Legal frameworks: a study of the legal framework for teacher management in three African countries, Sierra Leone, Uganda, Zimbabwe

Authors: 
Bitamazire, Geraldine; Chinery-Hesse, J.; Dupigny, Albert; Gwaunza, Elizabeth; Lisk, Ida; Rodwell, Susie
Organisation(s): 
Commonwealth Secretariat (UK); Association for the Development of Education in Africa (ADEA). Working Group on The Teaching Profession (WGTP)
Imprint: London, Commonwealth Secretariat, 1996
Collation: 32 p.
Series: The Teacher's world
Notes: Incl. bibl.

In many countries, the legal frameworks for teacher management is problematic and there is a need for debate and reform action. The study reported in this document sets out to explore existing legal frameworks in Sierra Leone, Uganda and Zimbabwe and the extent to which they are understood and effectively applied. Particular attention is focused on questions as to who are the teachers, who are their employers and what is their relationship. An examination of the application of the laws in each country highlights certain problems surrounding implementation, some examples of good practices, and an assessment of the adequacy of existing frameworks. Among the main conclusions drawn from the study, one can be mentioned: the need for a clear, workable definition of 'teacher' and a recognition of teaching as a profession as a vital step towards creating a sense of professionalism; the establishment of an autonomous professional body which can administer the teaching profession effectively; the review, update and consolidation of teachers' conditions of service; the introduction of a clearly defined code of professional conduct; and the incorporation of legal education into both pre-service and in-services teacher training courses.

Anti-corruption strategies, Legal framework, Codes of conduct, Educational management, Teachers, Teacher training
Africa
Sierra Leone, Uganda, Zimbabwe