DOCSLIB.ORG

SECONDARY LEVEL TEACHER EDUCATION in SUB-SAHARAN AFRICA Teacher Preparation and Support OVERVIEW REPORT

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SECONDARY LEVEL TEACHER EDUCATION in SUB-SAHARAN AFRICA Teacher Preparation and Support OVERVIEW REPORT Background Paper Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support OVERVIEW REPORT March 2019 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. DOCUMENT TITLE Sub Heading OVERVIEW REPORT SECONDARY LEVEL TEACHER EDUCATION IN SUB-SAHARAN AFRICA Teacher Preparation and Support OVERVIEW REPORT Nick Taylor, Roger Deacon and Natasha Robinson March 2019 Page 1 of 55 SECONDARY TEACHER EDUCATION IN SUB-SAHARAN AFRICA OVERVIEW REPORT ©JET EDUCATION SERVICES Contents ACRONYMS AND ABBREVIATIONS .......................................................................................................... 4 BACKGROUND ....................................................................................................................................... 5 METHOD ................................................................................................................................................ 6 Assumptions ....................................................................................................................................... 6 Literature Review ............................................................................................................................... 8 Market Scan ....................................................................................................................................... 9 Case Studies ..................................................................................................................................... 10 WHAT DOES THE LITERATURE SAY? ...................................................................................................... 11 Theoretical considerations ................................................................................................................ 11 Best practices ................................................................................................................................... 13 FINDINGS FROM THE MARKET SCAN ..................................................................................................... 14 Selection into ITE ...................................................................................................................................................... 15 ITE institutions .......................................................................................................................................................... 16 The nature and content of ITE programmes ............................................................................................................. 16 Induction ................................................................................................................................................................... 18 License to practice .................................................................................................................................................... 18 Performance management of teachers .................................................................................................................... 19 Continuous Professional Development .................................................................................................................... 19 Promotion ................................................................................................................................................................. 19 Reflection on the market scan findings .................................................................................................................... 20 LESSONS FROM THE CASE STUDIES ....................................................................................................... 22 Overview .......................................................................................................................................... 22 Profiling teacher education and support policy and practice .............................................................. 24 Rwanda ..................................................................................................................................................................... 24 South Africa .............................................................................................................................................................. 27 Uganda ...................................................................................................................................................................... 29 Senegal ...................................................................................................................................................................... 32 The Case Studies compared ............................................................................................................... 34 CONCLUSION ....................................................................................................................................... 34 Improving the quality of ITE candidates and programme content ........................................................................... 36 Continuous Professional Development as standard practice ................................................................................... 38 Improving the management and support of teachers .............................................................................................. 39 ACKNOWLEDGEMENTS......................................................................................................................... 41 REFERENCES ......................................................................................................................................... 42 Page 2 of 55 SECONDARY LEVEL TEACHER EDUCATION IN SUB-SAHARAN AFRICA OVERVIEW REPORT ©JET EDUCATION SERVICES APPENDIX 1: Research products ........................................................................................................... 48 APPENDIX 2: Research questions .......................................................................................................... 49 APPENDIX 3: Data density by question .................................................................................................. 51 APPENDIX 4: Criteria for profiling policy & practice for teacher education & support ............................. 