RFTA - Regional Facility for Teachers in Africa
Empowering teachers to boosting learning and emotional growth for children in Africa

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Angola, Benin, Botswana, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Cote d'Ivoire, Democratic Republic of the Congo, Djibouti, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Nigeria, Rwanda, Sao Tome and Principe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, Sudan, Sudan, Swaziland, Togo, Uganda, United Republic of Tanzania, Zambia, Zimbabwe
Education and socio-professional integration
Health and human development
Published on 04/04/2024
Teacher training in Burundi © Junior Safary / AFD

Objective

The Facility will contribute to boost learning and emotional growth in African children by empowering skilled, motivated, inclusive teachers in basic education.
  • €46m
    BUDGET
  • 01/02/2024
    PROJECT START
  • 36 months
    DURATION
    PROJECT FUNDED BY
  • European Union - Directorate General for International Partnerhips
    PARTNERS
  • Enabel, development agency of the Belgian federal government, Belgium
  • VVOB – Education for development, Belgium
  • APEFE - Association to Promote Education and Training Abroad
  • EDUFI - Finnish National Agency for Education, Finland

The Regional Facility for Teachers in Africa aims to enhance learning outcomes and promote the socio-emotional development of children in Africa by fostering a more skilled, motivated, and inclusive teacher workforce in primary education.

A need for new qualified teachers to improve education in Sub-Saharan Africa

African countries, especially in sub-Saharan Africa, struggle to make teaching appealing and intellectually rewarding. Identifying effective teaching methods and supporting teachers in developing necessary skills is challenging. With an estimated need for 15 million new qualified teachers in the region by 2030, inadequate working conditions, inefficient deployment systems, and ineffective teacher training jeopardize the delivery of high-quality, inclusive education. To address these issues, there is a critical need to elevate the status of education professionals.

A comprehensive operational strategy to strengthen teacher workforce

The Facility welcomes participation from all countries in Sub-Saharan Africa and will be executed through the following components:

• Provision of technical assistance to countries to facilitate the development and implementation of policies, education initiatives, and professional development programs for teachers.

• Testing and expansion of successful programs in teacher education and training, with a focus on specific priorities, including those relevant to fragile contexts.

• Establishment of research partnerships to explore teacher policies, their satisfaction and well-being, and the generation of evidence for enhanced teacher governance and professional development.

The facility complements other operations of the Regional Initiative for Teachers in Africa led by the African Union Commission and UNESCO.

Expected outputs of the Regional Facility for Teachers in Africa

Overall, the expected outputs of the Facility are:

• Strengthened national capacity to design and implement teacher policies, professional norms, and standards, including effective data collection and monitoring systems on teaching practices.

• Enhanced national capacity to improve teachers' working conditions and status, promoting competitive and equitable recruitment, and ensuring inclusive deployment of teachers.

• Improved delivery of effective, gender-sensitive teacher professional development programs, with upgraded digital and green competencies through initial and continuous training, along with the identification and scaling of innovative solutions at national and regional levels.

    Related field of activity

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    Education and socio-professional integration
    Education and socio-professional integration are central sustainable development issues and contribute to achieving all the Sustainable Development Goals. The transformative power of education, as set out in the Incheon Declaration and Education 2030 Framework for Action, provides self-fulfilment, promotes stability and security, as well as opportunities for full employment and access to decent work in order to fight poverty.