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Mapping of the Status of Teacher Professional Development in Kenya, Rwanda & Sierra Leone: Equipping Teachers for Quality Teaching through Professional Development. Policy Brief

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Title: Mapping of the Status of Teacher Professional Development in Kenya, Rwanda & Sierra Leone: Equipping Teachers for Quality Teaching through Professional Development. Policy Brief
Language: English
Authors: Geeta Gambhir, Paola De Munari, Katarzyna Kubacka, National Foundation for Educational Research (NFER) (United Kingdom)
Source: National Foundation for Educational Research. 2025.
Availability: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Peer Reviewed: N
Page Count: 20
Publication Date: 2025
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Faculty Development, Elementary Secondary Education, Teacher Education, Educational Policy, Cultural Differences, Gender Issues, Inclusion, Social Emotional Learning, Educational Technology, Equal Education, Gender Bias, Technology Integration, Students with Disabilities
Geographic Terms: Kenya, Rwanda, Sierra Leone
ISBN: 978-1-916567-33-7
Abstract: UNESCO estimates that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. Consistent education and teacher policies are conducive to teacher recruitment and retention and support quality inclusive education as well as teachers themselves. Initial and continuing education is also one of the nine dimensions in a teacher policy to support quality teaching, as set out by the UNESCO Teacher Policy Guide. Providing a concise yet comprehensive overview of the current status of teacher professional development (TPD) in three African countries, Kenya, Rwanda, and Sierra Leone, this brief can be a useful tool for education stakeholders aiming to support systemic improvements in holistic teaching quality and educational equity.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED676299
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED676299
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  Data: Mapping of the Status of Teacher Professional Development in Kenya, Rwanda & Sierra Leone: Equipping Teachers for Quality Teaching through Professional Development. Policy Brief
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  Data: <searchLink fieldCode="AR" term="%22Geeta+Gambhir%22">Geeta Gambhir</searchLink><br /><searchLink fieldCode="AR" term="%22Paola+De+Munari%22">Paola De Munari</searchLink><br /><searchLink fieldCode="AR" term="%22Katarzyna+Kubacka%22">Katarzyna Kubacka</searchLink><br /><searchLink fieldCode="AR" term="%22National+Foundation+for+Educational+Research+%28NFER%29+%28United+Kingdom%29%22">National Foundation for Educational Research (NFER) (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Foundation+for+Educational+Research%22"><i>National Foundation for Educational Research</i></searchLink>. 2025.
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  Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink><br /><searchLink fieldCode="DE" term="%22Sierra+Leone%22">Sierra Leone</searchLink>
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  Data: 978-1-916567-33-7
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  Data: UNESCO estimates that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. Consistent education and teacher policies are conducive to teacher recruitment and retention and support quality inclusive education as well as teachers themselves. Initial and continuing education is also one of the nine dimensions in a teacher policy to support quality teaching, as set out by the UNESCO Teacher Policy Guide. Providing a concise yet comprehensive overview of the current status of teacher professional development (TPD) in three African countries, Kenya, Rwanda, and Sierra Leone, this brief can be a useful tool for education stakeholders aiming to support systemic improvements in holistic teaching quality and educational equity.
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      – Text: English
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        PageCount: 20
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Gender Bias
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      – SubjectFull: Technology Integration
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      – SubjectFull: Kenya
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      – SubjectFull: Sierra Leone
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