Teaching quality is the overwhelmingly most important factor in student performance. Developing excellent teachers is therefore key to raising education outcomes and is a fundamental component of our work in education reform around the world. Our teams support effective teacher professional development in a huge variety of contexts, including many in the Middle East.
In Lebanon, our work with the Alexandria Schools Trust helps build the capacity of teachers who use English as a medium of instruction, better preparing Syrian refugee children to enrol in Lebanese schools and universities. We are also developing our expertise in evidence-based supervision to enable education professionals in Lebanon, Jordan and Egypt to become more effective supervisors.
We ground our approach to teacher professional development in an evidence-based model that enables and promotes teacher professional growth. Effective teacher professional development programmes require an in-depth understanding of the knowledge base that teachers need to acquire and apply, and our experts ensure that our professional development activities target growth in those crucial aspects of learning.
We also have significant expertise in using blended and remote learning for teacher professional development support, with experience not only of high-tech, but also low-tech and no-tech solutions, according to the needs of teachers in different contexts and localities. This includes mobile-enabled CPD, through which we successfully reached communities of Syrian refugee teachers with professional development activities in the midst of the Covid-19 pandemic.
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.