Your search
Results 763 resources
-
This brief explores the relative costs of running these different professional development activities across nine programs in Afghanistan, Iraq, Lebanon, and Pakistan.
-
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.
-
In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.
-
The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason.
-
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews...
-
This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on...
-
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely...
-
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The...
-
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main...
-
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning...
-
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate...
-
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them...
-
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and...
-
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore...
-
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers...
Explore
Our programmes
- 21st century learning in Zambia (1)
- Academic Recovery Programme (OECS) (4)
- Activating EdTech (Jordan) (4)
- EdTech Hub (19)
-
OER4Schools
(12)
- Publications (7)
- Resources (5)
- Perspectives on Technology, Resources and Learning (1)
- Rapid Teacher Training Evaluation (1)
-
SSEIP (Sierra Leone)
(22)
- 3 SHS English (11)
- 3 SHS Maths (11)
- T-TEL (Ghana) (8)
- Tich Me Ar Tich Dem (2)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(52)
-
Citations
(52)
- Chapter 01. Introduction (3)
- Chapter 03. Overview (7)
- Chapter 04. Conception (5)
- Chapter 05. TVET Actors (15)
- Chapter 06. Themes (22)
- Chapter 07. Systematic Review (14)
- Chapter 08. Models (22)
- Chapter 09. Inclusion (6)
- Chapter 12. Standards (2)
- Chapter 13. Policy Implementation (4)
- Chapter 14. Institutional Frameworks (1)
- Chapter 15. Research Networks (1)
- Appendix 1. Annotated Bibliography (11)
- Appendix 3. SCR (2)
-
Citations
(52)
Organisations, collaborators and clients
Publication type
- Blogposts (1)
-
Resources for educators
(22)
-
SSEIP - Leh We Learn (Sierra Leone)
(22)
-
SSEIP 340 SSS - Teachers Guide
(22)
- English (11)
- Mathematics (11)
-
SSEIP 340 SSS - Teachers Guide
(22)
-
SSEIP - Leh We Learn (Sierra Leone)
(22)
Theme
- Teacher Education
- Artificial Intelligence (2)
- Chatbots in education (2)
- Climate-resilience, classrooms, physical environment (3)
-
COVID-19
(6)
- Education (3)
- Education Workforce (42)
- Geodata in Education (9)
-
Implementation science
(5)
- Education (3)
- General (1)
- Improvement science (1)
- Inclusion and Disability (1)
- Open and Social Justice (1)
Location
-
Africa
(207)
-
Eastern Africa
(119)
- Burundi (9)
- Comoros (2)
- Djibouti (4)
- Eritrea (6)
- Ethiopia (29)
- Kenya (51)
- Madagascar (5)
- Mauritius (8)
- Rwanda (29)
- Seychelles (4)
- Somalia (11)
- Somaliland (5)
- South Sudan (9)
- Tanzania (47)
- Uganda (41)
- Zambia (70)
- Zimbabwe (22)
-
Middle Africa
(33)
- Angola (5)
- Cameroon (13)
- Central African Republic (5)
- Chad (9)
- Congo, Democratic Republic (9)
- Congo, Republic (3)
- Equatorial Guinea (1)
- Gabon (3)
- Niger (10)
- São Tomé and Príncipe (1)
- Northern Africa (25)
-
Southern Africa
(79)
- Botswana (22)
- eSwatini (8)
- Lesotho (14)
- Malawi (36)
- Mozambique (21)
- Namibia (22)
- South Africa (58)
-
Western Africa
(114)
- Benin (8)
- Burkina Faso (6)
- Cape Verde (4)
- Gambia (15)
- Ghana (40)
- Guinea (10)
- Guinea-Bissau (4)
- Ivory Coast (4)
- Liberia (14)
- Mali (10)
- Mauritania (3)
- Nigeria (35)
- Senegal (16)
- Sierra Leone (66)
- Togo (4)
-
Eastern Africa
(119)
-
Americas
(107)
-
Caribbean
(30)
- Antigua and Barbuda (3)
- Barbados (1)
- Cuba (13)
- Dominica (5)
- Dominican Republic (6)
- Grenada (5)
- Haiti (3)
- Jamaica (6)
- Saint Kitts and Nevis (1)
- Saint Lucia (4)
- Saint Vincent and the Grenadines (4)
- Trinidad and Tobago (5)
-
Central America
(20)
- Belize (3)
- Costa Rica (2)
- El Salvador (2)
- Guatemala (3)
- Honduras (4)
- Mexico (15)
- Nicaragua (3)
- Panama (2)
-
Northern America
(96)
- Canada (48)
- United States (85)
- South America (29)
-
Caribbean
(30)
-
Asia
(105)
-
Central Asia
(2)
- Kazakhstan (2)
- Kyrgyzstan (1)
- Tajikistan (1)
- Turkmenistan (2)
- Uzbekistan (1)
-
Eastern Asia
(49)
- China (37)
- Japan (23)
- Korea, Republic (11)
- Mongolia (1)
-
South-eastern Asia
(64)
- Brunei Darussalam (2)
- Cambodia (12)
- Indonesia (21)
- Laos (4)
- Malaysia (24)
- Myanmar (10)
- Philippines (11)
- Singapore (27)
- Thailand (22)
- Timor-L'este (1)
- Viet Nam (11)
-
Southern Asia
(69)
- Afghanistan (15)
- Bangladesh (23)
- Bhutan (5)
- India (51)
- Iran (14)
- Maldives (4)
- Nepal (16)
- Pakistan (35)
- Sri Lanka (15)
-
Western Asia
(62)
- Armenia (1)
- Azerbaijan (2)
- Bahrain (2)
- Cyprus (2)
- Georgia (7)
- Iraq (4)
- Israel (12)
- Jordan (18)
- Kuwait (2)
- Lebanon (13)
- North Cyprus (2)
- Oman (5)
- Qatar (1)
- Saudi Arabia (4)
- State of Palestine (8)
- Syrian Arab Republic (5)
- Turkey (33)
- United Arab Emirates (5)
- Yemen (5)
-
Central Asia
(2)
-
Europe
(110)
-
Eastern Europe
(13)
- Czech Republic (4)
- Hungary (4)
- Poland (4)
- Republic of Moldova (2)
- Romania (2)
- Russian Federation (5)
- Slovakia (1)
- Ukraine (2)
- Northern Europe (86)
-
Southern Europe
(47)
- Bosnia and Herzegovina (1)
- Croatia (1)
- Greece (15)
- Italy (16)
- Kosovo (1)
- Malta (3)
- Montenegro (1)
- North Macedonia (1)
- Portugal (15)
- Serbia (2)
- Slovenia (2)
- Spain (24)
-
Western Europe
(58)
- Austria (2)
- Belgium (15)
- France (33)
- Germany (20)
- Luxembourg (3)
- Netherlands (30)
- Switzerland (12)
-
Eastern Europe
(13)
-
Oceania
(50)
-
Australia and New Zealand
(47)
- Australia (45)
- New Zealand (19)
-
Melanesia
(9)
- Fiji (2)
- Papua New Guinea (8)
- Solomon Islands (1)
- Vanuatu (2)
-
Micronesia
(2)
- Federated States of Micronesia (1)
- Kiribati (1)
- Marshall Islands (1)
- Nauru (1)
- Palau (1)
- Polynesia (4)
-
Australia and New Zealand
(47)