Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment (original) (raw)

MALAWI TEACHER RECRUITMENT -ED

Malawi Ministry of Education Position Papers, 2005

This paper outlines the issues relating to teacher education and teacher supply in Malawi. Malawi has a severe shortage of teachers. Over the years, particularly since EFA the student numbers has gone up yet the teacher supply has not followed the increased student numbers. This paper outlines the broader picture as a basis for further discussions.

Education Funding and Teacher Migration: The Unending Challenges of Developing Countries

Psychology and Education: A Multidisciplinary Journal, 2025

This study examines the issues and concerns of developing countries about education particularly on the aspect of education funding and teacher migration. The study is conducted using document analysis and data mining methods. The various education policies and programs of developing countries worldwide were examined and analyzed. There are at least three (3) developing countries from each continent subjected to the study. The data gathered from each country were compared by identifying the similarities and dissimilarities in its educational system. The result of the analysis reveals that education funding in developing countries is critical in ensuring quality education that is accessible to all. However, issues such as ineffective management of funding appropriation and allocation from the government and school leaders are prevalent in some countries. Furthermore, teacher migration to more developed countries becomes a contemporary challenge experienced by developing nations that need to be addressed by each government through targeted interventions, school programs, and policies. Overall, the study revealed that the role of education funding from the government or private sector is significant for developing countries to improve their educational system, promote teacher satisfaction, and increase student achievements.

Managing Teacher Migration: Implications for Policy and Practice in Africa (Book Chapter)(Co-Author)

Commonwealth Education Partnerships 2012/2013, 2012

FULL CITATION: Ochs, K., & Yonemura, A. (2012). Managing Teacher Migration: Implications for Policy and Practice in Africa. In A. Robertson, R. Jones-Perry, & R. Green (Eds). Commonwealth Education Partnerships 2012/2013. (pp.138-142). London: Commonwealth Secretariat. ABSTRACT Commonwealth Education Partnerships is the essential overview of education in the Commonwealth. The 18th Conference of Commonwealth Education Ministers (CCEM) takes place in Mauritius, August 2012. Launched at that meeting, Commonwealth Education Partnerships 2012/13 addresses the theme of “Bridging Gaps” as we approach 2015. Anticipating the post-MDG/EFA landscape, this edition asks: what next for policy and resourcing; who decides the new goals; and what role will the “Commonwealth Factor” play in securing results? The publication also contains: * Research, good practice and opinion from around the Commonwealth on the right to education, access and quality, and innovative financing * Analysis of teacher training and leadership in times of rising demand, and demographic and language change * International frameworks for Open Educational Resources, teacher migration and exchange, and sport for development and peace * Updates from small states, Africa, Asia, the Pacific and the Caribbean * 54 education profiles of member countries

The Drivers of Teacher Absence: New Perspectives from Malawi (MSc Thesis)

Government school teachers in developing countries are often absent from work. Their voices have also been largely absent from the literature seeking to explain this phenomenon. Here, semi-structured interviews with government school teachers in Malawi are used to interrogate and complement the understanding of absenteeism offered by large-N studies. The paper finds evidence that a desire to help others, sometimes combined with an enjoyment of teaching, are the most important causes of most teacher attendance in Malawi, and that these motives should thus be given more prominence in models of teacher behaviour. It argues that to understand absenteeism, academics and policy-makers should pay more attention to the factors that corrode these 'pulls to attend', to complement the more popular focus on weak accountability structures.

Why Do They Stay: Factors Influencing Teacher Retention in Rural Zimbabwe

The attraction and retention of teachers in Zimbabwe is a problem not only unique to Zimbabwean schools, but all over the world. The problem is more pronounced in rural areas where resources are scarce, hence the tendency to repel teachers. Although the problem of teacher turnover is real, there are teachers who have remained in the profession for many years. The aim of the study is to find the factors that have influenced teachers to remain in teaching in rural Zimbabwe. Participants (n = 6) in the study were all practicing as teachers, having taught in the rural areas for at least ten years. Data was collected through interviews which were audio-taped and transcribed. The results from this basic interpretive qualitative study showed that teachers remained in the profession because of need to support their families, job security, unmarketable, support from colleagues and administration, and self-sacrifice leadership by principals.

A strategy for managing teacher migration in Southern Africa

2012

for their assistance; the migration experts, Ministry/Department of Education officials, teacher union leaders, school principals and the migrant teachers from Botswana, South Africa and Zambia for agreeing to participate in the study; Dr Jean Mitchell for critical editing of the manuscript and Magda Botha for her technical support. Last but not least, the researcher would like to express special thanks to his wife, Tjedza, and children Sisekelo, Mzimkhulu and Dumo for their support and encouragement.

Zimbabwean teachers in South Africa: A transient greener pasture

South African Journal of Education, 2017

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education & Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country's own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers' motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so.