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.
Current data compilation, processing, and reporting practices, as part of education management information systems, provide snapshots that are used by decision-makers to consider overall needs for the improvement of education systems.
In South Asia, one of the significant challenges to achieving inclusive and equitable quality education for all (Sustainable Development Goal 4) is the large number of children who are out of school or at risk of dropping out.
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.