Teacher supply, training and cost in the context of rapidly expanding enrolment: Ethiopia, Pakistan and Tanzania

Education for all and universal primary enrolment require that due attention is paid to teacher supply and training, if EFA Goal 6 (quality of education) is to be taken seriously. Unfortunately, there are numerous examples of countries that have expanded pupil enrolments without a counterbalancing growth in teacher supply and quality. This background paper presents case studies of three countriesthat have successfully and significantly expanded primary and lower secondary enrolments over the past two decades: Ethiopia, Pakistan and Tanzania. The paper details growth in student and teacher numbers in the three countries, and analyses the various approaches employed for teacher training in each. Four key policy messages are enumerated and discussed for teacher supply and educationunder conditions of increasing student numbers. Nations could: embrace alternative modalities of teacher training; utilize technology even in remote areas; develop training modules for both teachersand teacher trainers; and expand practical teaching experience by reducing theoretical course content in pre- and in-service training.