54 List of Tables Table 1: Spending on education (USD) .................................................................................................. 22 Table 2: Enrolment rates (per cent) 2016, except where noted .............................................................. 23 Table 3: School performance ................................................................................................................ 24 Table 4: Profile of teacher education and support systems and practices, Rwanda ................................. 25 Table 5: Profile of teacher education and support systems and practices, South Africa .......................... 28 Table 6: Profile of teacher education and support systems and practices, Uganda ................................. 30 Table 7: Profile of teacher education and support systems and practices, Senegal ................................. 32 Table 8: Comparison of the Case Study countries on elements of best practice ...................................... 34 List of Figures Figure 1: The School Cycle ...................................................................................................................... 7 Figure 2: Summary of the best practice model (BPM) .............................................................................. 8 Figure 3: Data density map ................................................................................................................... 15 Page 3 of 55 SECONDARY LEVEL TEACHER EDUCATION IN SUB-SAHARAN AFRICA OVERVIEW REPORT ©JET EDUCATION SERVICES ACRONYMS AND ABBREVIATIONS A-levels Advanced Levels ADEA Association for the Development of Education in Africa B Ed Bachelor of Education BPM Best Practice Model CK content knowledge CDE Centre for Development and Enterprise CPD continuous professional development DBE Department of Basic Education and Training DHET Department of Higher Education and training DPME Department of Planning Monitoring and Evaluation DRC Democratic Republic of the Congo EAC East African Community ECOWAS Economic Community of West African States GCE General Certificate of Education GCSE General Certificate of Secondary Education GDP gross domestic product IEMS Inspecteur de l'Enseignement moyen secondaire ITE initial teacher education MDGs Millennium Development Goals NEEDU National Education Evaluation and Development Unit NGO non-governmental organisation NTCs national teacher colleges NTP National Teacher Policy O-levels Ordinary Levels PASEC Programme for the Analysis of Education Systems PCK pedagogic content knowledge RSA Republic of South Africa SACE South African A Council for Educators SACMEQ The Southern and Eastern Africa Consortium for Monitoring Educational Quality SEA Secondary Education in Africa SK subject knowledge SSA Sub-Saharan Africa TIET Teacher Instructor Education and Training TIMSS Trends in International Mathematics and Science Study TMIS Teacher Management Information System UIS UNESCO
Load more

Recommended publications
  • Change That Matters
    Special MasterCard Foundation Supplement The MasterCard Foundation seeks a world in which everyone has the opportunity to learn and prosper. Here we present the stories of people in Africa who, with help from The MasterCard Foundation, are building a better future and lifting their communities to new heights. CHANGE THAT MATTERS Through scholarships, training programs, and fnancial inclusion, The MasterCard Foundation is helping to prepare African youth for the and ceo Reeta Roy, “we asked ourselves, Where in the world will challenges of tomorrow we have the greatest impact? Clearly, Africa lags behind the rest of the world. But, we see this massive, once-in-a-lifetime youth Home to some 600 million people under the age of twenty-fve, dividend, and, with it, the chance for transformative change on Africa now has the youngest population in the world. And by the continent.” 2035, the continent will have the largest workforce in the world. Te foundation has invested $1.6 billion in three key areas — Poverty is still a major issue in sub-Saharan Africa: education, youth livelihoods, and fnancial-inclusion programs approximately 70 percent of people in the region live on less — across twenty-fve African countries, to enable people on the than $2 a day. Some parts of Africa have witnessed tremendous continent to learn and prosper. Te foundation believes that, with economic growth, but the benefts have not been shared equitably. the right opportunities, these young people can lif themselves, In some areas, more than 60 percent of youth live below the their families, and their communities out of poverty.
    [Show full text]
  • Career Choices, Return Paths and Social Contributions
    Career Choices, Return Paths and Social Contributions THE AFRICAN ALUMNI PROJECT Abridged Report, May 2016 Report prepared for The MasterCard Foundation TABLE OF CONTENTS 04 EXECUTIVE SUMMARY • Setting the Stage • Survey Respondents • Key Findings 09 RESEARCH GOALS AND METHODS • Learning Framework • Methodology • Survey Response • Multi-University Collaboration 12 MAIN FINDINGS • African Alumni from UC Berkeley and MSU • Survey and Interview Findings [A] Career and Life Trajectory [B] Return Paths [C] Leadership and Social Engagement [D] Value of an International Education 33 ADVICE FOR CURRENT SCHOLARS 35 PROGRAMMING AND POLICY IMPLICATIONS • The MasterCard Foundation • Partner Institutions 38 FUTURE RESEARCH 39 APPENDICES • Appendix A – Institutional Learning • Appendix B – Transformative Leadership THE AFRICAN ALUMNI PROJECT | 2 ACKNOWLEDGEMENTS This study and resulting report have been a Undergraduate and graduate students collaborative effort of many dedicated contributed to all phases of this project and researchers, students and supportive staff were critical to its success, including Ben from our respective universities. The lead Gebre-Medhin, Sidee Dlamini (MasterCard researcher and author, Dr. Robin Marsh at the Foundation Scholar), Tessa Emmer, Rami University of California, Berkeley, was joined Arafah, Shelley Zhang, David Sung and Ji- by principal researchers Dr. Amy Jamison hern Baek from UC Berkeley, Pam Roy and (Michigan State University — MSU), Dr. Lina Yeukai A. Mlambo from MSU, Geoffrey Plint di Genova and Professor Andre Costopoulos and Beverlyne Nyamemba from McGill, (McGill University), Suying Hugh (University Stephanie Chow from U of T, and Tess Gregory of Toronto — U of T), Dr. Nancy Johnston and from SFU. Rachel Clift provided pivotal Shaheen Nanji (Simon Fraser University — assistance in converting the full report to this SFU), and Nico Evers (EARTH University).
