Publication Date

2015

Subjects

Developing countries, International aid, Teacher education, Inservice teacher education, Preservice teacher education, Professional development, School based programs, Teacher qualifications, Teacher effectiveness, Case studies, Program evaluation, Policy development, Educational policy, Primary education, Secondary education

Abstract

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher education and training will result in better teaching and learning in schools. A significant limitation, acknowledged in this evaluation report, is insufficient attention to measuring learning outcomes. Follow-on evaluations involving the Office of Development Effectiveness are expected to help fill this gap.

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Place of Publication

Canberra

Publisher

Department of Foreign Affairs and Trade

ISBN

9780994420220

Geographic Subject

Afghanistan, Bangladesh, Burma, East Timor, Fiji, Indonesia, Kiribati, Laos, Nauru, Nepal, Pakistan, Papua New Guinea, Philippines, Samoa, Sri Lanka, Tonga, Vanuatu