Centre for International Education (CIE)

Teachers and Quality

Dr John Pryor, Reader, and Dr Jo Westbrook, Senior Lecturer, in the Department of Education, University of Sussex present 'Preparing teachers for early learning in sub-Saharan Africa' at the CCE Seminar Series 2013 at the University of Cambridge.

Professor Kwame Akyeampong

Akyeampong, Kwame; Delprato, Marcos; Sabates, Ricardo; Hernandez-Fernandez, Jimena (2015): On the impact of early marriage on schooling outcomes in sub-Saharan Africa and southwest Asia International Journal of Educational Development , 44 pp. 42-55. ISSN 0738-0593

Akyeampong, Albert (2014): Reconceptualised life skills in secondary education in the African context: lessons learnt from reforms in Ghana International Review of Education , 60 (2). pp. 217-234. ISSN 0020-8566

Akyeampong, K., Lussier, K., Pryor, J. and Westbrook, J. (2013): Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), p272-282.

Stuart, J., Akyeampong, K. and Croft, A. (2009) Key Issues in Teacher Education, Basingstoke: Macmillan

Akyeampong, K. (2009) “Making the Introduction of Multi-Media Technologies Count in Education Reform in Africa: The case of Ghana”. In Mapping Media Education Policies in the World: Visions, programmes and challenges, United Nations/UNESCO/EU, p141-153.

Akyeampong, A. K. (2007) “Learning to teach Mathematics and Science in Ghana”. In M. Nagao, J. Rogan and M. C. Magno (eds.) Mathematics and Science Education in Developing Countries: Issues, Experiences and Cooperation Prospects, Hawaii: University of Hawaii Press.

Bennell, P. and Akyeampong, K. (2007) Teacher Motivation and Incentives in sub-Saharan Africa and South Asia, London: DFID

Stuart, J. S., Akyeampong, A. K. and Croft, A. M. (2007) Key Issues in Teacher Education, London: Macmillan Science Education.

Akyeampong, K., Pryor, J. and Ampiah, J. G. (2006) “A vision of successful schooling: Ghanaian teachers' understandings of learning, teaching and assessment:, Comparative Education, 42 (2), p155-176.

Akyeampong, A. K. (2005) “Learning to teach Mathematics and Science in Ghana”. In C. Magno, M. Nagao and J. Rogan (eds.) Mathematics and Science Education in Developing Countries: Issues, Experiences and Cooperation Prospects, Dordrecht : Kluwer Academic Publishers.

Akyeampong, A. K. (2005) “Vocationalisation of Secondary Education in Ghana”. In L. Jon and M. Rupert (eds.) Vocationalisation of Secondary Education, Kluwer/Springer Academic Publishers, p149-225.

Ampiah J., Akyeampong, A. K. and Leliveld, M. (2004) Science, Mathematics and ICT (SMICT), Secondary Education in sub-Saharan Africa: Country profile Ghana, Centre for International Cooperation (CIS), Vrije Universiteit Amsterdam.

Ampiah J., Akyeampong, A. K. and Leliveld, M. (2004) Science, Mathematics and ICT (SMICT), Secondary Education in sub-Saharan Africa: Country profile Ghana, Centre for International Cooperation (CIS), Vrije Universiteit Amsterdam.

Akyeampong, K. (2003) Teacher Training in Ghana - Does it Count?, Country Report, Educational Papers Series, London: DFID.

Akyeampong, K. (2002) “Reconceptualising Teacher Education in the Sub-Saharan African Context”, Journal of International Co-operation in Education, 5 (1), p11-30.

Akyeampong, K. and Lewin, K. M. (2002) “From Student Teachers to Newly Qualified Teachers in Ghana: Insights into becoming a teacher”, International Journal of Educational Development, 22 (3/4), p339-352.

Akyeampong, K. and Stephens, D (2002) “Exploring the backgrounds and shaping factors of beginning student teachers in Ghana: Towards greater contextualisation of teacher education”, International Journal of Educational Development, 22 (3/4), p261-274.

Akyeampong, A. K. (2002) “Learning to Teach Science and Mathematics in Basic School”. In M. Nagao (ed.) Qualitative Issues in the Spread of Basic Education in Developing Countries and the Requirements for International Co-operation, Hiroshima: Hiroshima University.

Dr Alison Croft

Morley, L. & Croft, A. (2011): Agency and Advocacy: Disabled students in higher education in Ghana and Tanzania. Research in Comparative and International Education, 6:4

Croft, A. (2006) “Prepared for diversity? Teacher education for lower primary classes in Malawi”. In A. W. Little (ed.) Education for All and Multigrade Teaching: Challenges and Opportunities, Dordrecht: Springer, 103-126.

Croft, A. (2002) “Gender Gaps in Schools and Colleges: Can teacher education policy improve gender equity?", MUSTER Discussion Paper No.14.

