Attracting Teachers to Rural and Remote Schools

Abstract

This article examines the teacher recruitment policies of Laos and Malawi in relation to rural teaching motivation. It evaluates the policies and analyzes the main issues affecting such policies. The study is qualitative, largely relying on available literature such as policy documents from education ministries in Laos and Malawi, UNICEF, UNESCO and World Bank education reports, published journal articles, and any supplementary material available in both the print and online media among others. The study finds that strategies to attract teachers to the rural and remote schools in both countries mainly include rural or hardship allowances and housing schemes. However, due to lack of financial capacity, the strategies have not been fully effective. Thus, the study recommends for improvement of the strategies through readjustment and extension of the benefits to include better housing schemes, provision of in-service training to rural and remote teachers, improved promotion criteria for rural teachers, and increment of the rural or hardship allowances.