Scaling education innovations: the case of the “School-based in-service teacher training” model 

This policy brief provides a detailed account of how the innovation known as “School-based In-service Teacher Training” was scaled up from the primary level to the secondary level in Tanzania, and subsequently piloted in Tanzania, Kenya, and Zambia. It emphasizes the importance of considering general issues related to scaling a continuous professional development innovation for mathematics teachers, which incorporates mentorship and support, as well as the roles of various stakeholders throughout the process, taking into account different contexts.