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

Resource type
Journal Article
Authors/contributors
Title
Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda
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.
Publication
Compare: A Journal of Comparative and International Education
Volume
41
Issue
5
Pages
669-683
Date
09/2011
Journal Abbr
Compare: A Journal of Comparative and International Education
Language
en
ISSN
0305-7925, 1469-3623
Short Title
Developing a systemic approach to teacher education in sub-Saharan Africa
Accessed
12/05/2020, 17:39
Library Catalog
DOI.org (Crossref)
Extra
shortDOI: 10/gftr63
Citation
Hardman, F., Ackers, J., Abrishamian, N., & O’Sullivan, M. (2011). Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda. Compare: A Journal of Comparative and International Education, 41(5), 669–683. https://doi.org/10.1080/03057925.2011.581014