"Bamako+5" Conference on Contractual Teachers
Co-organized by ADEA, the World Bank, Education International and the Ministry of Education of Mali
1. Context
The number of teachers needed to attain Education for All (EFA) goals in Africa has been estimated at 2.4 million (UNESCO Institute for Statistics/EFA). This is, however, a conservative estimate, as consideration of attrition rates varying from 5% to 8% under different assumptions, would produce the following scenarios:
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2.7 million teachers at an attrition rate of 5%
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" 3.2 million teachers at an attrition rate of 6.5%
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" 3.7 million teachers at an attrition rate of 8%
In addition to the challenge of supplying the required number of teachers, there is the question of whether the teaching force can meet the quality criterion. Africa faces a number of challenges/constraints that undermine national capacities to provide a sufficient number of qualified teachers. These constraints include:
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" limited training institutions and human resources;
- " a shortage of post-primary school leavers with the requisite educational background to take teacher training courses;
- " very few training programs geared toward preparing school principals and school managers;
- " limited fiscal capacity to pay decent salaries to teachers;
- " paucity of innovative/alternative ways of preparing teachers and ensuring their professional development.
COMMUNIQUE, Conclusions of the Bamako +5 conference and Emerging Challenges- COMMUNIQUE: "Bamako + 5" Conference on Contractual Teachers, PDF
- Conclusions of the Bamako +5 conference, Ahlin Byll-Cataria Executive-Secretary, ADEA, Powerpoint PDF
- Some Messages on the ''Bamako + 5'' Conference, Mamadou Ndoye, Powerpoint PDF
Press Releases
- First Press Release, Tunis, 23/10/2009, PDF
- Press Release for the opening of the conference, Bamako, 27 October 2009 PDF
Conference Documents
Word PDF Documents - Draft Agenda, PDF
- Concept Note, PDF
- Composition and Status of Primary Tea EFA, PDF
- Technical Repport : Follow-up workshop to the conference on contractual teacher PDF
- The Impact of HIV and AIDS on Teachers:National Responses to prevent and mitigate impact, Peter Badcock-Walters, PDF
PowerPoint PDF Documents - Policy Framework on the employment, social protection and career management of contractual teachers, PDF
- Trends in primary school enrollment since 2004,Jean?Pierre Jarousse, UNESCO BREDA Pôle de Dakar, PDF
- Technical Repport : Follow-up workshop to the conference on contractual teacher PDF
- Conclusions of the Bamako +5 conference, Ahlin Byll-Cataria Executive-Secretary, ADEA, Powerpoint PDF
- Some Messages on the ''Bamako + 5'' Conference, Mamadou Ndoye, Powerpoint PDF
One of the major education policy issues that has emerged as a result of the situation described above is the recourse to contractual or community teachers to bridge the gap left by the shortage of teachers. In most cases, this new category of teachers obtains very poor results, owing to their low educational attainment and insufficient training, combined with unattractive terms of employment. Instead of being a temporary stop-gap measure to cope with the shortage of teachers, recruitment of contractuals has intensified, and in some countries they now outnumber qualified teachers.
In November 2004, the Association for the Development of Education in Africa (ADEA), in partnership with the World Bank and Education International (EI), organized a conference in Bamako to address the recruitment and employment of contractual teachers in Francophone African countries. A consensus emerged from the Bamako Conference, now referred to as the Bamako Consensus, recognizing that
"the use of contractual teachers offers a number of opportunities. All the countries that have taken this path have made very significant progress in enrollment. However, recourse to contractual teachers undoubtedly entails risks for the quality of the education provided and for the retention and effectiveness of teaching staff. Countries need to meet certain minimum criteria for recruitment, training, contracts and working conditions. It is thus becoming increasingly urgent to implement a framework for resolving questions on the recruitment, training, social protection and career track of such teachers."
The conference therefore recommended the development of a policy framework to assist governments in gradually integrating and providing professional development for contractual teachers in Francophone countries.
A follow-up workshop held in July 2007 in Dakar produced preliminary versions of two instruments designed to guide countries in their efforts to formulate policy in this regard:
- a policy framework for the recruitment, training and professional development of contractual teachers;
- a policy framework establishing career tracks, opportunities for advancement, guarantees of social protection, and the rights and obligations of contractual teachers.
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2. Issues
See box 1 below for the issues of the 2009 Bamako Conference.
Box 1: Issues of 2009 Bamako Conference |
3. Objectives
Apart from following up on the 2004 Bamako Conference, one of the key objectives of the Bamako + 5 Conference is to learn about the scale of the use of contractual teachers in the Anglophone and Lusophone countries of Africa, as part of the overall context of responding to the teacher gap to achieve EFA. The conference will include a panel forum to share good practice relating to the recruitment, training, use, professional development and career management of contractual teachers.
4.Specific objectives
The conference will seek to achieve the following:
1. Take stock of progress made in the eleven Francophone countries that participated in the 2004 Bamako Conference, and the difficulties encountered, to advance toward the adoption and implementation of the two policy and strategic frameworks on teachers' professional development and career management;
2. Share successful experiences and lessons learned;
3. Collegial discussion of the policies and strategies to be promoted for appropriate recruitment of teachers, including control over the data on teacher supply and demand;
4. Promote dialogue on resource mobilization among the various stakeholders and partners;
5. Explore the new opportunities available for teacher training and development;
6. Promote consultation and coordination of existing initiatives to support teachers;
7. Promote and give incentive for good practice as regards harmonization of the status and career possibilities of primary school teachers, based on country experiences.
In order to achieve these objectives, there will be an exhaustive review of existing case studies and papers on policy concerning teacher development and career management. Other studies are now in progress, and their findings should also contribute to the discussions at the conference. Lastly, various contributions are expected from the ADEA Working Groups, development partners, all active practitioners of education, civil society, etc.
5. Expected outcomes
The conference is expected to produce a number of reference documents:
1. A documented review of the follow-up to the 2004 Bamako Conference;
2. An analysis of lessons learned from country experiences of the recruitment, training and development of contractual teachers;
3. Contributions toward finalization of the two policy frameworks proposed by ADEA on (i) the training and professional development of contractual teachers, and (ii) the career track, opportunities for advancement, social protection guarantees, and rights and obligations of contractual teachers;
4. Shared understandings on strategies and policies to raise resources for recruitment and training of teachers and for the inclusion of contractual teachers in the permanent teaching force (civil servant status);
5. Plans for networks or partnerships to exchange and share information on teacher development, notably through the inter-country quality nodes;
6. A report of the conference proceedings.
6. Opportunities
The conference will make concerted efforts to shed new light on cross-cutting issues that, in terms of the progress made in resolving them, contribute to teachers' professional development. Initiatives aimed at lessening the impact of HIV/AIDS, the difficulties of provision in fragile situations, and gender prejudice are gradually changing the way we look at these issues. The latter are no longer considered as barriers but as bridges to encourage teachers to move forward. Other opportunities are more clearly seen as such: the use of information and communication technology in education (ICTE) and the role of universities in training and in the various reforms...Click here for more information about the 'opportunities'.