Low-Fee Private Schools in Sub-Saharan Africa: Teacher Retention and Working Conditions

 

This is the second in a series of blogs I’m writing about Low-Fee Private Schools around the world. The first blog, written last May, is here.

The phenomena of Westerners and Western based-organizations building schools in ‘third-world nations’ has been occurring for centuries. Various faith-based groups (e.g., Jesuits, Friends, Anglicans, Methodists) and colonial governments (e.g., France, the U.K., Germany, the Netherlands) founded private schools in non-Western nations beginning in the eighteenth century, with some still in existence today.  Many of those schools targeted locals to be converted to a particular faith, while others were schools serving expatriates and had relatively high tuition that was often not available to locals and, in some cases, host country nationals were not invited to enroll.

Sunrise: A low-fee private school

Today there is great diversity in the types of private schools found in these emerging nations.  In addition to single, independent private schools, there are a growing number of for-profit companies investing in chains of private schools (e.g., Bridge International Academies, Omega, APEC, SPARK) as well as various secular and faith-based international non-governmental organizations (NGOs) partnering with private schools in a variety of ways (e.g., Edify; Opportunity International, Room to Read).  Given that the MDGs were developed in 2000 with the goal of having all children in every nation complete a basic education by 2015, and, given that many government school systems in low and middle-income nations did not have the resources to serve the thousands of children who had not previously attended school, the emergence in the last twenty years of large numbers of private schools is not surprising.  It’s estimated that there are more than one million low-fee private schools (LFPSs) in low and middle-income nations (Economist, 2015).  While many are run by NGOs, the fastest growing group are individual low-fee private schools (Cordeiro & Brion, 2018). And now with the SDGs replacing the MDGs in 2016 the focus has moved from access to school to inclusion and equity.

Educator Preparation in Africa

Because the preparation for new or existing principals is limited in emerging nations, there is a dearth of literature on the topic (Bush, Kiggundu & Moorosi, 2011).  Numerous scholars recognize that principals of schools are not prepared well enough for the tasks they have to accomplish (Donlevy, 2009; see various works by Raj Mestry).  This lack of leadership preparation is even more evident in emerging nations (Swaffield, Jull, & Ampah-Mensah, 2013). Yet many scholars argue that school leaders play a crucial role in school improvement, teacher morale and retention, and student learning (Grissom & Harrington, 2010; Ingersoll, 2001).

Typical school schedule in a low fee private school in Uganda

Bruce Barnett’s April blog on this site, maintains that leadership preparation and professional development requirements can be thought of as a continuum from tightly to loosely regulated.   As an example, the US has a tightly regulated system, while countries such as Australia, New Zealand, and Sweden have moderately regulated systems where trainings are offered but not required. Barnett and other scholars (Lumby, Crow, & Pashiardis, 2008) state that countries such as most African and Central and some South American nations have loosely regulated systems in which preparation programs for aspiring school leaders are rare or non-existent and professional development offerings are infrequent

In sub-Saharan Africa in particular, there are many untrained principals who do not have the necessary skills, knowledge, or attitudes to manage their schools effectively and efficiently (Otunga, Serem, & Kindiki, 2008).  According to Bush and Oduro (2006) schools in Ghana are often ruled by authority, seniority and language and not by who may be competent for the challenging tasks at hand.

In addition to the lack of school leader development, there is great variability in low and middle- income countries with regard to teacher preparation and retention.  In some African nations such as Ethiopia, the majority of teachers in LFPSs hold teaching credentials and/or degrees; while in countries such as Burkina Faso, Liberia, Sierra Leone and Ghana it is far more typical to encounter few teachers at the primary level who have any formal education beyond a high school diploma.

An acute teacher shortage exists in at least 74 low and middle-income countries. This results in millions of children being excluded from primary education and beyond.  Ghana is one of the sub-Saharan countries with an acute teacher shortage.  Thus, exploring what Ghanaian schools can do to support current teachers is key to Ghana achieving SDG 4.  Since approximately 25% of the schools across Ghana are private and it is estimated that up to 60% of the primary schools in Ghana’s capital region may be private (Cordeiro & Brion, 2018), understanding how private school leaders can increase teacher retention is a crucial part of developing education policy in Ghana.

Here I will briefly describe the results from four ethnographic case studies conducted in Ghana (Cordeiro & Brion, in process).  The section of the study reported here addresses the following research questions:  1) What are the challenges of Ghanaian teachers in low-fee private schools? 2) In what ways, if at all, do school leaders support teachers at their schools?

