Adapting and scaling teacher professional development approaches in Ghana, Honduras and Uzbekistan
Project Abstract
This project explored how governments in Ghana, Honduras, and Uzbekistan can adapt and scale ICT-mediated teacher professional development (TPD@Scale) to improve teaching quality and equity in public education systems. The initiative supported the design, testing, and uptake of scalable TPD models that respond to local needs while leveraging digital platforms and blended learning approaches.
Evidence from the project showed that TPD@Scale models improved access to professional learning for teachers, especially those in remote or under-resourced areas. The models also strengthened institutional capacity, informed national policy, and fostered collaboration across education stakeholders.
Project Details
Implementing Countries:
Main Theme:
Duration:
End Date:
Project Impacts: Policy and Practice
Impact: Policy & Practice
The project led to policy and practice changes in all three countries, with strong evidence uptake by Ministries of Education:
- Ghana: The National Teaching Council adopted the LMS and integrated the TPD@Scale model into its national strategy and Professional Learning Communities (PLCs) were enhanced with virtual options, now mainstreamed into weekly school schedules.
- Honduras: The General Directorate for Professional Development endorsed the TPD@Scale model and incorporated project resources into national platforms (IBERTEL and EDUCATRACHOS) and the model is now informing the development of a new national TPD policy.
- Uzbekistan: The project achieved significant engagement with key stakeholders including the State Advisor of the President of the Republic of Uzbekistan, Teachers Associations, the State inspectorate for Supervision of Quality in Education and universities involved in teacher education.
Updates and Activities
Research Outputs
