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
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.
Office of Development Effectiveness. (2015). Investing in teachers. Australian Department of Foreign Affairs and Trade, Canberra. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=teacher_education
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Copyright Commonwealth of Australia 2015
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Department of Foreign Affairs and Trade
Afghanistan, Bangladesh, East Timor, Fiji, Indonesia, Kiribati, Laos, Nauru, Nepal, Pakistan, Papua New Guinea, Philippines, Samoa, Sri Lanka, Tonga, Vanuatu, Myanmar