Croft, A. (2002) “Singing under a tree: does oral culture help lower primary teachers be learner-centred?”, International Journal of Educational Development, 22 (3/4), 321-337.

Professor Máiréad Dunne

Humphreys, Sara; Moses, Dauda; Kaibo, Jiddere; Dunne, Máiréad (2015): 'Counted in and being out: Fluctuations in primary school and classroom attendance in northern Nigeria. International Journal of Educational Development , 44 pp. 134-143. ISSN 0738-0593

Dunne, Máiréad; Durrani, Naureen; Humphreys, Sara; Dauda, Moses; Kaibo, Jiddere; Sankey, Swadchet; Akogun, Oladele; Ezegwu, Chidi (2014): Operational research study of the UNICEF GEP3 female teacher trainee scholarship scheme . Edoren 

Dunne, M., Bosumtwi-Sam, C., Sabates, R. & Owusu, A. (2010): Bullying and School Attendance: A case study of senior high school students in Ghana. Pathways to Access paper No.41, CREATE, Centre for International Education, University of Sussex

Dr Naureen Durrani

Durrani, N. & Dunne, M. (2010): Curriculum and National Identity: Exploring the links between religion and nation in Pakistan. Journal of Curriculum Studies, 42,2, 215-240

Dr Keith Holmes

Holmes, K. and Maclean, R. (2007) “Research on TVET and Skills Development by Selected Intergovernmental Organisation and Donor Agencies”. In F. Rauner and R. Maclean (eds.) The Handbook of Vocational Education Research, Dordrecht: Springer, p68-74.

Holmes, K. and Maclean, R. (2007) UNESCO's Research on TVET and Skills Development. In F.Rauner and R.Maclean (eds) The Handbook of Vocational Education Research, Dordrecht: Springer, p68-74.p75-81.

Holmes, K. and Tschanz, Y. (2004) Promoting Skills Development: Report of an interregional seminar, Paris 22-23 January 2004 (IIPE Studies), UNESCO/IIPE.

Caddell, M. and Holmes, K. (eds.) (2003) Debates in Skills Development: Vocational Skills Development in Sub-Saharan Africa, Report of a meeting held in Edinburgh 2-4 October 2002, Geneva: Working Group for International Cooperation in Vocational and Technical Skills Development.

Holmes, K. (2003) “Qualifications Frameworks: Issues, problems and possibilities for small states. In Donn, G and T. Davies (eds.) Promises and Problems for Commonwealth Qualifications Frameworks, London: Commonwealth Secretariat; Wellington, New Zealand: Qualifications Authority.

Professor Fiona Leach

Leach, F. (2002) “Micro-finance and women's empowerment; a lesson from India”, Development in Practice, 12 (5), 575-588.

Leach, F., Abdulla, S., Appleton, H., El-Bushra, J., Cardenas, N., Kebede, K., Lewis, V. and Sitaram, S. (2000) The Impact of Training on Women's Micro-enterprise Development, Department for International Development, Research Report no. 40, London: DFID.

Professor Keith Lewin

Lewin, K. M. (2004) The Pre-service Training of Teachers? Is it Fit for Purpose and How Can it be Improved?, Commissioned Report for the EFA Global Monitoring Report, Paris: UNESCO.

Lewin, K. M. (2004) Some Teacher Training Issues in Tanzania: Projecting Supply and Demand, Dar-es Salaam: Ministry of Education/World Bank.

Kunje D., Lewin, K. M. and Stuart, J. S. (2003) Teacher Education in Malawi: Insights into practice and policy, DfID Research Series, London: DFID.

Lewin, K. M. (2003) Projecting Secondary School Expansion in Tanzania: The Art of the Possible, Dar-es Salaam: Ministry of Education/World Bank.

Lewin, K. M. (2003) “Insights into the Policy and Practice of Teacher Education in Low Income Countries: The Multi Site Teacher”, Education Research Project, British Education Research Journal, 29 (5), p691-707

Lewin, K. M. (2003) “An International Perspective on Teacher Education Across the MUSTER Countries”. In K. M. Lewin, M. Samuel and Y. Sayed (eds)Changing Patterns of Teacher Education in South Africa: Policy Practice and Prospects, Portsmouth: Heinemann. Ch 21.

Lewin, K. M., Samuel, M. and Sayed, Y. (2003) (eds) Changing Patterns of Teacher Education in South Africa, Policy Practice and Prospects, Portsmouth: Heinemann.

Lewin, K. M. and Stuart, J. S. (2003) Researching Teacher Education: New Perspectives on Practice, Performance and Policy, DFID Research Series 49a, London: DFID.

