Developing a systematic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda

Frank Christopher Hardman; Ackers J; O'Sullivan M; Abrishamian N

doi:10.1080/03057925.2011.581014

Developing a systematic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda

Frank Christopher Hardman, Ackers J, O'Sullivan M, Abrishamian N

Institute for Effective Education

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Abstract

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.

Original language	English
Pages (from-to)	669–684
Number of pages	15
Journal	Compare
Volume	41
Issue number	5
DOIs	https://doi.org/10.1080/03057925.2011.581014
Publication status	Published - Sept 2011

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Developing a systematic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda

Abstract

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