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that, “quality education cannot be achieved without adequate numbers of properly trained qualified teachers.”(2008:8). In Sub-Saharan Africa between 1999 and 2006 the teachers worked in primary schools have been increased to 2.5 million which is 29 percent increment. Nevertheless, the statistics points out that, in spite of these increases, still there is a shortage of 1.6 million primary teachers and can rise to 3.8 million by the year 2015 (Adedeji & Olaniyan, 2011; OECD, 2008). Most of the countries in Africa continent have severe teachers’ shortage which make difficult to attain successfully the global agenda of universal primary education (UPE) programs by the year 2015 as it is stipulated in Millennium Development Goals. For instance, in three countries of Ethiopia, Nigeria and Uganda statistics reveals there is a need to creates more 153,000, 127,000 and 92,000 teaching posts respectively if they had to achieve goal number two in the MDGs by 2015 (Adedeji & Olaniyan, 2011). In addition this, due to severe shortage of teachers; the governments in these countries decided to recruit unqualified teachers to fill the gaps which have negative implications to the quality of education delivered. In Uganda, during implementation of universal education programs in 2000s, the government decided to recruited untrained teachers in the initial stage of the program due to shortage of trained teachers (Malkeen, 2010). OECD (2004) affirms that, for the countries affected by severe shortage of teaching workforce the most vulnerable are the students from the disadvantages and remote areas. In most cases students from these areas usually find themselves in the classes with inexperienced and unqualified teachers. Other people who are likely to be affected are students from minorities and immigrants groups since they denied their right to access quality education (OECD, 2004). Globally, between 2010 and 2015, 114 countries will need to generate at least 1.7 million new teaching posts in order to realize quality education for all children (UNESCO, 2012). The figure no. 2.1 below shows the number of additional teaching posts in primary schools by the year 2015, whereas six out of ten additional teachers are needed in Sub-Saharan Africa countries.

It is common to find overcrowded classes in developing countries particularly in public schools which give teachers hard time to provide quality education. According to UNESCO eAtlas of Teachers, “on average one-half of sub-Saharan countries reporting data have fifty or more pupils per class in primary school.” [3] The class size varies greatly across the region, from 26 pupils per teacher in Cape Verde to 84 pupils per teacher in Central African Republic. The teacher attrition [4] has said to be one reason for the shortage of teaching workforce in the most of developing countries. A high attrition rate fuel the shortage of teachers in public schools in disadvantage areas. Therefore effective measures should be taken by policymakers to figure out the best way to retain the qualified teachers. The specific country strategies can be employed to attract and retain the best teachers through improving management of teaching workforce (UNESCO-UIS, 2012). The main causes for teachers to leave their jobs are isolated working conditions and low salaries in the most of public schools. The UIS usually project the attrition rate at the 5 percent, but currently in some countries the rate rise up to 17