Lewin, K. M. (2003) Science Teacher Education Policy in Developing Countries in Science Teacher Education in Africa, Ways Forward. W. Ottevanger et al Free University of Amsterdam, Holland.

Akyeampong, A. K. (2002) “Learning to Teach Science and Mathematics in Basic School”. In M. Nagao (ed.) Qualitative Issues in the Spread of Basic Education in Developing Countries and the Requirements for International Co-operation, Hiroshima: Hiroshima University.

Lewin, K. M. and Coultas, J. (2002) “Who Becomes a Teacher? The characteristics of student teachers in four countries”, International Journal of Education and Development, 22 (3/4), p243-260.

Lewin, K. M. and Stuart, J. S. (2002) "Postscript", International Journal of Education and Development, K. M. Lewin and J. S. Stuart (eds), 22 (3/4), p411-421.

Stuart, J. S. and Lewin, K. M. (2002) "Foreword", International Journal of Education and Development, K. M. Lewin and J. S. Stuart (eds) 22 (3/4), p211-219.

Lewin, K. M. and Dunne, M. (2000) “Policy and Practice in the Assessment of Primary Science in Anglophone Africa”, Assessment in Education, 7 (3), 379-399.

Lewin, K. M. (2000) Linking Science Education to Labour Markets: Issues and strategies, World Bank Human Development Network; Secondary Education Series, Washington: World Bank.

Lewin, K. M. (2000) Mapping Science Education Policies in Developing Countries, World Bank Human Development Network; Secondary Education Series, Washington: World Bank.

Lewin, K. M. (2000) “New Technologies for Knowledge Acquisition and Use in Developing Countries”, Compare, 30(3), 313-323.

Lewin, K. M. and Dunne, M. (2000) “Policy and Practice in the Assessment of Primary Science in Anglophone Africa”, Assessment in Education, 7 (3), 379-399.

Professor Mario Novelli

Verger, A. & Novelli, M. (2010): "Education is Not For Sale": Teachers' unions multi-scalar struggles against liberalising the education sector, in Novelli, M. & Ferus-Comelo, A. (eds) (2010): Globalisation, Knowledge and Labour, London: Routledge pp. 80-103

Professor John Pryor

Pryor, J., Akyeampong, K., Westbrook, J. and Lussier, K. (2012): 'Rethinking teacher preparation and professional development in Africa: An analysis of the curriculum of teacher education in the teaching of early reading and mathematics'. The Curriculum Journal, 23(4), pp. 409-502. DOI: 10.1080/09585176.2012.747725

Pryor, J. (2005) “Analyzing A Rural African Community's Reception of ICTs”. In: S. Marshall, W. Taylor and X Yu (eds.) The Encyclopedia of Developing Regional Communities with Information and Communication Technology, Hershey, PA: Idea Group Publishing.

Pryor, J. and Ampiah, J. G. (2003) Understandings of Education in an African Village: The Impact of Information and Communication Technologies, London: DFID.

Pryor, J. and Ecclestone, K. (2003) "Learning Careers or Assessment Careers?: The impact of assessment systems on learners' motivation and autonomy”, British Educational Research Journal, 29 (4), 471-488.

Pryor, J. and Lubisi, C. (2002) “Reconceptualising Educational Assessment in South Africa: Testing times for teachers”, International Journal of Educational Development, 22, 673-686.

Dr Ricardo Sabates

Sabates, R. (2007) “Acquisition and utilization of skills: the case of migrants from Mexico City to Leon, Guanajuato”, Estudios Demograficos y Urbanos, 22 (1), 79-99

Dr Jo Westbrook

Westbrook, J. (2016): 'Beginning to learn and read in English in sub-Saharan Africa: Very difficult indeed' in Kuchah, K. (ed) International perspectives in teaching English in difficult circumstances. Palgrave

Hughes, M (2016): 'Teachers developing knowledge in low and middle income countries: Towards more inclusive pedagogy'. The handbook of research on diversity in special education. Wiley 

Westbrook, Jo; Croft, Alison (2015): Beginning to teach inclusively: an analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania Teaching and Teacher Education , 51 pp. 38-46. ISSN 0742-051X

Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J. and Adu-Yeboah, C. (2013): What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Technical Report, University of London.

Akyeampong, K., Lussier, K., Pryor, J. and Westbrook, J. (2013): Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), p272-282.

Westbrook, J. & Bryan, H. with Hawkins, V., O'Malley, S. & Cooper, K. (2010): "Whatever happened to the literacy hour?" in Davison, J., Daly, C. & Moss, J. (eds) Debates in English Teaching, London: Routledge

Westbrook, J., Shah, N., Durrani, S., Tickly, C., Khan, W. and Dunne, M. (2009) “Becoming a Teacher: Transitions from training to the classroom in North West Frontier Province, Pakistan”, International Journal of Educational Development, 29 (4), p437-444