This paper summaries evidence from a DFID-funded review on Pedagogy, curriculum, teaching practices and teacher education in developing countries. This evidence brief provides an overview of the strength of evidence, key findings and theory of change, to assist policy makers and researchers in assessing the evidence in this field. It is not designed to compare specific intervention packages.
This document sets out the Plan for Orientation and Support of School Heads, which forms part of a call-down EACDS294, “Support to strengthen the Catch Up and blended learning approach for the Education system in Zimbabwe.” This was developed alongside the catch-up programme’s Implementation Framework, Plan for Teacher Development and Support, and various resources… Read more
This document sets out the Plan for Teacher Development and Support, which forms part of a call-down EACDS294, “Support to strengthen the Catch Up and blended learning approach for the Education system in Zimbabwe.” This was developed alongside the catch-up programme’s Implementation Framework, Orientation and Support for School Heads, and various resources and materials.
