Zambia : Shaking the Rust Off - Reforming Initial Teacher Education with a Focus on Foundational Literacy - Case Study 2
Overview & Synopsis
In Zambia policymakers, funders, and implementers of education projects have primarily focused on primary school children and in-service teachers, aiming to make an immediate impact on student learning. However, neglecting initial teacher education (ITE) in attempts to enhance the education system results in inefficiencies. According to a Zambian education college principal, new teachers graduate and enter their first teaching positions “looking rusty” and using outdated approaches. The Ministry of Education (MOE) and education sector stakeholders in Zambia are working to improve the quality of ITE and strengthen the connections between colleges of education and primary schools.
Indexed from repository: World Bank Documents & Reports
(
documents.worldbank.org)
Keyboard Shortcuts:
← / → for pages • + / - for zoom • 0 to fit width
Powered by Mozilla PDF.js v3.11
Document Information
| Document Title | Zambia : Shaking the Rust Off - Reforming Initial Teacher Education with a Focus on Foundational Literacy - Case Study 2 |
|---|---|
| Author / Organization | World Bank |
| Subject & Discipline | Technical Annex |
| Categories | Economics & Development |
| Publication Year | 2025 |
| License / Rights | Creative Commons Attribution 4.0 (CC BY 4.0) |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
World Bank Documents & Reports
(documents.worldbank.org)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-217748 |
| Original Source Link | Visit Source Page on documents.worldbank.org » |