As many countries in sub-Saharan Africa grapple with acute shortages of qualified teachers for their rapidly expanding basic education sectors, the potential significance of continuous professional development is gaining wider recognition.
The International Monetary Fund projects that by 2035, more young Africans will be entering the workforce each year compared to the rest of the world, emphasizing the need for students to learn not only basic reading and arithmetic skills, but also skills that will empower them to face a world that is continually changing.
Substantial improvements in access to education in sub-Saharan Africa have not yet translated into improved learning and life outcomes for marginalized children, especially girls, in underserved communities.
Inequalities in Honduras and Nicaragua’s education systems are linked with poor teacher professional development and the need for school principals, headmasters, and school leaders to be better equipped to promote and implement innovative approaches at school.
Since the outbreak of the COVID-19 pandemic, education systems around the world have been seeking evidence and solutions to support children’s learning, address the negative consequences of school closures, and prepare for school re-opening.
This project will not only analyze how young people are affected by COVID-19, it will examine how they can be key actors in the response, mitigation, and evaluation efforts of pandemic policies and actions.