Mapping of the Status of Teacher Professional Development in Kenya, Rwanda & Sierra Leone: Equipping Teachers for Quality Teaching through Professional Development. Policy Brief
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| Title: | Mapping of the Status of Teacher Professional Development in Kenya, Rwanda & Sierra Leone: Equipping Teachers for Quality Teaching through Professional Development. Policy Brief |
|---|---|
| Language: | English |
| Authors: | Geeta Gambhir, Paola De Munari, Katarzyna Kubacka, National Foundation for Educational Research (NFER) (United Kingdom) |
| Source: | National Foundation for Educational Research. 2025. |
| Availability: | National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Faculty Development, Elementary Secondary Education, Teacher Education, Educational Policy, Cultural Differences, Gender Issues, Inclusion, Social Emotional Learning, Educational Technology, Equal Education, Gender Bias, Technology Integration, Students with Disabilities |
| Geographic Terms: | Kenya, Rwanda, Sierra Leone |
| ISBN: | 978-1-916567-33-7 |
| Abstract: | UNESCO estimates that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. Consistent education and teacher policies are conducive to teacher recruitment and retention and support quality inclusive education as well as teachers themselves. Initial and continuing education is also one of the nine dimensions in a teacher policy to support quality teaching, as set out by the UNESCO Teacher Policy Guide. Providing a concise yet comprehensive overview of the current status of teacher professional development (TPD) in three African countries, Kenya, Rwanda, and Sierra Leone, this brief can be a useful tool for education stakeholders aiming to support systemic improvements in holistic teaching quality and educational equity. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676299 |
| Database: | ERIC |
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