講演情報
[1L01]Educational Administration and SDG 4 in Burkina Faso: An Analysis of Teacher Deployment
*Jean-Baptiste SANFO1, Keiichi Ogawa2 (1. University of Hyogo, 2. Kobe University)
キーワード：
Teacher deployment、Educational Administration、SDG4
Teachers play an essential role in reaching the SDGs. Many countries in Sub-Saharan Africa, including Burkina Faso, have struggled to make meaningful progress in deploying and retaining teachers in remote or impoverished schools. This leads to shortages of teachers in some schools and surpluses in others. The student-teacher ratio (STR) varies between regions, between locations (rural-urban), and between schools. This results into challenges, such as student retention and poor learning outcomes. In this study, we examine the extent of STR variations at the province and region levels. This study demonstrates that the persistence of STR disparities reflects the impact of influence within the teacher management system by teachers’ interests. If teacher preference for given provinces is a key driver of STR variation, we would expect to see much STR variation at the province level rather than between the larger administrative level (region). Using variance component analysis and administrative data collected from Burkina Faso, our results suggest that much of the variation in commune STR, 41 percent, is attributable to province-level heterogeneity within regions. Conversely, 29 percent of this variation is due to region-level heterogeneity. The results illustrate the extent to which local-level province-specific characteristics influence communal STR variations in Burkina Faso. The system of teacher management creates much space for considerable influence on the system by teacher interests, leading to the maintenance of STR disparities. In other words, teachers are able to exercise influence to get to the provinces they prefer, and not necessarily to provinces where they are most needed. In terms of policy response, in contrast to efforts that categorized schools based on STR, a categorization based on the determinants of STR (e.g., remoteness and amenities), the micro-geographic factors that drive teacher choices to move to a given school province can be developed by the ministry of education.
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