Your search
Results 19 resources
-
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
-
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme...
-
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning...
-
In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In...
-
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit...
-
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained...
-
One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need...
-
Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a...
Explore
Our programmes
- Activating EdTech (Jordan) (2)
-
EdTech Hub
(4)
- Helpdesk (1)
-
OER4Schools
(3)
- Publications (3)
-
T-TEL (Ghana)
(7)
- OER (1)
- PD 1A PDC-version (2)
- PD 1B Tutor-version (4)
- Tablet use in schools (1)
- TVET in sub-Saharan Africa (GOVET-BIBB-BMBF) (7)
Organisations, collaborators and clients
- ARM (1)
- Open Development & Education (13)
- University of Cambridge (3)
Publication type
Theme
Location
-
Africa
-
Western Africa
- Benin (1)
- Ghana (13)
- Ivory Coast (1)
- Liberia (2)
- Mali (1)
- Nigeria (9)
- Senegal (1)
- Sierra Leone (4)
- Eastern Africa (8)
-
Middle Africa
(4)
- Cameroon (2)
- Chad (1)
- Congo, Democratic Republic (1)
- Northern Africa (2)
-
Southern Africa
(8)
- Botswana (1)
- Lesotho (1)
- Malawi (1)
- South Africa (7)
-
Western Africa
-
Americas
(7)
-
Caribbean
(2)
- Cuba (2)
-
Central America
(3)
- Costa Rica (1)
- Mexico (3)
- Nicaragua (1)
-
Northern America
(5)
- Canada (3)
- United States (4)
- South America (5)
-
Caribbean
(2)
-
Asia
(7)
-
Eastern Asia
(4)
- China (4)
- Japan (2)
- Korea, Republic (1)
- South-eastern Asia (4)
-
Southern Asia
(6)
- Bangladesh (1)
- India (6)
- Iran (1)
- Nepal (1)
-
Western Asia
(4)
- Georgia (2)
- Israel (2)
- Jordan (3)
- Saudi Arabia (2)
- State of Palestine (1)
- Turkey (3)
-
Eastern Asia
(4)
-
Europe
(8)
-
Eastern Europe
(1)
- Czech Republic (1)
- Hungary (1)
- Poland (1)
- Romania (1)
- Russian Federation (1)
- Northern Europe (8)
- Southern Europe (3)
-
Western Europe
(3)
- Austria (1)
- Belgium (1)
- France (2)
- Germany (2)
- Netherlands (3)
-
Eastern Europe
(1)
-
Oceania
(2)
-
Australia and New Zealand
(2)
- Australia (1)
- New Zealand (2)
-
Australia and New Zealand
(2)
Publication year
-
Between 2000 and 2024
(19)
- Between 2010 and 2019 (16)
-
Between 2020 and 2024
(3)
- 2020 (3)