Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Teacher education in change : an intellectual practice : issues for Albania

There is growing acknowledgement world wide that all teachers are entitled to high quality, up-to-date programmes of professional development and that the school as a site for such training is central to the endeavour. This paper suggests that the concept of the reflective practitioner (Schon 1987), which has provided a powerful and dominant model for teacher education for almost a decade, is insufficient as an informing principle given this new context of change and development. It is timely to draw on international debates and models of learning that cross cultures and contexts, and a pedagogy which takes account of the socially situated nature of the learning process. The article presents a case study of a recently developed in-service teacher education programme in Albania. It describes the planning and implementation of the project as well as the evaluation findings of the first pilot phase. The case study highlights three key areas that emerged in the programme's development: the iteration between theory and practice, the centrality of forums of inquiry and the need for transfonning frameworks. It is argued that the reconceptualising of teacher education as a social practice provides a fruitful way forward for change and advancement in training. Six key issues for teacher development and research are proposed.peer-reviewe

DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south: Researching the issues

The scale of the demand and need for primary school teachers if the Millenium Development Goal of Universal Basic Education (UBE) is to be achieved far outstrips existing provision. The countries of sub-Saharan Africa face particular challenges: over 40 million children of primary school age are without school experience and the numbers are growing. The Digital Education Enhancement Project (DEEP) is an applied research project exploring the ways in which information and communications technology (ICT) can improve access to, and the quality of, teacher education in the global south.* It is focused upon three key research questions: • What is the impact of ICT use on the pedagogic knowledge and practice of teachers and the communities in which they live and work? • What is the impact of ICT-enhanced teaching on student achievement and motivation? • How can teacher education and training be developed to ensure that teachers have the capacity to exploit the potential for ICT? There is a dearth of research on the application of ICT to teaching and learning in developing country contexts, specifically in the key areas of literacy, numeracy and science at the primary level. In addition there are currently few, if any, examples of planned investigations into how mobile technologies can be used to support teacher education in sub-Saharan Africa. The project’s aim is to inform policy makers, educational researchers and others interested in ways in which new forms of technology can enhance teachers’ capabilities and improve knowledge and professionalism in the global south. DEEP was funded by the UK Department for International Development (DFID) and co-ordinated by the Open University (UK), with the University of Fort Hare (UFH), South Africa and the Programme, Planning and Monitoring Unit (PPMU), Egypt. The research was carried out in 12 primary schools in Egypt and 12 in South Africa with 48 teachers (two per school) and involved over 2,000 primary school students. Teachers worked in pairs to implement and evaluate a short, curriculum-focused, school-based professional development programme, using a range of new technologies including hand-held computers. Activities focused on the teaching of literacy, numeracy and science. ICT was used in some significant ways by schools as a whole, as well as many of the communities in which project teachers lived and worked

「環太平洋の言語」日本班

初巻は別書誌『消滅に瀕した方言アクセントの緊急調査研究

Facilitating access to health research through a participatory research register:a feasibility study in outpatient clinics

Abstract Background A research register (Reach West) has been established to facilitate recruitment of people and patients to health-related research. We conducted a prospective feasibility study to investigate the practicality of recruiting through outpatient clinics. Methods Patients over 18 years of age attending dental, eye or oncology outpatient clinics in an acute hospital in the West of England were provided with the opportunity to participate in Reach West. In Phase I, recruitment packs were handed to clinic attendees who could place completed consent forms in secure drop-box or return them later on-line or by post. In Phase II, recruitment packs were posted directly to patients with consent forms to be returned by post or on-line. Response rates by age, sex, postcode (for level of deprivation), and clinic type were recorded for those agreeing to participate on paper or on-line. Results In Phase I, 2,314 of 4,500 (51.4%) of recruitment packs were handed out to clinic attendees, and 114 (5%) consented to join Reach West. In Phase II, 7,173 of 9000 packs were posted (79.7%), and 387 (5.4%) consented to participate. The overall consent rate was 6% (580), with the majority doing so on paper (87%) rather than on-line. The sample was balanced by sex, but mostly comprised people over 50 years located in less deprived postcodes. Non-staff costs for postal recruitment were lower than hand-outs in clinic (£6.84 compared with £8.05 per participant). Conclusions Recruiting participants to the Reach West register was feasible among those with oncology, dental or eye outpatient appointments by post or with packs given out in the clinic. Response rates were similar to those achieved for other registers. Recruitment of participants can be achieved through outpatient clinics but other strategies will also be required to attract large numbers of participants and more diverse populations

Facilitating access to health research through a participatory research register:a feasibility study in outpatient clinics

Abstract Background A research register (Reach West) has been established to facilitate recruitment of people and patients to health-related research. We conducted a prospective feasibility study to investigate the practicality of recruiting through outpatient clinics. Methods Patients over 18 years of age attending dental, eye or oncology outpatient clinics in an acute hospital in the West of England were provided with the opportunity to participate in Reach West. In Phase I, recruitment packs were handed to clinic attendees who could place completed consent forms in secure drop-box or return them later on-line or by post. In Phase II, recruitment packs were posted directly to patients with consent forms to be returned by post or on-line. Response rates by age, sex, postcode (for level of deprivation), and clinic type were recorded for those agreeing to participate on paper or on-line. Results In Phase I, 2,314 of 4,500 (51.4%) of recruitment packs were handed out to clinic attendees, and 114 (5%) consented to join Reach West. In Phase II, 7,173 of 9000 packs were posted (79.7%), and 387 (5.4%) consented to participate. The overall consent rate was 6% (580), with the majority doing so on paper (87%) rather than on-line. The sample was balanced by sex, but mostly comprised people over 50 years located in less deprived postcodes. Non-staff costs for postal recruitment were lower than hand-outs in clinic (£6.84 compared with £8.05 per participant). Conclusions Recruiting participants to the Reach West register was feasible among those with oncology, dental or eye outpatient appointments by post or with packs given out in the clinic. Response rates were similar to those achieved for other registers. Recruitment of participants can be achieved through outpatient clinics but other strategies will also be required to attract large numbers of participants and more diverse populations