Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
MetadataShow full item record
Showing items related by title, author, creator and subject.
COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania Mtebe, Joel S.; Fulgence, Katherine; Gallagher, Michael (Commonwealth of Learning (COL), 2021-07-20)This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming ...
Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development Hassler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Commonwealth of Learning (COL), 2018-04)Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept ...
Panda, Santosh (Commonwealth of Learning (COL), 2021-03-18)In a recent work, published by the Commonwealth of Learning (COL) (Panda & Mishra, 2020), we critically reflected upon the future of technology-enabled learning (TEL) and how to mainstream TEL into teaching-learning and ...
Weller, Martin (Commonwealth of Learning (COL), 2016)The advent of the internet and digital technologies has given rise to a number of new economic models. These have often been applied to education, but either through faults in the initial models or differences in the ...
Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa Erkkie, Haipinge; Kadhila, Ngepathimo (Commonwealth of Learning (COL), 2021-03-19)Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the ...