Optimizing teacher professional development at scale: Design-based implementation research for enhanced impact and sustainability

In Sub-Saharan Africa, traditional teacher professional development (TPD) models tend to be top-down, with one-time training sessions. These methods, such as cascade or knowledge transmission models, have received widespread criticism for having limited reach and impact, and for being ineffective for improving classroom pedagogical practices. They can also be exclusionary, as only some teachers can access them. Recent evidence reveals that TPD should be cohesive, comprehensive, integrated, ongoing programmes that are sensitive to teachers' needs and the dynamic nature of classroom learning.  Moreover, they should be contextualized and targeted for the curriculum and education approaches being used in different countries. However, this is often a challenge.

This project aims to define a minimally viable TPD package for cost-effective, inclusive, and equitable implementation of the Teaching at the Right Level (TaRL) approach in Côte d'Ivoire, Nigeria and Zambia. TARL is a proven approach for differentiated instruction for children at different learning levels, developed in South Asia and now being adapted and scaled in a number of African education systems. This project is addressing concerns about the effectiveness and adaptation of TPD for long-term government acceptance. The research aims to fill the evidence gap on integrating TPD into government systems, offering insights for TaRL and other TPD programmes in Africa.