Continuing Professional Teacher Development in Sub-Saharan Africa: Improving Teaching and Learning

Continuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent's children. By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts - contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals. Drawing together a wealth of experience, the volume identifies the policy and research implications for the future of CPD across the continent, providing important lessons that can be integrated into a post-2015 development agenda for Africa.

Table of Contents:
Part I: Setting the Context 1. CPD in the Context of Sub-Saharan Africa Yusuf Sayed and Azeem Badroodien 2. Improving Learning Through the CPD: Mapping the Issues in Sub-Saharan Africa Colleen Howell and Yusuf Sayed Part II: Case Studies Education Reform(s), Quality and CPD 3. A 'Teacher-Centred' Approach to CPD: The Case of Namibia's Localized and Decentralized Model of Teacher Continuous Professional Development John Nyambe, Choshi Kasandaand Sakaria Iipinge 4. Assessing the Actual Needs of Untrained Teachers with Previous Teaching Experience in Ghana Kwame Akyeampong,Christine Adu-Yeboah and Christopher Yaw Kwaah Equity, Social Cohesion and CPD 5. CPD Intervention for History Teachers: Does CPD for Holocaust Education Promote Social Justice in South Africa's Secondary Schools? Jacqueline Gaston, Zahraa McDonald and Akiko Hanaya 6. Key Initiatives in Rwandan Teachers' CPD After the 1994 Genocide against the Tutsi Eugene Ndabaga, Claudien Ntahomvukiye and Yunus Omar 7. Building Teachers' Capacity for Inclusive Education in South Africa and Zimbabwe through Continuous Professional Development Colleen Howell, Judith McKenzie and Tsitsi Chataika Literacy, Numeracy and CPD 8. Mathematics Teachers' CPD Experience and Classroom Practice: Is CPD Improving Learning in Uganda's Primary Schools? Charles Obiero and Betty Akullu Ezati 9. Lessons for System-Wide CPD of Teachers: Insights from the External Evaluation of the Western Cape Education Department's Literacy and Numeracy Intervention Susan Meyer, Lydia Abel and Karen Brückner Part III: Policy and Practice 10. Improving the CPD of Teachers in Sub-Saharan Africa: Policy, Practice and Research Challenges and Implications Yusuf Sayed and Rada Jancic Mogliacci Index

About the Author :
Yusuf Sayed is South African Research Chair in Teacher Education, and the Founding Director of the Centre for International Teacher Education at the Cape Peninsula University of Technology, South Africa. He is also Reader in International Education at the University of Sussex, UK, and Senior Research Fellow at the Institute of Social and Economic Research at the Rhodes University, South Africa.