Your search
Results 14 resources
-
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...
-
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and...
-
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from...
-
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale...
-
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...
Explore
Our programmes
Organisations, collaborators and clients
Theme
Location
-
Africa
(3)
- Eastern Africa (3)
-
Middle Africa
(2)
- Cameroon (1)
- Congo, Democratic Republic (1)
-
Northern Africa
(1)
- Sudan (1)
-
Southern Africa
(3)
- Botswana (1)
- Lesotho (1)
- Malawi (1)
- South Africa (2)
-
Western Africa
(3)
- Benin (1)
- Ghana (3)
- Ivory Coast (1)
- Nigeria (3)
- Sierra Leone (1)
-
Americas
(3)
-
Caribbean
(1)
- Cuba (1)
-
Central America
(1)
- Costa Rica (1)
- Mexico (1)
-
Northern America
(3)
- Canada (1)
- United States (3)
- South America (2)
-
Caribbean
(1)
-
Asia
(3)
-
Eastern Asia
(2)
- China (2)
- Japan (2)
- Korea, Republic (1)
- South-eastern Asia (3)
-
Southern Asia
(3)
- Bangladesh (1)
- India (3)
- Nepal (1)
-
Western Asia
(1)
- Georgia (1)
- Israel (1)
- Saudi Arabia (1)
- Turkey (1)
-
Eastern Asia
(2)
-
Europe
(3)
-
Eastern Europe
(1)
- Czech Republic (1)
- Hungary (1)
- Poland (1)
- Romania (1)
- Russian Federation (1)
- Northern Europe (3)
- Southern Europe (1)
-
Western Europe
(2)
- Belgium (1)
- France (1)
- Germany (1)
- Netherlands (2)
-
Eastern Europe
(1)
-
Oceania
(1)
-
Australia and New Zealand
(1)
- Australia (1)
- New Zealand (1)
-
Australia and New Zealand
(1)