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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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This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions...
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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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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...
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This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the...
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This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence...
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Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on...
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