Some 10% of the world expenditure, devoted to primary education, are lost in bad quality education and therefore children are unable to learn, says the 11th world report on monitoring of education for all (EPT), released Wednesday by UNESCO.
Entitled 'Teaching and learning; reaching quality for all', the report, obtained here by PANA, notes that without attracting and training correctly a sufficient number of teachers, the crisis in learning will take several generations and will affect negatively the most underprivileged groups.
It notes that in West Africa, temporary teachers, who have a low pay and short official training, represent more than half the teaching staff.
In that respect, the report says competent teachers are the key for improvement and calls on governments to recruit the best.
The report recommends that the national education plans must include explicit commitments to reach those marginalized and that teachers must be recruited at the local level or having backgrounds similar to those of the underprivileged learners.
It also calls on governments to secure the loyalty of the best teachers by offering them a salary that meets at least their basic needs, good working conditions and future prospects.
According to the report, in Sub-Saharan countries, one out of four young men is unable to read a single sentence and a child out of five completes primary school by acquiring the basics in reading and mathematics.
The report says that on the basis of the current tendencies, Senegal, Burkina Faso, Mali and Niger will not reach universal primary education before 2070.
However, it highlights that Senegal has made huge efforts towards the attainment of universal primary education, thanks to a primary school completion rate rising from 60% in 2010 to 63% in 2011, but also thanks to a net schooling rate that might reach more than 80% in 2015.
UNESCO director, Mrs Irina Bokova says that teachers have the future of the current generation in their hands.
'We should recruit 5.2 million teachers by 2015 and we should make more efforts to help them guarantee their rights for universal and free quality education,' she said.
”We should also make sure that the new world education goals set for after 2015 include explicit commitment for equity, as well as indicators enabling to follow the progress made by those marginalized so that no one is left behind,' she added.