Learning Without Earning: A Study of Teachers in Africa

• In Event: Building Trust and Relationships Through Curriculum

Abstract

Through the course of the last quarter of a century, the number of students attending school has expanded at a rate that has never been seen before in countries with low incomes, particularly in sub-Saharan Africa. On the other hand, enrolling students is not a guarantee of academic achievement. Surprisingly, a significant number of pupils in these areas do not graduate from primary school having achieved sufficient proficiency in the most fundamental skills, including reading, writing, and mathematics. This study investigates the ever-evolving field of elementary education in sub-Saharan Africa, which is situated in the midst of a true whirlwind of rapid industry expansion and uncertainty regarding governance. Through extensive study, it explores some of the most significant components, such as the amount of time that teachers really spend in the classroom, the number of times that teachers are absent, and whether or not the subject matter meets the requirements that students have for learning. The purpose of this research is to bring attention to these major aspects in the hopes of initiating successful policy talks and programmes that will improve the elementary education in the region.

Authors

• Stephen Croffie Djan, Old Dominion University

• Patrick Oston Ampong, African Institute of Mathematics Science /CNG School Bogota