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The Impact of International Teacher Migration on Schooling in Developing Countries--The Case of Southern Africa

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Title: The Impact of International Teacher Migration on Schooling in Developing Countries--The Case of Southern Africa
Language: English
Authors: Appleton, Simon, Sives, Amanda, Morgan, W. John
Source: Globalisation, Societies and Education. Mar 2006 4(1):121-142.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: N
Page Count: 22
Publication Date: 2006
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Foreign Countries, Developing Nations, Faculty Mobility, Brain Drain, Immigration, Comparative Education, International Education, Context Effect, Teacher Supply and Demand, Experienced Teachers
Geographic Terms: Botswana, South Africa
DOI: 10.1080/14767720600555194
ISSN: 1476-7724
Abstract: Whilst the migration of teachers has been a phenomenon for hundreds of years, the advent of "globalisation" has seen such migration return to prominence. This article focuses on the experiences of two developing countries in Southern Africa which have been on different ends of the process: South Africa as a net sender of teachers and Botswana as a net receiver of teachers. In comparing these two country experiences it is possible to highlight the complexity and impact of teacher mobility in developing countries. The authors argue that, in both cases, there are signs that international teacher mobility may have been a temporary issue as local markets in both countries have adjusted to meet the new demand. A possible conclusion is that the significance of international teacher mobility for developing country education systems lies less in its quantitative effects in terms of numbers of trained teachers and more in its qualitative effects in terms of the kind of teachers that move. (Contains 5 tables and 20 notes.)
Abstractor: As Provided
Number of References: 12
Entry Date: 2008
Accession Number: EJ818070
Database: ERIC
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  Data: The Impact of International Teacher Migration on Schooling in Developing Countries--The Case of Southern Africa
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  Data: <searchLink fieldCode="SO" term="%22Globalisation%2C+Societies+and+Education%22"><i>Globalisation, Societies and Education</i></searchLink>. Mar 2006 4(1):121-142.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Brain+Drain%22">Brain Drain</searchLink><br /><searchLink fieldCode="DE" term="%22Immigration%22">Immigration</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Botswana%22">Botswana</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1080/14767720600555194
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  Data: 1476-7724
– Name: Abstract
  Label: Abstract
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  Data: Whilst the migration of teachers has been a phenomenon for hundreds of years, the advent of "globalisation" has seen such migration return to prominence. This article focuses on the experiences of two developing countries in Southern Africa which have been on different ends of the process: South Africa as a net sender of teachers and Botswana as a net receiver of teachers. In comparing these two country experiences it is possible to highlight the complexity and impact of teacher mobility in developing countries. The authors argue that, in both cases, there are signs that international teacher mobility may have been a temporary issue as local markets in both countries have adjusted to meet the new demand. A possible conclusion is that the significance of international teacher mobility for developing country education systems lies less in its quantitative effects in terms of numbers of trained teachers and more in its qualitative effects in terms of the kind of teachers that move. (Contains 5 tables and 20 notes.)
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Developing Nations
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      – SubjectFull: Faculty Mobility
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      – SubjectFull: Context Effect
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      – SubjectFull: Teacher Supply and Demand
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      – SubjectFull: Experienced Teachers
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      – SubjectFull: Botswana
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      – SubjectFull: South Africa
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