During the 2016-17 school year Corrine Brion and I conducted four case studies in the Greater Accra region. These schools serve children from nursery (age 3) until Junior High School (age 14).  We spent a total of 48 days in the four schools. There were six forms of data collection:  1) individual interviews with teachers and with school leaders; 2) focus group interviews with teachers; 3) a teacher survey; 4) classroom observations; 5) photographs and 6) documents. One focus group was held at each school with 5-7 teachers per group for a total of 25 teachers; additionally, three individual teacher interviews were held. We digitally recorded interviews with eight school leaders. A total of 67 teacher surveys were completed from all four schools with the response rates ranging from 80-95%. Using the Stallings Classroom Observation Instrument a total of nineteen classes were observed. We took dozens of photographs and collected documents such as teacher contracts, handbooks, etc.

Many sub-Saharan countries have handbooks for school leaders created by the Ministry of Education. Unfortunately, few school leaders have copies due to a lack of fiscal resources and printing of sufficient copies by the government.

We are in the process of writing the full paper but here are a few key findings. Teachers differed from school leaders in how they viewed the challenges they encountered. For example, teachers discussed three main challenges: 1) inadequacy or late payment of their salaries; 2) poor facilities; and, 3) few teaching resources.  For school leaders, proprietors hesitated to talk about late or inadequate salaries and they maintained that many parents were frequently late in paying tuition.  When probed as to what their financial plan was for the school, three of the four school owners did not have a plan beyond continuing current practices. The paper also discusses education policy implications with regard to Ghanaian private school teachers, as well as teacher preparation and development.

We hope to have our proposal for a conference session approved soon so in 2019 we can share the full paper. Stay tuned.

meet Paula A. Cordeiro

get in touch ……..

ALL-IN: An Emerging Knowledge Hub for School Leadership Globally

Here’s the latest from guest bloggers Azad Oommen and Sameer Sampat, co-founders of Global School Leaders, who attended the All-In meeting in New York City last week.

Azad Oommen
Sameer Sampat

This week, The Education Commission released a report on Investing in Knowledge Sharing to Advance SDG 4 (ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). The report calls for three key elements of knowledge sharing infrastructure in education – global public goods, capacity development and networks. This call to action resonated with our work at Global School Leaders, where we are working on creating effective school leadership in the Global South. We see a tremendous need for our colleagues in the field to network, exchange information and create common tools that will accelerate progress on increasing the effectiveness of school leaders in the education ecosystem.

The findings of this report were particularly pertinent, as we had just participated in what we hope will be a real life example of such an investment – the ALL-IN (Agile Leaders of Learning Innovation Network) meeting hosted by the Qatar Foundation’s WISE Initiative. ALL-IN is focused on school leadership globally and is designed to be a networking and knowledge hub on this issue.

The meeting in New York, part of the WISE@NY event, was attended by around 25 participants from countries such as Australia, Belgium, Canada, Kenya, Morocco, Lebanon, Ghana, India, Qatar, South Africa, UK and the US. This meeting was the third in a series of exploratory conversations – the first was in Doha at WISE 2017, and the second was earlier in 2018 at WISE@Accra.

Participants at the ALL-In meeting hosted by the Qatar Foundation’s WISE@NY event

At GSL, we are an active member of ALL-IN as it serves a critical purpose as a knowledge hub for school leadership globally. During our initial work on school leadership at the India School Leadership Institute, we found it very difficult to access information on best practices, innovations, and evidence of impact for school leadership, particularly related to the Global South. As we invest in the field of school leadership in Asia and Africa, we find many allied organizations have a similar hunger for knowledge and networking.

The discussions at the ALL-IN meeting in NY highlighted four pressing needs in the field of school leadership:

  1. Networking – there is a need for a forum where stakeholders can come together across geographies and function to create a composite picture of initiatives related to school leadership. ALL-IN can provide an opportunity for donors, academic researchers, and school leadership training providers to come together to discuss their interests and visions. Participants in the meeting mentioned consistently that ALL-IN was an opportunity to meet organizations that they did not know existed and with whom they would find value in interacting and collaborating.
  2. Knowledge Hub – as school leadership organizations have developed their programs in countries, there has been little systemic capturing of either their experiences or the tools that they have developed. Hence, many organizations felt that they are recreating tools and programs without the benefit of knowing what others have tried before them. They voiced the need for a knowledge hub that exposes them to resources and knowledge in the field.
  3. Investment in evidence of impact – Outside of a few countries in the Global North, there has been limited systemic analysis of the role of school leaders and organizations are grappling with assessing the impact of their programs on student outcomes. Many participants spoke of the need for robust evidence of impact frameworks that could help them evaluate their own progress but also make the case for more investment in school leadership.
  4. A more diverse vision for school leadership – as organizations discussed the varied contexts of school leadership in their countries, one theme that emerged is that there is a need to include more voices in defining models of school leadership. Many countries are engaged in defining professional qualification frameworks around school leadership and as these crystallize, the field should incorporate these emerging voices.

ALL-IN is an evolving network and we are excited about its potential. It has the opportunity to demonstrate how school leadership – an under-invested lever in education – can grow and mature through strategic investment in knowledge sharing. As Dr. Asmaa Al-Fadala, Director of Research at WISE noted, “Leaders need a better how, not just another why.”

