Abstract
Despite reports of a teacher shortage in rural areas, 56 per cent of a sample of recently trained teachers were unemployed. Nonetheless, only 31 per cent would even consider a rural job. The teacher shortage was a structural, rather than an aggregate, phenomenon. It was also a feminist issue, as sex affected the chances of being employed more than did “merit” and most newly trained teachers were women. Policymakers might consider (a) reducing the number of Karachi-trained teachers, and increasing rural-based training; (b) raising tuitions; and (c) requiring graduates to take rural jobs.
Robert KLlTGAARD. (1983) THE ECONOMICS OF TEACHER TRAINING: An Exploratory Data Analysis, Pakistan Journal of Applied Economics, Volume-2, Issue-1.
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