Teacher professional development and curriculum:
Enhancing teacher professionalism in Africa
Yusuf Sayed & Eva Bulgrin - June 2020
This report is a comparative study on teacher professional development
in relation to curriculum. The review is framed by a focus on the
interrelationship between teacher professional development and curriculum,
seeking to understand the relationship between teacher professionalism
and curriculum in Africa by investigating 10 selected countries covering
primary and lower secondary schooling. The analysis of the profile countries,
based on questionnaires, provided an overview about policy processes,
the curricula framework, pre-service and in-service teacher education, and
the policy gaps in 10 different countries, namely Burkina Faso, Ivory Coast,
Kenya, Madagascar, Malawi, Mozambique, South Africa, Uganda, Zambia,
and Zimbabwe. For major policies, policy processes, and policy gap, a trend
across francophone, anglophone, and lusophone countries shows that the
project-based appro
