TPD@Scale concepts and principles
1.7 Effective TPD in the Global South
COVID-19 has created unprecedented challenges for teaching and learning. Teachers around the world have had to implement distance learning, often without sufficient guidance, training, or resources.
At the same time, COVID-19 has also created an opportunity to reconfigure TPD. In many places, TPD has moved online or has taken place via phone, radio and TV.
But remote TPD has not reached marginalized teachers. And even in contexts with sufficient digital infrastructure, many educators lack confidence and/or basic ICT skills, meaning they are likely to struggle with their own ongoing professional development, let alone with facilitating quality distance learning.
Building remote and ICT skills can enhance professional learning for teachers. This, in turn, can improve teachers’ capacities for planning and managing distance learning for children.
Now read this 4-page extract from a TPD@Scale Briefing Note – Moving Towards Successful TPD in the Global South. You can find the complete
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, with references, in the Resources section.
There are five mini case studies in the extract. As you read, notice the different forms of remote and/or ICT support that made large-scale TPD successful in these contexts:
- STIR Education in India and Uganda
- TESS India in seven Indian states
- ELLN Digital in the Philippines
- BFL in Rwanda
- Escuela Nueva from Colombia adapted in Vietnam
As you read, can you notice
- other common factors in the case studies that contribute to effective, scalable TPD in these diverse contexts?
- TPD@Scale principles of Equity, Quality, and Efficiency in action?
You can read more about TESS India (p. 7), BLF in Rwanda (p. 17), and ELLN Digital in the Philippines (p. 44) in the
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,
in the Resources section.
The next section explores how TPD@Scale responds to global challenges in teacher professional development.