Also during this period Myanmar’s two Institutes of Education, in Yangon and Sagaing, provided more teacher-training programmes for the upper secondary level.

Many countries