5 Considerations When Using Technology for Teacher Professional Development in Low Resource Areas

Reading Time: 5 minutes

Written by OpenDevEd’s Ghislaine Tegha, Yomna El-Serafy, and Björn Haßler.

Posted on  by HundrEd.org 

The right type of teacher professional development (TPD) is one of the most effective interventions to improve student learning and wellbeing. It’s second only to Teaching at the Right Level (TaRL), though to effectively teach at the right level, TPD is needed. Even before COVID-19 brought about disruptions to schools and in-person teaching, there has been increasing interest in the potential for technology to enhance effective, sustainable, and scalable teacher professional development.

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TVET Research in SUB-SAHARAN AFRICA — New Report

Reading Time: 2 minutes

We are pleased to announce that a new report detailing the state of research on Technical and Vocational Education and Training (TVET) in Sub-Saharan Africa is now available in our evidence library. The report was commissioned by the Federal Ministry of Education and Research (BMBF) in collaboration with GOVET (the German Office for International Cooperation in Vocational Education and Training) and is an expanded and revised version of an earlier report, published in 2019 in German.

The report provides an in-depth overview of the research on TVET in Sub-Saharan Africa, with a view to identifying gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in the region. The report is aimed at researchers and practitioners from technical and vocational education and training and related disciplines who are performing research in or about Sub-Saharan Africa (SSA), as well as interested members of the general public.

The 200-page report contains 16 chapters. The report is available as a single PDF; however, each chapter is also available separately (including a chapter bibliography) for ease of access and reuse. The report begins with an executive summary, follows by these chapters:

  • Chapter 1 contains the introduction.
  • Chapter 2 presents the research design (methodological approach) of the report, including the research questions. 
  • Chapter 3 offers an overview of the quality and relevance of the publications found on TVET. 
  • Chapter 4 deals with the conception and practice of TVET. 
  • Chapter 5 examines the various stakeholders in TVET research and their networks, e.g. the institutions that are involved in TVET and TVET research (e.g. faculties at universities as well as non-university and non-state colleges). 
  • Chapter 6 deals with topics, perspectives and current debates of TVET research in SSA. 
  • Chapter 7 carries out a systematic review of the studies on TVET in SSA, i.e., it examines reliable statements made about TVET in relevant research publications. 
  • Chapter 8 examines models for the design, development, and delivery of TVET
  • Chapter 9 looks at gender issues in TVET in SSA, as well as inclusion challenges and strategies.
  • Chapter 10 looks at key state actors in TVET (state authorities and key policies) for four countries: Botswana, Ghana, Kenya, and Nigeria. These countries reflect a diverse variety of TVET system structures.
  • Chapter 11 examines the importance of non-governmental actors in TVET from a range of countries where information was available, including Ethiopia, Botswana, Ghana, Kenya, Nigeria, Uganda, and Tanzania.
  • Chapter 12 looks at national standards, guidelines and quality frameworks in TVET in SSA. The authors examine the role that politics, trade unions and other interest groups play in TVET.
  • Chapter 13 focuses on the challenges that arise when implementing guidelines and political decisions.
  • Chapter 14 focuses on how institutional framework conditions can be influenced to increase research capacity and performance. It also explores what the research interests and motivations of TVET researchers are in SSA, alongside the current and emerging TVET topics in the region.
  • Chapter 15 examines networks for research into TVET. The chapter explores the networks and networking opportunities that are present across and beyond SSA and considers how those could be strengthened. 
  • Chapter 16 contains a summary and — based on this — some considerations of possible future developments regarding TVET and TVET research.

A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.

Access the report here:https://docs.opendeved.net/lib/ZEDIHF57

Access the chapters here: https://docs.opendeved.net/lib/?featured=7B4X227X.KLHQM77T&sort=date_desc 

Access the German version of the report here: https://lit.bibb.de/vufind/Record/DS-184013