Your search
Results 40 resources
-
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and...
-
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified...
-
This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that...
-
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
-
Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from...
-
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...
-
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students...
-
This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it...
Explore
Our programmes
- Activating EdTech (Jordan) (1)
-
EdTech Hub
(7)
- Helpdesk (5)
-
OER4Schools
(2)
- Publications (2)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(10)
-
Citations
(10)
- Chapter 01. Introduction (2)
- Chapter 03. Overview (1)
- Chapter 04. Conception (2)
- Chapter 05. TVET Actors (5)
- Chapter 06. Themes (4)
- Chapter 07. Systematic Review (3)
- Chapter 08. Models (3)
- Chapter 09. Inclusion (1)
- Chapter 13. Policy Implementation (1)
- Chapter 14. Institutional Frameworks (1)
- Appendix 1. Annotated Bibliography (1)
-
Citations
(10)
Organisations, collaborators and clients
Theme
Location
-
Africa
-
Western Africa
- Ghana
- Benin (7)
- Burkina Faso (3)
- Cape Verde (2)
- Gambia (12)
- Guinea (7)
- Guinea-Bissau (3)
- Ivory Coast (3)
- Liberia (12)
- Mali (8)
- Mauritania (3)
- Nigeria (25)
- Senegal (11)
- Sierra Leone (10)
- Togo (4)
-
Eastern Africa
(33)
- Burundi (7)
- Comoros (2)
- Djibouti (2)
- Eritrea (4)
- Ethiopia (17)
- Kenya (27)
- Madagascar (5)
- Mauritius (7)
- Rwanda (17)
- Seychelles (2)
- Somalia (5)
- Somaliland (3)
- South Sudan (3)
- Tanzania (29)
- Uganda (25)
- Zambia (22)
- Zimbabwe (12)
-
Middle Africa
(17)
- Angola (2)
- Cameroon (7)
- Central African Republic (4)
- Chad (5)
- Congo, Democratic Republic (6)
- Congo, Republic (1)
- Equatorial Guinea (1)
- Gabon (2)
- Niger (9)
- São Tomé and Príncipe (1)
- Northern Africa (15)
-
Southern Africa
(34)
- Botswana (14)
- eSwatini (6)
- Lesotho (12)
- Malawi (21)
- Mozambique (13)
- Namibia (12)
- South Africa (30)
-
Western Africa
-
Americas
(28)
-
Caribbean
(10)
- Antigua and Barbuda (1)
- Barbados (1)
- Cuba (3)
- Dominica (1)
- Dominican Republic (3)
- Grenada (1)
- Haiti (3)
- Jamaica (5)
- Saint Kitts and Nevis (1)
- Saint Lucia (1)
- Saint Vincent and the Grenadines (1)
- Trinidad and Tobago (4)
-
Central America
(11)
- Belize (3)
- Costa Rica (2)
- El Salvador (2)
- Guatemala (2)
- Honduras (3)
- Mexico (8)
- Nicaragua (2)
- Panama (2)
-
Northern America
(25)
- Canada (17)
- United States (20)
- South America (16)
-
Caribbean
(10)
-
Asia
(31)
-
Central Asia
(1)
- Kazakhstan (1)
- Kyrgyzstan (1)
- Tajikistan (1)
- Turkmenistan (1)
- Uzbekistan (1)
-
Eastern Asia
(18)
- China (15)
- Japan (10)
- Korea, Republic (5)
- Mongolia (1)
-
South-eastern Asia
(23)
- Brunei Darussalam (2)
- Cambodia (9)
- Indonesia (12)
- Laos (4)
- Malaysia (9)
- Myanmar (5)
- Philippines (7)
- Singapore (11)
- Thailand (8)
- Timor-L'este (1)
- Viet Nam (8)
-
Southern Asia
(25)
- Afghanistan (8)
- Bangladesh (13)
- Bhutan (3)
- India (24)
- Iran (5)
- Maldives (2)
- Nepal (9)
- Pakistan (14)
- Sri Lanka (8)
-
Western Asia
(19)
- Armenia (1)
- Azerbaijan (1)
- Bahrain (1)
- Georgia (2)
- Iraq (3)
- Israel (4)
- Jordan (7)
- Lebanon (6)
- Oman (2)
- Saudi Arabia (2)
- State of Palestine (4)
- Syrian Arab Republic (2)
- Turkey (9)
- United Arab Emirates (1)
- Yemen (2)
-
Central Asia
(1)
-
Europe
(32)
-
Eastern Europe
(5)
- Czech Republic (3)
- Hungary (1)
- Poland (1)
- Republic of Moldova (1)
- Romania (1)
- Russian Federation (3)
- Slovakia (1)
- Ukraine (1)
- Northern Europe (29)
- Southern Europe (7)
-
Western Europe
(18)
- Austria (1)
- Belgium (5)
- France (13)
- Germany (8)
- Netherlands (10)
- Switzerland (5)
-
Eastern Europe
(5)
-
Oceania
(16)
-
Australia and New Zealand
(15)
- Australia (13)
- New Zealand (9)
-
Melanesia
(7)
- Fiji (1)
- Papua New Guinea (7)
- Solomon Islands (1)
- Vanuatu (2)
-
Micronesia
(2)
- Federated States of Micronesia (1)
- Kiribati (1)
- Marshall Islands (1)
- Nauru (1)
- Palau (1)
- Polynesia (2)
-
Australia and New Zealand
(15)