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Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering,...
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This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations...
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This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
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