This open access book explores the complex terrain of support systems for rural teachers' professional development. It identifies, interprets, and consolidates features of effective rural teacher support systems through case studies from Kenya, Tanzania, Uganda, and China. By examining what works and why, the book offers a compendium of policy recommendations and strategies. These are tailored not just for immediate implementation, but to also ensure the longevity and sustainability of teacher support infrastructures for years to come.

This book is the result of a collaborative endeavor between the International Research and Training Centre for Rural Education (INRULED) and the International Institute for Capacity Building in Africa (IICBA). These stalwarts, under UNESCO's auspices, have been the torchbearers of transformative rural education initiatives since 2012. This book also serves as a testament to their relentless efforts and commitment to elevating the quality and reach of rural education. By weaving together multiple case studies, it aims to distill actionable plans, share replicable practices, and provide a clarion call to policymakers, stakeholders, and educators globall

This book is open access, which means that you have free and unlimited access Presents case studies from Africa and China Provides practical insights through initiatives grounded in real-world rural education Proposes a blueprint for future sustainable support systems for rural teachers' professional development

Autorentext

Dr. LIU Jing works as the Director of the Office for International Exchange and Collaboration, Faculty of Education, Beijing Normal University, China. She is responsible for implementing the global engagement strategy of the Faculty of Education. Dr. Liu worked as a program specialist in the UNESCO (United Nations Educational, Scientific and Cultural Organization) International Research and Training Centre for Rural Education (INRULED) from 2012 to 2019, and led the 'Quality Teachers for Rural Schools' program. She has 18 years' experience in research and practice in teacher education in rural China. She also serves as a consultant for educational Non-Governmental Organizations (NGOs), and provides technical support to improve the quality of teaching and learning.

Dr. ZHAO Yuchi is the Executive Director of the International Research and Training Centre for Rural Education (INRULED) under the auspices of UNESCO (United Nations Educational, Scientific and Cultural Organization). He is also an Associate Research Fellow at China Institute of Education and Social Development, Beijing Normal University, China. Dr. Zhao worked in the UNESCO Headquarters from April 2019 to October 2021 as the Coordinator of the UNESCO Prize for Girls' and Women's Education, and the Coordinator of UNESCO-Hainan Airlines Funds-in-Trust Project. He also serves as the Coordinator of Education Network for the term 2023-2024 in the Asia-Pacific Economic Cooperation (APEC) Human Resources Development Working Group (HRDWG). His research interests include education and international development, rural teachers' professional development, and girls' and women's education.

Inhalt

Achieving Sustainable Development Goals: Challenges of Teachers' Professional Development.- Teacher Support and Service System: The case of a UNICEF-MoE cooperation project in China.- School-based Teacher Development: Lessons from Kenya.-Implementing, sustaining and scaling up school-based teacher professional development in Tanzania.- Teacher Development and Management System: A Case Study of Uganda.