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Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme...
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This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventions and drew on a bioecological model to help...
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The ubiquity of information and communication technologies (ICTs) have considerably transformed the higher educational landscape and are now providing an increasing number of novel and dynamic pathways for education delivery. The steady growth of flexible and affordable ICTs is impacting upon the higher education domain resulting in a departure from traditional education systems to more technologically driven forms of pedagogy. The purpose of this study was to investigate how best to exploit...
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The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming...
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The researcher administered the questionnaires to 30 respondents who comprised four groupings namely, 8 teachers, 20 form four students, 1 head teacher and 1 district education officer. The group was considered representative of the target population. This study investigated the prevalence of mobile phone use in academic and social life of students and educators in government boarding schools of Shire Highlands Education Division, Southern Malawi. Both descriptive and comparative research...
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This research snapshot examines the practice of Theatre for Development (TfD) in Malawi. It argues that, recently, Malawian TfD has been restricted to a tool for advancing the agendas and the goals of local NGOs funders rather than a real process of community transformation. It suggests that Paulo Freire’s problem-posing, or dialogical pedagogy — a method of learning where teacher and learner, as equals, engage in a collaborative process of problem exploration and solution finding — has been...
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- Funda Wande (South Africa) (12)
- iACT (Roger Federer Foundation, Zambia) (6)
- Illustrative Mathematics (USA) (25)
- National Numeracy Programme (Malawi, FCDO) (14)
- National Strategies (maths, UK) (47)
- NCTEM (UK) (1)
- ndr.mw (Malawi) (35)
- Oak Academy (UK, not CC) (403)
- SAVE (Malawi, World Bank) (2)
- Science of Teaching (RTI, BMGF) (20)
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- T-TEL (Ghana, FCDO) (37)
- University of Malawi (219)
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- Resources (649)
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- Sierra Leone (SLE) (194)
- South Africa (ZAF) (12)
- United Kingdom (UK) (450)
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