We would be glad to connect with people who are interested in the issue of school leadership and want to contribute to the network. Kudos to the WISE team for their leadership and vision in developing ALL-IN.

Sameer Sampat and Azad Oommen

As the school year begins in many countries around the world, here are some fascinating and quick reads on education.

¡Saludos desde California!

News in education development

A good read from The Hechinger Report on literacy: This Mississippi district says these four strategies are helping struggling readers. And here’s one more by Matt Bardin on literacy and adolescents.

Meanwhile the World Bank is urging small schools to merge. And on the returns to investing in education here’s a link to a recent article by education economists George Psacharopoulos & Harry Patrinos.

Reading time in an Ethiopian classroom.

Philanthropy in education

So, Jack Ma, former English teacher and Chinese business investor, and philanthropist, is retiring. He is the co-founder and executive chairman of the Alibaba Group. Here’s a recent article about how he will focus on education philanthropy. Here’s an article about philanthropy in the USA. Religion is still the largest charitable cause in America with education ranking second.

 

Europe

Here’s a story about the European Union and Georgia. And as the new school year begins in Croatia: The experimental “School for Life” reform program begins. In France, a new law means that students can no longer use mobile phones in school. Here’s a video of students’ opinions. Your thoughts?

Education in Southeast Asia

Here’s an article on what’s happening in education in the Philippines. And here’s what’s new on the topic of literacy in several countries in Southeast Asia . This article on the Dongria Tribe in eastern India is fascinating. Education does indeed open doors to new opportunities for children but it also pulls them away from their traditional ways of life.

Education around Africa and the Middle East

Interested in why some schools are outliers? Read this blog on positive deviance in action. School leaders in Kenya who are willing to try things out!  Meanwhile in Ghana our University of San Diego team is working with Ghanaian colleagues to ensure that caning students is a thing of the past, but look at what’s happening at a charter school in Georgia in the US.

The world of low-fee private schools (a world I’m working in) is controversial. Here’s a recent article from Ghana. The train is out of the station so let’s focus on how we can improve these schools and ensure they offer quality education to all. This is a fascinating topic to follow—the bottom line is the issue of equity. And here is something to watch–The Education Commission (chaired by Gordon Brown, former UK Prime Minister) and the Global Steering Group for Impact Investment have established a $1 billion Education Outcomes Fund (EOF) for Africa and the Middle East. According to their website: “The Fund aims to help transform educational attainment in the region and achieve SDG 4, by pooling grant funds from official aid donors, foundations, and private philanthropic funders, to deploy into pay-for-success programs, with impact investors providing working capital at risk through development impact bonds (DIBs).” Social impact bonds, pay for success and similar approaches to financing education are hot in the impact investment world. It’s controversial and the union, Educator’s International (EI), has responded. Related to this is the request for input on the Guiding Principles on private actors in education from The Global Initiative for Economic, Social and Cultural Rights. You can submit feedback since the consultation is open until September 30, 2018.

Video suggestions

My colleague and I have been writing about learning transfer for school leaders.  We are exploring the barriers and inhibitors to learning transfer for adults. Here’s a short and informative video (3:35) on learning transfer for students by Larry Ferlazzo. And in case you missed this 2017 article and video on an Indiana school’s language of love. Here it is.

Twitter suggestions

For some of the latest blogs on education development, school leadership and related topics you might want to follow:

Harry Patrinos @hpatrinos  He is a manager at the World Bank’s education sector.

Henry F. DeSio @henrydesio   DeSio is the Global Ambassador for Changemakers.

Global Schools Forum: @GSF_talks GSF supports and represents non-state schools and school networks operating in low and middle-income countries.

Global School Leaders: @gschoolleaders  GSL incubates, connects and supports organizations that train school leaders to improve the learning of students from underserved communities around the world.

And if you are interested in school leadership development in South Africa, check out:  @SchoolLeadersSA

Finally, I’ve always been a big fan of the University Council for Education Administration (UCEA) which is a consortium of higher education institutions supporting school leadership development. @UCEA

Movie suggestion

I’ve spent many years in higher education as a professor of leadership studies. So much written about leadership is generic to many different professions. If you missed Apollo 13 – it’s all about communication, creative thinking and collaboration.

Varia

Diverging (quite) a bit from the topic of education, I’m always fascinated by the food in Ghana.

Finally, here’s a great quote that we use in our school leadership workshops from the… oh so talented… Sir Ken Robinson!

The real role of leadership in education…is not and should not be command and control. The real role of leadership is climate control – creating a climate of possibility. If you do that, people will rise to it and achieve things that you completely did not anticipate and couldn’t have expected.”

meet Paula Cordeiro

@deancordeiro

cordeiro@sandiego.edu