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The Teacher at the Center of LMICs Learning Challenges
The Teacher at the Center of LMICs Learning Challenges
Back in 2000, the world set an ambitious goal: make sure every child could complete primary school by 2015. Enrollment did improve. In developing regions the net rate went from 83 percent in 2000 to 91 percent in 2015 (mdgmonitor.org). But showing up is not the same as learning. In 2022, only one third of 10-year-olds worldwide can read and understand a simple story (unicef.org) , and in low an middle income countries roughly 70 percent of children are unable to do so, a sharp increase from just over half before the pandemic (worldbank.org). UNICEF points out the reasons: under-resourced schools, overcrowded classrooms, and underpaid, underqualified teachers (unicef.org).
What all of these challenges have in common is that they shape the work of teachers. Teachers are the ones trying to hold overcrowded classrooms together. They are the ones struggling to do more with too few resources. And when they are underpaid and underprepared, the entire system feels the impact. That is why teachers are the common thread. Put simply, the quality of an education system cannot exceed the quality of its teachers (teachingcommission.co.uk).
In the pages ahead, we will look at the three areas where teachers are not getting the support they need :
Too Few Teachers, Too Little Support
Too Many Students, Too Little Practice
Too Few Resources, Too Little to Learn With
- Too Few Teachers, Too Little Support
The world is facing an acute teacher shortage. UNESCO estimates that 44 million additional primary and secondary teachers will be needed by 2030 to achieve universal education goals. Attrition is making the gap worse: in primary schools, the rate nearly doubled from 4.6 percent in 2015 to over 9 percent in 2022. (unesco.org)
Behind those numbers are classrooms where teachers are stretched far too thin. In many LMICs, one teacher may be responsible for fifty or more students, often without adequate training or resources. Teachers are the most important school based factor influencing student learning, yet many are underpaid, poorly prepared, and carrying workloads that set them up to struggle.
The issue is not just about recruiting more teachers, but about giving existing teachers the capacity and support they need through training, fair pay, mentoring, and manageable class sizes. Without this, the shortage is not only about numbers, but about the quality of learning that children actually receive.
2. Too Many Students, Too Little Practice
2. Too Many Students, Too Little Practice
Enrollment alone does not guarantee learning. Teachers know that mastery takes practice: students need time to apply skills, get feedback, and stay engaged in the process. Without this, lessons are quickly forgotten.
The reality is that millions of children are not getting those opportunities. Roughly 70 percent of children in LMICs finish primary school unable to read proficiently (worldbank.org). In low and middle income countries, the numbers are even worse. Overcrowded classrooms and limited teacher time mean many students are left listening passively, without the practice and attention needed to grow their skills . This lack of practice opportunities is a major reason students fall behind and struggle to catch up.
3. Too Few Resources, Too Little to Learn With
3. Too Few Resources, Too Little to Learn With
Even skilled teachers struggle when materials are generic, out of date, in the wrong language, or do not match the curriculum. Recent UNESCO analyses across several African countries found textbooks and teacher guides arriving years after new curricula, and in some cases not in the language used for instruction. In Uganda, lower primary textbooks came eight years after the curriculum change; in South Africa they arrived nine to twelve years later. In Zambia and Mauritania, large shares of classrooms or students lacked books in the right language, and content sometimes covered topics not in the curriculum (unesco.org)
When materials do not line up with what teachers must teach, teachers end up spending scarce time creating or patching resources. A practical way to give teachers capacity is to provide aligned student books and clear teacher guides with structured lesson plans. The World Bank and partners highlight that such guides offer step by step support tied to student materials and objectives, and evidence from multiple countries shows they increase time on task and improve learning. (blogs.worldbank.org)
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