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percent as it was affirmed in the UNESCO-UIS that:

“Sub-Saharan African countries reporting data indicate that substantial proportions of teachers are leaving the public school sector; with annual attrition rates between 3% and 17% ....Conversely, working conditions, civil services status and other incentives may contribute to attracting and retaining.” (2012:7).

These high rates of replacement can result in the recruitment of less experienced and unqualified staff which has significantly effects to the attainment of universal education programs. In addition to over-crowded classrooms, many developing countries have multi-grade classes, [5] which adding more difficulties for pupil and teacher. For instance, approximately 50 percent of primary-level classes are multi-grade in Chad, in the Congo Republic - 32 percent, the Central African Republic - 30 percent and Madagascar - 28 percent [6] . It gives teachers difficulties to teach students of different grades in the same class and to students hampering their cognitive thinking because of inequalities of age and levels.

The quality and quantity of teachers has significant effects to the learning outcomes of the student. The achievements of students in the class are highly determined by the quality of teacher. This is obvious in the most of developing countries where essential teaching and learning materials (such as text books, computers, and visual aids) are limited in the majority of public schools. Therefore, effective delivery of education service is mainly depends upon the quality of teachers. The quality and quantity of teachers focuses on the three key factors: teacher recruitment, deployment of teaching workforce, and condition of service delivery by teachers (UNESCO-UIS, 2006). To start with the deployment of teaching workforce, in the most of developing countries face difficulties to attain equitable supply of qualified teachers (Malkeen, 2010). Students from the least developed and remote rural areas normally affected since, most of qualified teachers reluctant to work in hardship locations. Uneven deployment of teachers usually results into high pupil-teacher ratio in rural areas. Hence amplifies inequities in provision of education between the urban and rural population. For instance, in 2006, Malawi, Uganda and Tanzania had the average pupil-teacher ratio in urban schools of 46:1, 40:1 and 43:1, while in the rural schools had the average ratio was 83:1, 93: and 60:1 respectively (Malkeen, 2010). This disparity between urban and rural tells only one side of the story; on the other side the situation is very severe within and between the rural districts where the pupil-teacher ratio sometime stands even up to 129:1 in Ukerewe district in Tanzania (BEST, 2010). In the figure below shows the variation of pupil-student ratio in some of developing countries.

In the researches and different reports confirm that, the advancement of access to quality education is highly depends to the way the government attracting and retaining competent people in teaching career (Zafeirakou, 2007). Still, teachers play the significant role as compared to other resources involves improving schools. The UNESCO-UIS admit that “teachers are the most important resource in education reconstruction” (2006:24). There are growing concerns that teachers in developing countries are increasingly de-motivated, which reflects to deteriorate of tea