Supporting Teacher Professional Development in Zambia and Beyond to Bridge Divides: What Can Policy Makers Learn from the TPD@Scale Coalition?

• In Event: From financial literacy to professional learning: Transforming educational practices and learning environments

Proposal

Abstract
In a world where divisions in access to quality education mirror broader social and economic inequalities, teacher professional development (TPD) plays a pivotal role in building more cohesive and resilient education systems. This paper examines how ICT-enabled models of school-based TPD can contribute not only to improved teaching and learning but also to bridging divides that undermine equity and social cohesion. Drawing on comparative international evidence, we highlight insights from the Teacher Professional Development@Scale (TPD@Scale) Coalition for the Global South, a consortium of ministries of education, universities, government agencies, and NGOs that has documented scalable TPD models across diverse contexts.
The case of Zambia’s Enhanced School-based Continuing Professional Development programme developed in partnership between the Ministry of Education, World Vision Zambia, and The Open University (UK) illustrates how locally driven innovation can be amplified through global collaboration. Featured in the TPD@Scale Compendium alongside 15 global models (five from sub-Saharan Africa), the Zambian experience demonstrates how ICT can reduce professional isolation, foster collaborative teacher communities, and expand equitable access to learning opportunities, even in resource-constrained settings.
We argue that ICT-supported TPD@Scale is more than a technical reform: it is a policy instrument that can bridge digital and professional divides, strengthen trust within education systems, and contribute to peace by promoting inclusive, equitable teacher development. Drawing on evidence from Zambia and comparative cases, the paper outlines policy pathways for leveraging ICT to design resilient TPD systems that advance both national education priorities and the global agenda of education as a foundation for peace in a divided world.

Author

• John Phiri, World Vision Zambia