Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data o...

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Autores principales:	Bob Moon, Charmaine Villet
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2017
Materias:	teacher education digital learning sub-saharan africa Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/baf4e4681e4e4c6db5186715b2e7e232
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spelling	oai:doaj.org-article:baf4e4681e4e4c6db5186715b2e7e2322021-12-03T20:48:15ZCan new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?2311-1550https://doaj.org/article/baf4e4681e4e4c6db5186715b2e7e2322017-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/194https://doaj.org/toc/2311-1550Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.Bob MoonCharmaine VilletCommonwealth of Learningarticleteacher educationdigital learningsub-saharan africaTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 4, Iss 1, Pp 23-35 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher education digital learning sub-saharan africa Theory and practice of education LB5-3640
spellingShingle	teacher education digital learning sub-saharan africa Theory and practice of education LB5-3640 Bob Moon Charmaine Villet Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
description	Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
format	article
author	Bob Moon Charmaine Villet
author_facet	Bob Moon Charmaine Villet
author_sort	Bob Moon
title	Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
title_short	Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
title_full	Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
title_fullStr	Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
title_full_unstemmed	Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?
title_sort	can new modes of digital learning help resolve the teacher crisis in sub-saharan africa?
publisher	Commonwealth of Learning
publishDate	2017
url	https://doaj.org/article/baf4e4681e4e4c6db5186715b2e7e232
work_keys_str_mv	AT bobmoon cannewmodesofdigitallearninghelpresolvetheteachercrisisinsubsaharanafrica AT charmainevillet cannewmodesofdigitallearninghelpresolvetheteachercrisisinsubsaharanafrica
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Can new modes of digital learning help resolve the teacher crisis in Sub-Saharan Africa?

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