Regional Teachers Initiative for Africa

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Photo credit: Helvetas

The research window aims to generate new evidence and promote its integration into policy-making processes and the design of teacher education and professional development programmes. It also seeks to encourage collaboration between European and African institutions, enhancing partnerships among universities and research centres.

A Call for Proposals was launched in September 2024 to support research on teacher governance, education, and professional development, prioritising the integration of findings into policies and training practices. The following six research projects were selected to be funded in the call:

• Supporting Teacher Education, Wellbeing, and Retention via Informing Feasible Educational Policies and Incentives in Africa​ Partners: Häme University of Applied Sciences (Finland), University of Nairobi (Kenya); Egerton University (Kenya); University of Juba (South Sudan); Dar es Salaam University College Education (Tanzania); Mkwawa University College of Education (Tanzania)

   

• The Drivers of Teacher Wellbeing and Retention in Contexts of Protracted Violence and Displacement​ Partners: Institute of Development Studies (UK), Institut Supérieur Pédagogique de Bukavu (DRC),The Secretariat for Support and Coordination of The Education Sector, SPACE (DRC); Luigi Giussani Foundation (Uganda), Oxfam Novib (Uganda), Oxfam Denmark (Denmark)

   

• Teacher Professional Development at Scale: Leveraging Teachers’ Perspectives for Success​ Partners: HELVETAS Swiss Intercooperation (Switzerland), University of Bern (Switzerland), Ruaha Catholic University (Tanzania), University of Zambia (Zambia)​

   

• Investigating the outcomes of professional development linked to the Mental Starters Learner Workbooks for Early Number Learning at pre- and in-service teacher education levels Partners: Dublin City University (Ireland), Rhodes University (South Africa), Abubakar Tafawa Balewa University (Nigeria)​

   

• Implementation of Professional Learning Communities in selected African Countries: Implications for Policy and Practice Partners: South African Institute for Distance Education, SAIDE (South Africa), Institute of Education, University College London (UK); University of Education, Winneba (Ghana); Botswana Open University (Botswana)

   

• Strengthening Primary School Teacher Professional Development in Tanzania: Generating Evidence for Policy and Practice​ Partners: University of Dodoma (Tanzania), University of Graz, Institute for Education Research and Teacher Education (Austria), Arusha Technical College (Tanzania)

For more information about each project, please check the project factsheets below.