    [Show full text]
  • Womens Transformative Leadership
    WOMEN’S TRANSFORMATIVE LEADERSHIP IN AFRICA This report was written by Milena Novy-Marx in partnership with The MasterCard Foundation and draws on a landscape scan on female transformative leadership in Sub-Saharan Africa, conducted by Akosua Darkwah and Afa Appiah. Special thanks to members of The MasterCard Foundation Scholars Program Working Group on Women’s Transformative Leadership for their review and contributions to drafts of this report, including Sandra Spence, from Campaign for Female Education (Camfed); Hendrina Doroba, from Forum for African Women Educationalists (FAWE); Catherine Kanabahita from Makerere University; Karen Zuffante Pabon, Layli Maparyan, and Filomena Steady from Wellesley College; and Martha Saavedra and Robin Marsh from University of California, Berkeley. Thanks are also due to The Venerable Tenzin Priyadarshi and Scott Kennedy from The Dalai Lama Center for Ethics and Transformative Values; and Ruth Kagia. Cover photo: © Peter Muller WOMEN’S TRANSFORMATIVE LEADERSHIP IN AFRICA The MasterCard Foundation CONTENTS 2 EXECUTIVE SUMMARY 8 TRANSFORMATIVE LEADERSHIP IN AFRICA 12 LEADERSHIP PROGRAMS IN AFRICA 18 RECOMMENDATIONS 22 ANNEX: LEADERSHIP PROGRAMS IN AFRICA 25 NOTES EXECUTIVE SUMMARY 242 WOMEN’S TRANSFORMATIVE LEADERSHIP IN AFRICA The Mastercard Foundation and What is Transformative Leadership? Transformative Leadership In 2012, The MasterCard Foundation launched The Transformative leadership is about making or MasterCard Foundation Scholars Program, which infuencing positive change and addressing will provide comprehensive support to more than inequity. The concepts of critique and promise are 15,000 deserving young people over 10 years so central: transformative leaders see a problem and they can successfully complete their secondary ask themselves ‘what can I do?’ to solve it.
