What is the AVU Teacher Education Program?
The AVU Teacher Education Program is a component of the AVU Multinational Support project. The project was initiated in 2003 as part of AVU’s Business Plan (2003 – 2007) with the aim of addressing the challenges of quantity and quality that plague the teacher education profession especially in sub-Saharan Africa. This program was therefore expected to make a significant contribution towards the achievement of the Millennium Development Goals in education.
The teacher education program focuses on the use of ICTs both in and across the curriculum, with a particular focus on Mathematics and Science Education. The program will have the following impact/benefits to the beneficiary countries: improve the quality of teaching and learning in Maths and sciences through the use of ICTs; increase the number of Mathematics, Sciences, and Basic Computer Science teachers by expanding access to training through the use of ODeL methodologies; develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development; and promote regional integration and strengthen relevant partnerships with other teacher education initiatives in Africa and globally.
The African Development Bank (AfDB) has funded the development and implementation of the program in ten African countries, namely: Ethiopia, Kenya, Madagascar, Mozambique, Senegal, Somalia (post-conflict nation), Tanzania, Uganda, Zambia and Zimbabwe. In each of the countries, one participating institutions was selected to implement the program with the exception of Somalia where the UNDP Somalia granted funds for the inclusion of two more institutions in the country.
In phase II of the project, the AVU in collaboration with academic staff from targeted Partner Institutions will continue to develop and improve ICT integrated programs in Maths and Science Teacher Education as well as Computer Science.
Professional networks in each subject matter will be established to ensure continued engagement beyond the project life and also ensure the modules are constantly updated to including emerging issues. A third program for self-learning on Peace and Conflict Resolution will be developed as well.
The Quality Assurance Framework developed in phase I will be reviewed and adapted to this project. Scholarships will be awarded to women in order to encourage them to purse this science based programs. The gender mainstreaming strategy developed and implemented in Phase I will also guide Phase II.
The program is being implemented in 27 AVU Partner Institutions in 21 countries which include: 9 Francophone countries (Benin, Burkina Faso, Burundi, Cameroon, Democratic Republic of Congo, Mali, Mauritania, Niger, Senegal); 3 Lusophone countries (Cape Verde, Guinea Bissau and Mozambique); and 9 Anglophone countries Gambia, Ghana, Kenya, Namibia, Nigeria, Rwanda, Sudan, South Sudan, and Tanzania.
Program Development Process and Achievements
The collaborative strategy adopted by the AVU in developing and implementing the program meant that the beneficiary PIs participated actively in every stage of the program’s activities. This lead to a sense of ownership of the program and resulted in the following milestones:
- Policy and Curriculum Conceptualization
- Curriculum Design
- Content Development
- The Design and Development of a Quality Assurance Framework
- The Establishment of Program Teams in the Participating Institutions
- The Formation of the Teacher Education Advisory Committee
- A Pilot Study of the Teacher Education Program