IICBA STUDIES
This study investigates the state of professional standards and competencies for teachers and school leaders in West Africa. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national frameworks of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. The analysis relies on a mixed quantitative and qualitative approach that includes analysis of nationally representative household surveys, online surveys, key informant interviews, and focus groups. In addition to analysis across West African countries, more detailed analysis is also conducted for Sierra Leone and The Gambia to illustrate differences between countries in approaches and policies.
This study investigates the state of professional standards and competencies for teachers and school leaders in The Gambia. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national framework of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. An additional chapter puts findings for The Gambia in comparative perspective with findings for other West African countries. The analysis relies on a mixed quantitative and qualitative approach that includes results from two online surveys as well as key informant interviews and brainstorming sessions.
This study investigates the state of professional standards and competencies for teachers and school leaders in Sierra Leone. It was conducted against the backdrop of guidance from international best practice, including instruments developed by UNESCO, Education International, and the African Union Commission. Apart from an introduction on the need for professional standards and competencies for teachers and school leaders, the core of the study is structured into three chapters devoted respectively to: (1) the national framework of professional standards and competencies and its implementation; (2) teacher education, both pre-service and in-service; and (3) the working conditions of teachers and school leaders. An additional chapter puts findings for Sierra Leone in comparative perspective with findings for other West African countries. The analysis relies on a mixed quantitative and qualitative approach that includes results from two online surveys as well as key informant interviews and brainstorming sessions.
Mental health and well-being have received increasing recognition following COVID-19; however, persistent challenges continue to exist within the education sector. A growing body of evidence focuses on the interconnectedness of education, health, and well-being. Education can play an important role in promoting and protecting the mental health and psychosocial well-being of teachers and learners. This study was conducted principally to assess the psychosocial impact of the COVID-19 pandemic on in-service teachers, teacher educators, and learners, identify and rank the causes of negative impact, and identify innovative strategies governments are employing to address these challenges.
Click here to download the study
