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I. Core and Required Documents
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Decentralization & Teachers
II. Supplementary Documents
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Rural Teachers;
Sec School Teachers & Principals
I. Text and Core Documents for Course
Teacher Development: Making an Impact Required Text |
Class text which is no longer available in print. You will need to download and print a copy of this document for use in the class. We will be using it in class during the course. Click Here to download PDF copy of the book |
Fast-Track Teacher Training: Models for Consideration for Southern Sudan By Mark Lynd |
This excellent paper presents an overview of key concepts surrounding teacher training, and discusses key issues and trends in teacher training, in particular the changing role of pre-service teacher training, and the merging of pre-service and in-service modes. It then presents five alternatives to conventional pre-service programs followed by three more detailed case studies. The document then makes recommendations. |
New Perspectives on Practice, Performance and Policy: Multi-Site Teacher Education Research Project (MUSTER) Synthesis Report |
This is the synthesis report of a four-year research study undertaken in Ghana, Lesotho, Malawi, South Africa and Trinidad & Tobago. The Report summarizes and compares the findings in major areas of teacher education based on the five countries in the study. Click Here to get PDF copy of document |
Teachers and Educational Quality:: Monitoring Global Needs for 2015 Unesco Institute for Statistics
Click Here to get PDF copy of document |
This report provides a comparative assessment on the state of teachers and education quality. It uses these data to highlight trends in teacher quantity and quality and explores the policy implications of bridging the gap between the two, especially in developing countries. It compares the strengths and shortcomings in the recruitment and deployment of teachers in countries around the world. Web site has regional summary documents as well. |
The Role of Teachers,
Schools, and Communities in
Quality Education:
Click Here to get PDF copy of document |
This paper reviews a select body of
literature that focuses on the role of
teachers, schools, communities and
process at the local level in creating
quality education in less-developed
countries. The review that understanding
what is happening in the schools and the While dialogue at the national, district, school and community level should determine the qualities that an education system seeks in its teachers, defining quality in teachers highlights some shared perspectives, which are outlined in the review. The literature makes clear that the robotic approach to teacher development produces neither the teaching skills nor the attitudes required for improving classroom approaches and student learning. |
Multi-Site Teacher Education Research Project (MUSTER) The MUSTER Discussion Paper Series |
This site contains a wealth of material generated by the MUSTER project, including 35 Discussion Papers, 4 Research Reports, and the table of contents of the special issue of International Journal of Educational Development devoted MUSTER. The research was carried out by the Centre for International Education (!) at Sussex University and was financed by DfID |
Capacity Building of Teacher Training Institutions in Sub-Saharan Africa UNESCO Includes English articles on Tanzania, South Africa, Life-long learning, HIV/AIDs, Ideal Teacher profile, etc. as well as many others in French.
Click Here to get PDF copy of document |
With the teacher crisis, quality has often been a hostage of quantity. The trend is to recruit as many teachers, even if they do not have the necessary qualifications in order to respond to expanding enrolment. This is moreso true in developing countries and disadvantaged urban or rural areas where well-trained teachers tend to diminish. The situation is exacerbated in conflict or post-conflict countries where other everyday problems exist. The first part of this book is a synthesis (in French) of the evaluations undertaken in the different teacher training institutions in Sub-Saharan Africa. The second part documents the proceedings of the Workshop held in Dakar, Senegal from 11-13 September 2003, including the programme and list of participants. |
Developing a Positive Environment for Teacher Quality Elizabeth Leu Click Here to get PDF copy of document |
This Issues Brief focuses on the key role of teachers in quality education, examines the characteristics of effective and motivated teachers, and outlines a positive environment to encourage teacher quality. According to much current research and program experience, the most important of the many interdependent factors in establishing good quality of education is the quality of teachers. “Quality of teachers” has various definitions as contexts differ, but most would agree that the essential characteristic of good quality teachers is that their students learn academically and grow personally in the ways identified as desirable in a particular society and in the curriculum. |
Education for All:
Teacher Demand and Paula Nilsson
Click Here to get PDF copy of document |
By 2015, all children should have access to, and complete, free and compulsory primary education of good quality according to the Dakar Framework for Action1 and the Millennium Development Goals 2. The challenge of governments and education stakeholders, such as the teacher unions, to attract youngsters to enter the teaching profession, to give them the adequate education and to retain qualified teachers in the profession is one key to the possibility to achieve universal primary education of good quality. The shortage of teachers in many countries will be one of the difficulties to overcome if Education for all (EFA) is to become a reality by 2015. |
Quality, Teachers and Decentralized Education New! Colin Bangay - presenter Module 2.1 - Quality Education in a Decentralized Context Click Here Module 2.2 -Teacher Demand, Teacher Supply & Teacher Education Click Here Module 2.3 - Teacher recruitment and deployment Click Here |
One of the most important characteristics of effective schools is the presence of motivated and trained teachers. Many African countries are in the process of decentralizing aspects of teacher management to improve efficiency, speed up teacher production and enhance quality. In this module, we review two aspects of teacher management that have been decentralized: namely: teacher education and teacher recruitment / deployment. Part 1: Teachers, Quality and DecentralisationParticipants will evaluate current research on teachers, quality and decentralisation. |
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Namibia Pilot Study of Teacher Professional Development:Quality in Education, Teaching, and Learning: Perceptions and Practice Mariana Van Graan & Elizabeth Leu
Click Here to get PDF copy of document |
Namibia is implementing complex constructivist reforms in teaching and learning in primary education at the same time that its enrolments are expanding dramatically. The ambitious reform program, in the context of expansion and severely limited resources, has threatened the quality of the teaching and learning. The challenges faced by Namibia in its efforts to improve quality are similar to challenges facing many other developing countries at the present time. Recognizing that teacher quality is a central element of overall education quality, the Namibia Pilot Study of Teacher Professional Development addresses the issue of how teacher learning and improvement are best supported in this context. |
Teachers for Rural Schools Aidan Mulkeen Click Here to get PDF copy of document |
This paper is based on country case studies done in conjunction with the World Bank in Lesotho, Malawi, |
Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa Aidan Mulkeen, et al Click Here to get PDF copy of document |
Teachers
and principals are the most expensive and, possibly, the most critical components in establishing quality in
education systems. New and more effective approaches to the preparation, deployment, utilization, compensation,
and conditions of service for teachers, accompanied by more effective school leadership, are therefore needed to achieve higher standards of secondary education in Africa. |