Abstract
Despite reports of a teacher shortage in rural areas, 56 per cent of a sample of recently trained teachers were unemployed. Nonetheless, only 31 per cent would even consider a rural job. The teacher shortage was a structural, rather than an aggregate, phenomenon. It was also a feminist issue, as sex affected the chances of being employed more than did “merit” and most newly trained teachers were women. Policymakers might consider (a) reducing the number of Karachi-trained teachers, and increasing rural-based training; (b) raising tuitions; and (c) requiring graduates to take rural jobs.
