This post was originally published on International Ed News
This week, we conducted a scan of education news published in the past month from countries in Africa. These articles highlight efforts to increase access and quality of education through the implementation of national curricula and assessments and through initiatives focused on teacher recruitment, salaries, and training.
South Sudan recently launched its first national curriculum. Gurtong.net quoted Jonathan Veitch, UNICEF Country Representative, as saying…
“For now the curriculum is complete, textbooks must be designed and published, teachers need to be trained to implement this curriculum, and school managers, inspectors and supervisors require training to provide the required management and oversight….”
Reports from South Africa (recently ranked “almost dead last in math and science” on this year’s World Economic Forum Global Competitiveness report, as News24 noted) show that even with curriculum and assessments in place, educators need to see their worth in order for them to be useful for instruction. The Daily Maverick recently reported that both the teachers’ union and the Department of Basic Education agree that the current national assessments are not effective, and some teachers’ unions have already promised to “opt-out” of administering the current assessments.
Tensions between teachers and the national government in Kenya also reflect something of a “Catch-22.” In a recent World Bank report, concern was expressed that the quality of education in the country was alarmingly inadequate. On the one hand, many critics of the government, including many teachers, argue that the reasons include the government’s failure to comply with a court order to increase teacher salaries by 50-60%. In response, teachers are engaged in a formal, long-term strike to protest inadequate salary, which they would like to see rise to the levels of other professions. On the other hand, supporters of the government suggest that the teacher strikes are contributing to the problems because they result in irregular access to classrooms for most students. In a stalemate, the Education Ministry ordered schools to close as of September 21st.
According to All Africa, Cameroon’s Education Ministry is taking steps to try to “professionalize” teaching by bringing in Dutch consultants to help refine teacher training, as well as curriculum. According to Roeland Monasch, the CEO of the Dutch NGO Aflatoun, the solution is simple: “He assured that once teachers are well trained, students will do well in class.”
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