The GEM 2021 report focuses on the role of non-state actors in education. A trend towards privatisation is increasing across all levels of education around the world. Several studies have analysed the impact of this trend on teachers, as they are a key determinant of the quality of education. This point of view is reflected in the framework of the Education 2030 initiative and the establishment of a qualified teaching body is one of the three main measures to be implemented to achieve Objective 4 of the Sustainable Development Goals, as indicated in target 4.C 1. Based on this observation, and to address the issue of the role of non-state actors in education, our report focuses on ‘the impact of privatisation on teachers in Francophone sub-Saharan African countries’. Through the analysis of available official data and recent research developed in Francophone African countries, the purpose of this background paper is to look into the different dimensions of the teaching profession in different types of private schools (for elites, low-cost, faith-based, community, etc.) at the level of compulsory education. To do this, seventeen countries in Francophone Sub-Saharan Africa were selected (Benin, Burkina Faso, Burundi, Cameroon, Central African Republic, Chad, Comoros, Congo, Côte d’Ivoire, Democratic Republic of the Congo, Gabon, Guinea, Madagascar, Mali, Niger, Senegal and Togo). After undertaking a literature review to illustrate the main results concerning teachers in non-state education, data available on teachers in private schools are presented (characteristics by age, sex, etc.). Five main themes are then looked at in greater depth: certification and regulations, type of recruitment, quality of education, social dialogue and professionalization. The impact of these different dimensions on the quality of education is then brought to light.Finally, two case studies are presented; they focus on Senegal and Burkina Faso, provide more information on this topic and also cover these same five themes.The conclusion reflects on the effects of the increasing involvement of private actors in schoolsystems in Francophone Sub-Saharan Africa and the consequences on the teaching profession in the countries studied.
|Numero di pagine||76|
|Stato di pubblicazione||Pubblicato - 2021|
- Francophone countries
- Non-state actors
- Sub-Saharan Africa