The system-transformation approach in teacher professional development policy: Illustrations from the KIX Europe, Middle East, North Africa, Asia, and Pacific Hub

• In Event: Innovations on teacher professional development from the Knowledge and Innovation Exchange (KIX) initiative - Research learnings from country experiences

Proposal

As part of the design to offer three different levels of engagement for policy analysts and policy makers, the KIX EMAP hub has organized learning cycles on topics related to the use of research evidence for policy and planning. One of the learning cycles was offered in collaboration with the KIX grantee TPD@Scale Coalition for the Global South, through the Foundation for Information Technology Education and Development, Inc. (FIT-ED).

The presentation reflects on three outcomes cases from that learning cycle and examines how they fit the broader system-transformation approach that is promoted by the Global Partnership for Education (GPE), and is being rigorously implemented in the EMAP (Europe, Middle East and North Africa, Asia, Pacific) region. The following three features of these outcomes cases stand out as indicative of a system-transformation approach: (i) countries identifying policies and practices to address inequity in access to TPD, (ii) examination of whether the current TPD system address teachers at different career stages and enables them to engage in continuous learning , and finally (iii) analysis of the degree to which different stakeholders in a country are included in the design and provision of TPD at Scale. Reference will be made to the scoping studies produced by the national experts.

The presentation compares the system-transformation approach in KIX EMAP Leaning Cycles with other initiatives that more often than not simply offer more of the same in terms of teacher professional development.

Author

• Jose Luis Canelhas, NORRAG