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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...
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The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional...
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Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the...
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Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong...
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The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to...
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This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is...
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Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are...
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