Teachers and Quality

Research in this theme explores how the construction and delivery of the curriculum and classroom pedagogy can include - and exclude - the most disadvantaged learners in the Global South, and in the contribution that language of instruction makes in these processes.

The theme also seeks greater understanding of the roles that teachers, their education, development and conditions of service play in increasing quality and equitable outcomes of the learning experience for all learners.

Members of CIE have engaged in several research projects that fall within this theme. These include the longitudinal impact evaluation of Speed Schools for Out Of School Children in Ethiopia funded by Geneva Global, the collaborative development and impact monitoring of a Certificate in Inclusive Education for all Primary School Tutors in Uganda, the Reading to Learn Network across Ethiopia, South Africa and Uganda, a systematic literature review on strategies to enhance the classroom performance of untrained and undertrained teachers in development countries funded by Australian Aid, a rigorous review on Pedagogy, Curriculum, Teaching Practices and Teacher Education  funded by DFID and  Teacher Preparation and Continuing Professional Development in Africa (TPA) funded by the William and Flora Hewlett Foundation which looked at how the initial and continuing education of teachers impacts on teaching mathematics and reading in the early years of schooling. The study was carried out in six African countries to identify examples of good and promising practice and to make recommendations for high-quality and cost-effective approaches for teacher development.