Strengthening Chapter 3: Improving teacher Implementation of Basic Cohort professional development and Education in Selected development management at all levels: Provinces of Visayas, STRIVE is the best example of Philippines successfully supporting teacher Programs in the Pacific development while (Kiribati, Samoa, Vanuatu) strengthening leadership and and Nepal also used teacher management of teachers. professional development frameworks. Empowerment through Professional development Education for Afghanistan outside government systems: (CARE) these alternative delivery Early Childhood Care and models reported some of the Education in Khyber best outcomes among teacher Pakhtunkhwa, Pakistan development investments. (SCF) However, they were not Basic Education Assistance sustainable or scalable. for Mindanao in ARMM, Philippines (BRAC) Education for All Fast Track Chapter 4: Qualification-directed teacher Initiative, Laos In-service qualification This was the development: Third Primary Education least-used but potentially Development Program, promising approach. In-service Bangladesh development for a qualification—as distinct from general professional development—demands a high quality curriculum and trainers. It needs the right study load, appropriate content for working teachers, and long-term government willingness, capacity and resources to sustain quality improvements. Professional Development Chapter 5: Improving leadership from of Education Personnel School-based professional school-level upwards: while (ProDEP), Indonesia development yet to demonstrate school-level outcomes, ProDEP is working with government to strengthen how principals, supervisors and district managers lead and manage teachers at all levels. Cases not discussed in Many programs support detail. and school-based management approaches.
Chapter 3: Cohort professional development Improving teacher development and management at all levels: STRIVE is the best example of successfully supporting teacher development while strengthening leadership and management of teachers. Strengthening Implementation of Basic Education in Selected Provinces of Visayas, Philippines Programs in the Pacific (Kiribati, Samoa, Vanuatu) and Nepal also used teacher professional development frameworks. Professional development outside government systems: these alternative delivery models reported some of the best outcomes among teacher development investments. However, they were not sustainable or scalable. Empowerment through Education for Afghanistan (CARE) Early Childhood Care and Education in Khyber Pakhtunkhwa, Pakistan (SCF) Basic Education Assistance for Mindanao in ARMM, Philippines (BRAC) Chapter 4: In-service qualification Qualification-directed teacher development: This was the least-used but potentially approach. In-service development for a qualification—as distinct from general professional development—demands a high quality curriculum and trainers. It needs the right study load, appropriate content for working teachers, and long-term government willingness, capacity and resources to sustain quality improvements. Education for All Fast Track Initiative, Laos Third Primary Education Development Program, Bangladesh Chapter 5: School-based professional development Improving leadership from school-level upwards: while yet to demonstrate school-level outcomes, ProDEP is working with government to strengthen how principals, supervisors and district managers lead and manage teachers at all levels. Professional Development of Education Personnel (ProDEP), Indonesia Many programs support and school-based management approaches. Cases not discussed in detail. promising
ode-brief-investing-in-teachers.docx