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Afghanistan’s national program of in-service teacher training (NPITT): Building a system of continuing professional development

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Abstract:

Afghanistan has embarked on an ambitious program of building a nationwide system of district, cluster and school based continuing professional development for its emerging teacher force. Since the fall of the Taliban in 2001 the number of teachers in the country has increased from approximately 30,000 to nearly 170,000 in 2010. The rapid increase in the teaching force has paralleled a seven fold increase in learner enrollment from about 1 million children in 2001. Most of the teachers are not qualified (72% do not have teacher training qualifications) and require upgrading in basic teaching skills, pedagogical content knowledge and content. In 2006 the Islamic Republic of Afghanistan's Ministry of Education under the Directorate of Teacher Education developed a system to provide support to develop the skills of teachers in these three knowledge domains. The National Program of In-service Teacher Training (NPITT) has been implemented by the USAID-funded BESST program and the World-Bank funded EQUIPII program. Hiring more than 5,000 degree holders to deliver training to teachers required extensive capacity building, large scale materials development as well as monitoring and evaluation. This paper examines the challenges of developing and implementing a National program, the impacts of the NPITT and the potential for sustainability of this multilateral effort at teacher professional development. The paper also analyzes issues of gender equity, capacity development and the factors which contribute to the effectiveness of the cascade model in increasing Afghanistan's teachers' competencies.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493988_index.html
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MLA Citation:

du Plessis, Joy. "Afghanistan’s national program of in-service teacher training (NPITT): Building a system of continuing professional development" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493988_index.html>

APA Citation:

du Plessis, J. , 2011-04-30 "Afghanistan’s national program of in-service teacher training (NPITT): Building a system of continuing professional development" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493988_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Afghanistan has embarked on an ambitious program of building a nationwide system of district, cluster and school based continuing professional development for its emerging teacher force. Since the fall of the Taliban in 2001 the number of teachers in the country has increased from approximately 30,000 to nearly 170,000 in 2010. The rapid increase in the teaching force has paralleled a seven fold increase in learner enrollment from about 1 million children in 2001. Most of the teachers are not qualified (72% do not have teacher training qualifications) and require upgrading in basic teaching skills, pedagogical content knowledge and content. In 2006 the Islamic Republic of Afghanistan's Ministry of Education under the Directorate of Teacher Education developed a system to provide support to develop the skills of teachers in these three knowledge domains. The National Program of In-service Teacher Training (NPITT) has been implemented by the USAID-funded BESST program and the World-Bank funded EQUIPII program. Hiring more than 5,000 degree holders to deliver training to teachers required extensive capacity building, large scale materials development as well as monitoring and evaluation. This paper examines the challenges of developing and implementing a National program, the impacts of the NPITT and the potential for sustainability of this multilateral effort at teacher professional development. The paper also analyzes issues of gender equity, capacity development and the factors which contribute to the effectiveness of the cascade model in increasing Afghanistan's teachers' competencies.


Similar Titles:
Developing an in-service training program for teachers in English-medium schools in rural India

Teacher professional development in Afghanistan: System building for stability?

Development of a monitoring system for an in-service teacher-training intervention in the DRC.


 
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