    [Show full text]
  • Mastercard Foundation Scholars Program Guidebook
    WORDS OF WELCOME Dear Mastercard Foundation Scholar, I am delighted to welcome you into the Mastercard Foundation Scholars Program. The Scholars Program aims to develop a cohort of ethical, entrepreneurial, and energetic young leaders who will drive and lead socio-economic transformation in Africa. It is an initiative that equips and empowers young people to realize their potential and to have a catalytic impact on their communities and countries. The Scholars Program is part of the Foundation’s effort to work with young people to address what may be the greatest issue of our time in Africa — young people and employment. The Foundation has recently launched a new strategy, Young Africa Works, which aims to enable 30 million young people, particularly young women, to secure dignified and fulfilling work by 2030. This ambitious goal will require many things: leadership, policy, technology, investment, partnership, and, perhaps most importantly, the hearts and minds and talents of its young leaders, like you. As a Scholar, you are now part of a network of thousands of like-minded students who are forming a community of young transformative leaders unified by a common purpose and vision for change. We believe that you can play a transformative role in your family, community, and country. We are honoured to be a part of your educational and leadership journey, and are so pleased that you are a Mastercard Foundation Scholar. Warm regards, Reeta Roy President and CEO Mastercard Foundation SCHOLAR GUIDEBOOK 1 GUIDEBOOK TABLE OF CONTENTS A Warm
    [Show full text]
  • Future of Work in Africa Implications for Secondary Education and TVET Systems
    Background Paper Future of Work in Africa Implications for Secondary Education and TVET Systems December 2018 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. 7RƮQGRXWPRUHLQIRUPDWLRQYLVLWXVDW www.acetforafrica.org The Future of Work in Africa Implications for Secondary Education and TVET Systems A Background Paper for Master Card Foundation Study on Secondary Education in Africa Prepared by Edward K Brown and Helen Slater BACKGROUND PAPER DECEMBER 2018 TABLE OF CONTENTS Acknowledgement .............................................................................................................................i List of Acronyms and Abbreviations .............................................................................................i Executive Summary .........................................................................................................................iii Chapter 1: Africa’s Evolving Labor Force Landscape ............................................................ 1 Chapter 2: Labor Force Challenges and the Fourth Industrial Revolution .......................6 Chapter 3: Potential Employment Impacts under 4IR ..........................................................19 Chapter 4: Skills Needs for Future Jobs and Secondary Education and TVET ............30 Chapter 5: econdary Education and TVET
    [Show full text]
  • 2020 Impact Strategy for the Mastercard Foundation
    Impact Strategy | 2020 Foundation the Mastercard For 2 This Impact Strategy is dedicated to Dr. Sulley Gariba. Dr. Sulley Gariba was the inspiring and visionary leader who crafted this Impact Strategy. Drawing on a lifetime of insights as a diplomat, policy adviser, evaluator, entrepreneur and storyteller, the strategy reflects his deep commitment to reversing deep-rooted asymmetries of knowledge and power by lifting up the voices of young women and men, and the stories and wisdom of Africa and Indigenous communities in Canada. A longstanding pan-Africanist, and a champion of developing country professionals, Sulley served as President of the African Evaluation Association (AfrEA) and of the International Development Evaluation Association (IDEAS). These early contributions helped to lay the foundation for the more than 40 evaluation organizations now active across the African continent. He leaves an enduring legacy at the Mastercard Foundation, and across the globe, with so many who remain inspired and committed to carrying out this vision. 1 The Institutional Imperative for Impact In 2018, The Mastercard Foundation undertook organization based in Toronto, Canada, to four profound shifts in its strategy and decentralized operations in seven countries in operating model. With a vision of a world Africa — Kenya, Rwanda, Uganda, Ethiopia, where everyone has the opportunity to Ghana, Senegal and Nigeria — and expanded learn and prosper, the Foundation began programming with Indigenous communities in a transformation from a highly centralized Canada. 2 Our strategic & programmatic shifts We are focussed on enabling young women and A singular men to engage in dignified and fulfilling work. We will enhance and enable their voices and agency to focus on more fully participate in managing their present youth circumstances, and more fully shape the future of their communities.
    [Show full text]
  • Education Governance in Sub-Saharan Africa
    Background Paper Education Governance in Sub-Saharan Africa February 2019 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. Secondary Education Governance in Sub-Saharan Africa By Ahmed Baghdady, EdD Omar Zaki, MSc February 2019 Sponsored by Section 1: Introduction Improving secondary education in Sub-Saharan Africa (SSA) has gained attention especially after the remarkable development in primary education across the continent driven by the Millennium Development Goals (MDGs) and the Education for All (EFA) movement. The major increase in access to and completion of primary education has led to a strong demand for secondary education. Additionally, there is currently an increasing demand for more well-educated and skilled school graduates to meet the job market needs in both formal and informal sectors. Moreover, more students in SSA countries now aspire to pursue higher education. These developments have raised a flag in several SSA countries for the need to provide quality secondary education. Although the responses to these demands varied among the various SSA countries, there are efforts across the region to enable more students to enroll in and successfully complete secondary education. However, SSA governments are facing several challenges in achieving their objectives for secondary education. Among these are the lack of funding, lack of necessary infrastructure in rural areas, lack of enough qualified and motivated teachers and education officers, the difficulty of implementing and institutionalizing effective accountability systems, the need for constant monitoring and evaluation, and the challenges of reaching specific populations and integrating students with special needs.
