Announcements
No news items to display
What we do
Under the Teacher Futures programme, COL works with partner Teacher Education Institutions (TEIs)
to improve teacher quality through scalable technology-enabled
school-based teacher development.
Countries
GHANA | JAMAICA | KENYA | KIRIBATI | NIGERIA | RWANDA | SIERRA LEONE | SOUTH AFRICA | SRI LANKA | THE GAMBIA
Implementation model
The model emphasises the need to adapt and build evidence on training approaches that not only support teachers in improving their instructional practice for quality teaching but also enhance the lifelong learning skills to foster
learning for sustainable development. Pedagogical practices that adapt problem solving, like Problem Based Learning (PBL), are core to this programme,
and so are collaborative cultures that build capacity for sharable teacher-generated content and continuous improvement towards improved learning outcomes.
Available Courses
COL's Teacher Futures programme aims at supporting virtual mobility and interaction among teachers, teacher educators and the programme team through both local and international Communities of Practice.
School-based teacher development for inclusive education Training Handbook (KISE)
Being a good teacher means being a good learner, especially when new initiatives, such as the competency-based curriculum (CBC) in Kenya, call for new teaching approaches. Traditional forms of continuing professional development (CPD), when teachers go away from school to attend courses, have been shown to have limited impact.
A Blueprint and Toolkit for School-Based Teacher Development (SBTD) Secondary
The Toolkit provides the guidance and supporting resources for a school-based programme of around 12–15 weeks’ duration. International evidence suggests that for in-service education to make a difference, it ought to take around 60–70 hours in a fairly constrained time period.
A Blueprint and Toolkit for School-Based Teacher Development (SBTD) Secondary
The Toolkit provides the guidance and supporting resources for a school-based programme of around 12–15 weeks’ duration. International evidence suggests that for in-service education to make a difference, it ought to take around 60–70 hours in a fairly constrained time period.