Ethics in Teacher Education: Key to 21st Century African Development Agenda

Abstract

The purpose of this article is to critically examine whether ongoing education reforms in Africa, particularly the implementation of Competency-Based Education (CBE), can establish a robust foundation for sustainable development by transforming the design, delivery, and management of Teacher Education programs. The teaching profession remains central to societal progress, yet it faces numerous systemic challenges that threaten its ability to meet contemporary demands. Despite CBE's alignment with the Sustainable Development Goals (SDGs) and its potential to prepare African nations for meaningful participation in the global economy, there are doubts about whether current reform efforts are sufficient to professionalise and ethically ground the teaching workforce. This review article adopts a qualitative analytical methodology, synthesising existing scholarly literature, policy frameworks, and reform reports related to Teacher Education in Africa. The analysis focuses on identifying structural gaps and ethical shortcomings in current Teacher Education practices and policies. The findings reveal a host of persistent challenges, including the lack of standardised Teacher Education program design, chaotic institutional management, politicised and corrupt teacher recruitment processes, and a fragmented approach to advocating for teachers' welfare and rights. These issues collectively undermine the effectiveness of education reforms and the professional stature of teachers. The article concludes that transformative change in Teacher Education is essential for the success of CBE and the broader sustainable development agenda. It recommends the mainstreaming of professional ethics into Teacher Education curricula, the establishment of harmonised regulatory systems, and the strengthening of unified advocacy mechanisms for the teaching profession as key strategies for revitalising education in Africa.