Shortage English teachers threaten learning in Africa

English language professionals across Africa have raised concern over a growing shortage of teachers and inadequate preparedness for curriculum reforms, warning that the challenges are undermining efforts to improve learning outcomes across the continent.

The educators noted that many countries have rolled out competency-based and learner-centred curricula, yet thousands of teachers have not been sufficiently retooled to effectively implement the changes.

Persistent staffing shortages, they said, continue to strain classroom trainers and increase teachers’ workloads.

The concerns were raised during the 10th International Conference of the Africa English Language Teachers Association (AELTA) at Zetech University, which brought together educators from Kenya, Nigeria, Ghana, Egypt, Tanzania and other North African countries to exchange experiences and discuss innovations in language teaching.

AELTA President Mahamba Sebastian said curriculum reforms across Africa require teachers to adopt new teaching approaches and embrace technology-driven learning.

“The curriculum changes across many African countries call for different approaches to teaching and learning. Teachers must be equipped with the skills and resources needed to adapt to these changes,” said Mahamba.

He noted that overcrowded classrooms, inadequate teaching and learning materials and teacher shortages continue to hamper effective delivery of English language education, forcing educators to increasingly embrace online and digital learning platforms.

“Many governments have made notable progress in supporting digital transformation and connecting schools to global platforms, but more investment is needed in training English teachers to effectively implement the new curricula,” he added.

AELTA Immediate Former President, Rethabile Mawela, called on governments to invest more in teacher training and digital infrastructure, saying many educators have struggled to keep pace with rapid technological changes.

“Teachers must continuously retool and equip themselves with emerging technologies. However, governments also have a responsibility to ensure they have the resources, internet connectivity and digital devices required for effective teaching,” she said.

The Chairperson of the English Language Professionals Association of Kenya (ELPAK), Fredrick Odhiambo, said many teachers have not received adequate training to effectively implement the Competency-Based Curriculum (CBC) and emerging teaching approaches.

“The English teacher shortage has reached alarming levels, leaving many educators overstretched. While the recommended ratio is one teacher for 20 learners, some schools are grappling with a ratio of one English teacher for 800 learners,” said Odhiambo.

Zetech University Director of Corporate Affairs, John Mwai, said the conference provided an important platform for English language professionals to network, share experiences and explore emerging trends shaping education across Africa.

By Muoki Charles