Adapting and scaling teacher professional development approaches in Ghana, Honduras, and Uzbekistan
Strengthening systems of teacher professional development (TPD) and delivering them at scale while addressing issues of quality, equity, and efficiency, are fundamental to improving education system performance as a whole. In order to improve teaching quality, this project will address aspects of pedagogical content knowledge, quality of pre- and in-service training, and appropriate support from education leaders. The field work will be executed in diverse contexts within Ghana, Honduras, and Uzbekistan, three countries in the midst of education reforms.
The TPD@Scale project will apply information and communication technologies (ICTs) — blending online, offline, digital, and traditional teacher training modalities — to enable more equitable access to and participation in quality teacher learning experiences not otherwise possible through conventional means. The project’s main objectives are to develop a framework and guidelines for adapting, implementing, evaluating, and continuously improving upon proven TPD@Scale models; to build the capacity of ministries of education and relevant education stakeholders at all levels to design, develop, implement, evaluate, and continuously improve TPD@Scale; and to promote evidence-informed changes in policy and practice towards improved access to quality teacher professional development using the TPD@Scale approach.
The project will apply and adapt two proven TPD@Scale models at a national and subnational level in Honduras, Ghana, and Uzbekistan, where governments recognize the scale and the urgency of the challenges facing their systems and are committed to strengthening TPD as a pillar of their education reform efforts.
This project will be implemented by a consortium including the Foundation for Information Technology Education and Development, Worldreader, and SUMMA, all members of the TPD@Scale Coalition for the Global South, which IDRC is also supporting.