Abstract
The pledge made in 2000 to achieve universal primary education by 2015 has not materialised and in spite of South-Saharan Africa’s governments’ efforts, teacher preparation has been insufficient. This paper discusses the space of teacher education within the national policy and official development assistance nexus in Ghana, Kenya, Mali, Senegal, Tanzania and Uganda. Based on the analysis of data obtained from the OECD, UNESCO and AidData, this paper suggests that donor’s limited investment in teacher preparation affect the quality of teaching in the six countries studied and argues for a rethinking of international support to their education sector.
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