IICBA STUDIES
In sub-Saharan Africa, just over two-thirds of girls complete their primary education and four in ten complete lower secondary education. More needs to be done to improve educational opportunities for girls, which would help end child marriage and boost countries’ economic development. The first part of this study updates and expands for a much larger number of countries a previous investment case on the benefits of educating girls and ending child marriage. The second part looks at the role of teachers and school leaders in improving learning outcomes and educational attainment for girls. While the literature emphasizes economic incentives for adolescent girls to remain in school, it is also important to note that: (1) Lack of learning is a key factor leading to drop-out in primary and lower-secondary school; (2) Teachers and school leaders are key to improving learning, but new approaches are needed for pedagogy in the classroom and for training teachers and school leaders; and (3) Nationally, professional standards and competencies for teachers and school leaders are also required. These three simple facts call for investing in teachers and school leaders, especially women, to improve education for girls and end child marriage. Highlights.
From 2017 to 2022, UNESCO’s International Institute for Capacity Building in Africa (IICBA) led a series of projects for peacebuilding and the prevention of violent extremism through education with support from the Government of Japan. This study draws lessons from the projects. It consists of three main contributions: (i) a brief account of the transformative pedagogy approach that guided project
implementation and examples of changes that were implemented at the country level under the projects – the analysis outlines through country examples what can be achieved through such projects; (ii) analysis of survey data to assess the project’s performance, what worked well, and what could have been improved – the analysis is based on two surveys, one carried for the independent evaluation of the project and the other among individuals who benefited from the Training of Trainers; and (iii) interviews with nine participants to the project, typically officials from Ministries of Education and other participating institutions such as universities. Together, these analyses provide lessons on factors contributing to impact.
This study investigates the state of professional standards and competencies for teachers and school leaders in West Africa. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national frameworks of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. The analysis relies on a mixed quantitative and qualitative approach that includes analysis of nationally representative household surveys, online surveys, key informant interviews, and focus groups. In addition to analysis across West African countries, more detailed analysis is also conducted for Sierra Leone and The Gambia to illustrate differences between countries in approaches and policies.
This study investigates the state of professional standards and competencies for teachers and school leaders in The Gambia. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national framework of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. An additional chapter puts findings for The Gambia in comparative perspective with findings for other West African countries. The analysis relies on a mixed quantitative and qualitative approach that includes results from two online surveys as well as key informant interviews and brainstorming sessions.
This study investigates the state of professional standards and competencies for teachers and school leaders in Sierra Leone. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national framework of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. An additional chapter puts findings for Sierra Leone in comparative perspective with findings for other West African countries. The analysis relies on a mixed quantitative and qualitative approach that includes results from two online surveys as well as key informant interviews and brainstorming sessions.
Mental health and well-being have received increasing recognition following COVID-19; however, persistent challenges continue to exist within the education sector. A growing body of evidence focuses on the interconnectedness of education, health, and well-being. Education can play an important role in promoting and protecting the mental health and psychosocial well-being of teachers and learners. This study was conducted principally to assess the psychosocial impact of the COVID-19 pandemic on in-service teachers, teacher educators, and learners, identify and rank the causes of negative impact, and identify innovative strategies governments are employing to address these challenges.
