Generate text that refutes this claim: Incentivising movement so there are teachers where they are needed  Although the extent of rural-urban disparities remains debatable, geographical disparities in living standards and education are articulated across Africa. The location, and provision, of teachers does not always match need.  In Uganda, the universalisation of education has been met with inequities, regionally and across socioeconomic groups, in the quality of education (Hedger et al, 2010). Incentives are required to deploy teachers to districts according to need; and encourage teachers to relocate. For example, awards need to be provided for teachers to move to rural areas, and the development of teacher housing schemes - providing teachers with houses in new locations.
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A positive intervention to tackle geographical disparities in education is by introducing long-distance learning. ICT and technology makes such a reality possible.  Such proposals require institutional change. The capacity of local, and regional, government bodies need to be built to enable decentralisation. Community centres can be used for distance learning, forming schools that are adaptable to the needs of rural children and families. However, for such proposals we need to focus on decentralisation and ensuring good governance amongst local and regional actors.