International from Uganda

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 4 journals. Those papers have been cited 2 times in total.

Supporting evidence — 4 representative gaps

• Sustainability Literate Preschool Teachers: Exploring Knowledge, Attitudes and Practices in Early Childhood Education for Sustainability—A Quantitative Model (2026) · European Journal of Education · cited 2× · doi

  Kagiso Maimela teaches geography at a secondary school in North West Province, South Africa. © UNESCO/Ilan Godfrey 146 Global Report on Teachers — Addressing teacher shortages and transforming the professionChapter 8Conclusions Teachers are at the core of all education systems and key to achieving SDG 4: to ensure inclusive and equitable quality education and lifelong learning opportunities for all by 2030. However, there exist persistent and increasing teacher shortages around the world which are exacerbated by continued attrition, the use of contract and unqualified personnel to fill teacher gaps, the lack of professional development and support, inadequate working conditions and salaries, lack of adequate funding and crisis contexts, among others. This first Global Report on Teachers sounds the alarm about the projected global shortfall of 44 million teachers needed to reach the goal of universal primary and secondary education by 2030. The Report examines the dire consequences of these shortages, including increased workloads and diminished well-being, the discouragement of future educators, the perpetuation of educational inequalities caused by the unequal distribution of qualified teachers, the implications for student learning and well-being, and the increased financial burden placed on educational systems. This inaugural Global Report on Teachers sounds the alarm on existing teacher shortages affecting all countries, though the size of the challenge is unequally distributed. It highlights the global deficit of 44 million teachers needed to achieve the SDG 4 targets for universal primary and secondary education by 2030. Following an analysis of the reasons for the shortages, the report highlights the levers for action that can be taken to improve the situation. Using examples from several regions of the world and from countries of varying income levels, the Report demonstrates that it is possible to reverse the trend. Its analyses offers conclusions, recommendations and policy measures necessary to address systemic and persistent global shortages and ensure an adequate supply of teachers to achieve universal primary and secondary education, accelerate the achievement of SDG 4 (including target 4.c on teachers) and, more generally, advance the Education 2030 Agenda. The report details the ways in which the challenge is unequally distributed. For example, by education level, we see that nearly 70 per cent of teachers needed Chapter 8. Conclusions and recommendations are for secondary education, while, geographically, needs vary heavily with sub-Saharan Africa requiring the largest share of additional teachers at 15 million. Likewise, the Report shows that teaching workforces do not always reflect the diversity of the communities they serve, linguistically, culturally, and otherwise. There is a dearth of male teachers, especially at early levels, and an under-representation of femal

  generalrecommendations
  Keywords: teachers report education global shortages secondary teacher conclusions million needed universal primary africa systems ensure
• The Mediating Role of Assessment Policy Implementation in Enhancing the Relationship between Teaching and Learning in Public Universities in Central Uganda (2026) · East African Journal of Education Studies · doi

  International from Uganda. Journal of Educational Development 19(1) 99- 111 in Kisige, A., Ezati, A. B., & Kagoda, A. M. (2021). Teacher preparation by universities: Internal stakeholders’ perception of teacher education curriculum and Kyambogo universities. African Institute of Research: Education Quarterly Reviews, 4(1), 71–81. in Makerere content McKinney, J., & Lugg, C. (2020). The role of policy in educational assessment reform in Africa. Journal of African Higher Education, 3(2), 22–38. Muhwezi, I., Kurgat, S., & Ssekamatte, D. (2022). Teacher practices in the implementation of the new business subjects curriculum in Uganda: A case of selected secondary schools in Kabale District. Canadian Journal of Educational and Social Studies, 2(4), 56–70. Mukama, M. (2020). The impact of digital tools on student engagement in Ugandan higher education. of

  generalfuture work
  Keywords: education journal educational teacher uganda universities curriculum african higher international development kisige ezati kagoda preparation
• The impact of resource constraints on teaching and learning in South Africa’s community learning centres (2026) · Journal of Education and Learning Technology · doi

  Based on the findings, the study makes the following recommendations: The Department of Higher Education and Training (DHET) should prioritise targeted investment in physical infrastructure, learning materials, and digital technologies to address material shortfalls at CLCs. Regular and structured training opportunities must be provided to educators to enhance teaching quality and support andragogical innovation. Centre management practices should be strengthened through capacity-building initiatives, improved oversight, and better adherence to existing policy frameworks. Existing policies aimed at supporting CLCs must be actively implemented, monitored, and adapted to meet emerging needs in the adult education sector. Policymakers should consider engaging in partnerships with the private sector, NGOs, and community organisations to mobilise additional resources and foster local ownership of adult education initiatives. CONCLUSION This study examined how resource constraints affected teaching and learning in under-resourced Community Learning Centres (CLCs) in Johannesburg, South Africa. The findings highlighted persistent challenges such as the shortage of teaching materials, inadequate infrastructure, and limited professional development opportunities. These constraints compromised the quality of adult education and threatened the sustainability Journal of Education and Learning Technology (JELT) 11 Maceke,R.R., Nkoana, E.M. & Chauke, T.A. / Journal of Education and Learning Technology / Vol.7 No.1 (2026) pp 1-14 of the CLC model. While CLCs hold significant potential to promote lifelong learning and social empowerment, this promise remains largely unfulfilled due to systemic neglect and insufficient institutional support. These challenges mirror global trends in adult education systems, particularly in developing countries, where resource limitations continue to hinder inclusive and equitable access to education. Although this research achieved its objectives, its geographical focus limited the generalisability of the findings. Nonetheless, the identified challenges are consistent with broader patterns in underfunded adult learning environments. Future studies should adopt a broader comparative approach, incorporate learners’ voices, and assess the long-term impacts of resource interventions. Further research into public-private partnerships, community engagement, and digital innovation could offer valuable strategies for revitalising adult education in similar contexts. BIBLIOGRAPHY Aitchison, J., and S. Land. “Resource Constraints in South Af

