Read Section 4 of the Compendium ‘A focus on equity’.

The use of ICTs can enable more equitable distribution of professional learning opportunities for teachers in underserved communities or less accessible regions and allow greater adaptability to respond to the professional needs of diverse groups of teachers. But inequalities remain.

As you read, think about how teachers in your context may lack confidence and / or competencies with digital technologies. Teachers may not be able to afford to buy data packages. Even when online or offline TPD is flexible in terms of timing and pace, teachers – specifically female teachers – will have domestic and family demands that limit their professional development time. What additional motivational, community sensitization, or financial support might be needed?

Watch a short animation that illustrates one of the examples in this part of the Compendium: ZEST, the Zambian Education School-based Training programme.

After you read and watch, click for questions to reflect on, in your Personal Blog.