    [Show full text]
  • Insights from the Digital Diaries Report
    June 2021 Scholars Entrepreneurship Fund Insights from the Digital Diaries Report “I”“I don’t feel like I’m working, I feel like I’m living” 2 | Entrepreneurship Diaries Table of Contents Executive summary ....................................................................................................... 8 Reflections on SEF and looking to the future.............................................................. 10 Thirteen things we learned from Diaries participants .................................................. 11 Introduction: Scholars Entrepreneurship Fund........................................................ 16 Fifteen young African entrepreneurs .......................................................................... 20 The meaning of entrepreneurship ............................................................................. 31 What does entrepreneurship look like? ...................................................................... 32 Entrepreneurs as transformative leaders .................................................................... 36 Servant leadership ................................................................................................... 42 The role of their current venture in their career plans .............................................. 44 Entrepreneurship as dignified and fulfilling work ...................................................... 46 Entrepreneurship as give-back ................................................................................ 49 Social ventures, designed
    [Show full text]
  • Empowering Youth in East Africa: Gender
    LESSONS LEARNED & FINAL REPORT from the STRYDE PROGRAM 2011 – 2019 Empowering Youth in East Africa Gender technoserve.org Introduction Harnessing Africa’s growth potential is dependent on full inclusion of women across the social and economic spheres. Women are a force for growth in Africa. In fact, Africa is the only region in the world where women make up the majority of those who are entrepreneurs (World Bank, 2019). Despite a high labor force participation, women are typically concentrated in unpaid or vulnerable employment. Unemployment rates for women - especially young women - are also higher than rates faced by men (ILO, 2018). The specific constraints facing young women stem from their differential access to assets, skills, business services, and underlying cultural norms and institutions. According to the Global Financial Inclusion Database (2017), men in the region are 11 percentage points more likely than women to have an account with a financial institution or mobile money provider, and this gender gap has widened over time. Loans received by women are typically of smaller amounts while they have a greater need to present collateral (World Bank, 2019). Though women dominate African agriculture, their lower access to finance severely curbs their ability to invest in farm productivity and business (Wachira, 2018). In addition, Sub-Saharan Africa has the largest gender gap in the education of boys and girls in the world, limiting the region’s available talent pool and furthering gender disparities among men and women later in life (World Economic Forum, 2017). Expanding women’s economic opportunities in the region requires not only building individual capacity of women but also changing mindsets of communities and families, and forging inclusive networks.
    [Show full text]
  • Mastercard Foundation Education Support of Social Transformation
    EDUCATION IN SUPPORT OF SOCIAL TRANSFORMATION: LEARNING FROM THE FIRST FIVE YEARS OF THE MASTERCARD FOUNDATION SCHOLARS PROGRAM SEPTEMBER 2016 TABLE OF CONTENTS EXECUTIVE SUMMARY 2 I INTRODUCTION 10 A. The MasterCard Foundation Scholars Program Figure 1 – Four Stages of the Scholars Program B. The African Context C. Purpose of the Report D. Methodology II A PROFILE OF MASTERCARD FOUNDATION SCHOLARS AND PARTNERS 12 A. Scholars Figure 2 – Share of Scholars at Each Level of Study Figure 3 – Number of Scholars by Country of Study “We ask our Scholars to think about how they Figure 4 – Location of Study will give back to society—much more deeply than Figure 4A – The MasterCard Foundation Scholars Program Partner Institutions working on a project, but how they will give back Figure 5 – Gender of MasterCard Foundation Scholars over a lifetime.” B. Partners Figure 6 – Cumulative Number of Scholar Graduates, Actual and Projected -Reeta Roy, President and CEO III EARLY LEARNING: RECRUIT, EDUCATE, PREPARE, TRANSITION 16 A. Recruit Figure 7 – Occupation of Primary Head of Household Figure 8 – Undergraduate and Graduate Scholars: Social Change and Career Aspirations B. Educate Figure 9 – Tertiary (Alumni and Scholar) Broad Field of Study Figure 10 – 2014/15 GPA Distribution of Tertiary Scholars Figure 11 – Transformative Leadership Framework Figure 12 – Opportunities for Instructing, Modelling and Practising Transformative Leadership C. Prepare D. Transition Figure 13 – Secondary School Alumni Postsecondary School Specialization Figure 14 – Share of Secondary Scholar Alumni Employed or Pursuing Higher Education Figure 15 – Number of Tertiary Alumni Working or Continuing Their Education Figure 16 – Sectors of Employment: Tertiary Scholars Alumni 48 IV LOOKING TO THE FUTURE EXECUTIVE SUMMARY The MasterCard Foundation Scholars Program This is an extraordinary time on the African Learning from the Scholars Program: Recruit, • University partnerships for joint recruitment is the largest private scholarship program ever continent.