  generalrecommendations
  Keywords: education learning adult clcs resource teaching community constraints challenges training infrastructure materials digital opportunities must
• Teachers’ Lived Experiences of Working in an Environment Declared Free Education in Selected Secondary Schools of Kabwe District, Zambia (2026) · Journal of Education, Learning, and Management · doi

  i. The Ministry of Education should increase investment in school infrastructure, teaching and learning resources, and staffing levels in secondary schools to match the rising learner enrolment under the free education policy. ii. The Ministry of Education should establish comprehensive teacher support and workload management strategies aimed at improving teacher well-being and effective implementation of the free education policy. REFERENCES Action Aid Zambia. (2023). Assessment of the implementation of the free education policy in Zambia. Lusaka: Action Aid Zambia. Afrobarometer. (2025). Public perceptions on education service delivery in Zambia. Accra: Afrobarometer. Benedict, M. (2024). The impact of free education policy on access to secondary education in Zambia. Lusaka: University of Zambia Press. Bwembya, J., & Daka, H. (2024). Teacher experiences and sustainability challenges under Zambia’s free education policy. International Journal of Educational Development, 12(2), 45–58. Chanda, P. (2023). An assessment of the implementation of the free education policy in selected secondary schools of Lusaka District. Unpublished dissertation, University of Zambia, Lusaka, Zambia. Chansa, L. (2022). Challenges in the implementation of free education policy in Zambia. Zambia Journal of Education, 8(1), 33–47. Chileshe, R. (2023). Teachers and educational reforms in Zambia: Experiences under free education implementation. Journal of African Educational Studies, 15(3), 77–91. Chiombe, C. (2016). School infrastructure development and access to education in rural Zambia. Lusaka: Ministry of Education. Daka, H., & Ireen, M. (2024). Free education policy and teacher experiences in Zambia. International Journal of Humanities and Social Sciences, 9(1), 101–118. Global Partnership for Education. (2023). Financing education systems in developing countries. Washington, DC: Global Partnership for Education. Ireen, M. (2024). School grant disbursement and implementation of free education policy in Zambia. Journal of Education Finance and Policy Studies, 6(2), 55–69. Kalimaposo, K., Mwansa, B., & Zulu, T. (2025). Vulnerable learners and educational inclusion under Zambia’s free education policy. African Journal of Inclusive Education, 7(1), 24–39. Kapambwe, D., Chola, M., & Sakala, P. (2024). Enrolment expansion and classroom experiences under fee-free education in Zambia. Journal of Educational Policy and Practice, 10(2), 66–82. Kasebusha, N., Banda, M., & Mwansa, B. (2022). Perceptions of Teachers on the Removal of School Fees: A Study of Selected Secondary Schools of Kapiri Mposhi District. Journal of Humanities and Education Development, 4(3), 151- 155. https://dx.doi.org/10.22161/jhed.4.3.18. Machinyise, J., Kasebula, C., & Chabu, S. (2023). Teacher perceptions on the implementation of free education policy in Livingstone District. Journal of Educational Research in https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(1), 450-458, 2026 458 Africa, 11(4), 88–103. Manchishi, T. (2025, March 12). Teachers raise concerns over declining education quality under free education policy. Daily Nation Zambia. Masaiti, G. (2018). Financing education in Zambia: Trends, challenges and policy implications. International Journal of Educational Administration and Policy Studies, 10(3), 21–34. Ministry of Education. (1996). Educating our future: National Ukoh, C. (2023). Education financing and sustainability of free education policy in Zambia. Journal of African Public Finance, 5(2), 31–49. UNESCO. (2018). Global education monitoring report 2018: Accountability in education. Paris: UNESCO. UNESCO. (2023). Education financing and equitable access in developing countries. Paris: UNESCO. UNESCO. (2024). Policy evaluation report on fee-free education policy on education. Lusaka: Government Printers. systems. Paris: UNESCO. Musambachime, M. (2017).

  generalrecommendations
  Keywords: education zambia policy free journal implementation educational lusaka unesco teacher ministry school secondary experiences financing

Questions about this gap