Lewis, A;
(2019)
Linking teacher training to effective delivery of curriculum reform.
In: Smart, Andy and Sinclair, Margaret and Benavot, Aaron and Bernard, Jean and Chabbott, Colette and Russell, S. Garnett and Williams, James, (eds.)
Educating for the social,the emotional and the sustainable.
NISSEM
Preview |
Text
20 Lewis.pdf - Published Version Download (95kB) | Preview |
Abstract
Somaliland is a semi-autonomous quasi-state in the Horn of Africa,whose independence has yet to be recognized by the internationalcommunity. Though there has been significant diaspora andreturnee investment in private schools in Somaliland, state schoolsare severely underfunded, and teachers across both educationsystems are paid hourly, teaching in multiple schools at once toearn a full-time salary. The Ministry of Education and HigherEducation lacks the capacity for effective monitoring of all schoolsin Somaliland. This has led to the importation of multiple rivalcurricula which exist in competition with the state curriculum.Teachers make difficult decisions in navigating these differentcurricula, but this means that the intended message of curriculumreform rarely makes it to the classroom. In light of this situation,rigorous teacher training is needed to help empower teachers tosupport their students effectively. Such training must be designedin consultation with teachers, so as not to add more pressure to their lives.
| Type: | Book chapter |
|---|---|
| Title: | Linking teacher training to effective delivery of curriculum reform |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.nissem.org/globalbriefs |
| Language: | English |
| Additional information: | This Open Access volume was published in 2019 by NISSEM.The brief by Katherine Blanchard, Heidi Gibson and Carol O’Donnell,‘Understanding yourself as a foundation for exploring the world,’is published under the Creative Commons Attribution License:NonCommercial 4.0 International (CC BY-NC 4.0) |
| Keywords: | Somaliland, Somalia, education, conflict, peacebuilding,teacher training, curriculum reform |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081602 |
Archive Staff Only
 |
View Item |