    [Show full text]
  • The Mastercard Foundation Savings Learning Lab
    The MasterCard Foundation Savings Learning Lab The MasterCard Foundation works with visionary organisations to provide The MasterCard Foundation Savings Learning Lab is a six-year initiative greater access to education, skills training and financial services for people living implemented by Itad, in partnership with the SEEP Network. The Lab's aim is to in poverty, primarily in Africa. As one of the largest private foundations, its work support learning among the Foundation’s savings sector portfolio programmes is guided by its mission to advance learning and promote financial inclusion to through increased alignment and effectiveness of monitoring and evaluation, and create an inclusive and equitable world. through the generation, synthesis, curation and dissemination of knowledge. www.mastercardfdn.org Itad’s purpose is to provide insight and Itad, as the Learning Partner, will work ideas to drive more effective use of resources across and with the Foundation's partners, IN PARTNERSHIP WITH in international development through monitoring Foundation staff, and with the wider Savings and evaluating what works, where and why. Sector, to support actionable learning, and will: Itad provides independent, professional advice 1 Develop and maintain a dynamic to organisations looking to scrutinise their aid Learning Framework for The MasterCard programmes. Itad’s work provides accountability Foundation Savings Portfolio. to the ultimate funders of the programmes, whether they are taxpayers or philanthropists, 2 Synthesise and aggregate learning as well as learning for the broader international across the portfolio and sector. community to improve the way that 3 Conduct and/or manage development is done. complementary research. WITH SUPPORT FROM 4 Facilitate learning and knowledge sharing with key audiences.
    [Show full text]
  • Mastercard Foundation Submission to Special Senate Committee Study on the Charitable Sector
    Mastercard Foundation Submission to Special Senate Committee Study on the Charitable Sector April 2019 OVERVIEW The Mastercard Foundation is honoured to provide this submission to the Special Senate Committee on the Charitable Sector. We have followed the proceedings of this committee with interest and congratulate the Honourable members for this important work. We believe firmly that Canada's philanthropic sector is a major force to drive innovation and sustainable solutions addressing pressing challenges around the world and here at home. As Canada’s largest private foundation, we are keen to share our experience as well as point out the opportunities and challenges presented by charitable rules to Canadian registered charities including foundations working outside of Canada. In summary, we would like to set out recommendations to: 1. Augment Canada’s influence and leadership in philanthropy and international development through deepening partnerships; and, 2. Modernize rules governing the charitable sector to confirm standards of transparency, excellence, and flexibility to innovate. INTRODUCTION By way of introduction, we are pleased to provide a brief summary about our Foundation and our impact to date. The Mastercard Foundation was created in 2006 as an independent foundation in Canada by Mastercard Corporation during their initial public offering. We are governed by a global and distinguished Board of Directors (see list in annex). Our vision is a world where all people have opportunity to learn and prosper. Our charitable purpose is to advance education for youth and relieve poverty through financial inclusion. We work in Canada and Africa. To date, the Foundation has committed USD$2.2 billion to programs that have improved the lives of more than 33 million people.
    [Show full text]