Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa

The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. Digital learning in this report is defined as any instructional practice that uses new communication technologies effectively to improve access to and strengthen learning. The focus of the report is student-teachers and teachers. The 2015–2030 Sustainable Development Goals (SDGs) explicitly seek to substantially increase the supply of well-qualified teachers in the region, drawing on international forms of development and co-operation where necessary (Goal 4)

Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice

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

Building an altar prayer ministry team

https://place.asburyseminary.edu/ecommonsatsdigitalresources/1630/thumbnail.jp

Building an altar prayer ministry in a local United Methodist Church

https://place.asburyseminary.edu/ecommonsatsdissertations/1200/thumbnail.jp

New modes of communication technologies and the reform of open and distance learning programmes: A response to the global crisis in teacher education and training

This paper has three main arguments. First, that there is a teacher crisis in many developing countries with millions of unqualified teachers entering the classroom. Secondly that if school achievement levels are to rise then appropriate teacher education and training must be available for all teachers. And thirdly that the scale of this is so great that school based forms of open and distance learning using new communication technologies are the only viable way forward. The paper argues for a basic one year foundation training programme, focused on the teaching of literacy, numeracy and science for all unqualified teachers entering schools (and within which University and college students could also participate). The paper advocates a six stage PRAISE process of policy development viz. Prioritisation, Resources, Assessment, Incentives, Support and Evaluation. Examples of initiatives associated with each of these stages are given and a call made for greater international co-operation to address the crisis

Reforms to Increase Teacher Effectiveness in Developing Countries: Systematic Review, September 2016

RLOsRLOsProvides high-quality evidence on reforms/interventions in education systems aimed at improving teacher effectiveness, at scale. This executive summary provides an overview of that key evidence to answer three review questions: RQ1. What is the evidence on the impacts of reforms/interventions of education systems, at scale, to increase teacher effectiveness on: the quality of teaching and on learning outcomes in low- and middle-income countries? RQ2. What is the evidence on the relationship between educational reforms/interventions for improving teacher effectiveness, at scale, and the quality of teaching and learning outcomes in low- and middle-income countries? RQ3. Where reforms/interventions to education systems to increase teacher effectiveness, at scale, have occurred, what is the evidence on how technical, financial and political barriers have been overcome?ESRC-DFI

Regulatory regionalism and anti-money-laundering governance in Asia

With the intensification of the Financial Action Task Force's (FATF's) worldwide campaign to promote anti-money-laundering regulation since the late 1990s, all Asian states except North Korea have signed up to its rules and have established a regional institution—the Asia/Pacific Group on Money Laundering—to promote and oversee the implementation of FATF's 40 Recommendations in the region. This article analyses the FATF regime, making two key claims. First, anti-money-laundering governance in Asia reflects a broader shift to regulatory regionalism, particularly in economic matters, in that its implementation and functioning depend upon the rescaling of ostensibly domestic agencies to function within a regional governance regime. Second, although this form of regulatory regionalism is established in order to bypass the perceived constraints of national sovereignty and political will, it nevertheless inevitably becomes entangled within the socio-political conflicts that shape the exercise of state power more broadly. Consequently, understanding the outcomes of regulatory regionalism involves identifying how these conflicts shape how far and in what manner global regulations are adopted and implemented within specific territories. This argument is demonstrated by a case study of Myanmar

Skp is a multivalent chaperone of outer membrane proteins

The trimeric chaperone Skp sequesters outer-membrane proteins (OMPs) within a hydrophobic cage, thereby preventing their aggregation during transport across the periplasm in Gram-negative bacteria. Here, we studied the interaction between Escherichia coli Skp and five OMPs of varying size. Investigations of the kinetics of OMP folding revealed that higher Skp/OMP ratios are required to prevent the folding of 16-stranded OMPs compared with their 8-stranded counterparts. Ion mobility spectrometry–mass spectrometry (IMS–MS) data, computer modeling and molecular dynamics simulations provided evidence that 10- to 16-stranded OMPs are encapsulated within an expanded Skp substrate cage. For OMPs that cannot be fully accommodated in the expanded cavity, sequestration is achieved by binding of an additional Skp trimer. The results suggest a new mechanism for Skp chaperone activity involving the coordination of multiple copies of Skp in protecting a single substrate from aggregation