Explore ECED-FLN Policy Documents

Browse ECED-FLN reports, policy papers, and resources from across Africa.

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PDF 2023
Leadership for Foundational Learning in Africa: Evidence and Considerations for the Future

This report examines the critical role of school leadership in driving foundational literacy and numeracy across Africa. It highlights evidence-based strategies such as instructional leadership, teacher professional development, and community engagement to improve student learning outcomes.

foundational learning education reform instructional leadership
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Administrator · 12.24 MB 2
PDF 2022
School Leadership in Africa: A Review of Empirical Research

This working paper reviews empirical research on school leadership in Africa to inform the African Centre for School Leadership. It examines effective leadership models, continuous professional development, and educational policies impacting learning outcomes across the continent.

education policy instructional leadership Africa
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Administrator · 13.82 MB 2
PDF 2022
How to Learn Through Play: Reflections from the Zambia Study Trip

This report details a regional study visit to Zambia by education officials from Uganda, Rwanda, and Belgium under VVOB's IT'S PLAY project. It examines early childhood education practices, teacher professional development, and learning-through-play methodologies across African countries.

early childhood education foundational learning uganda
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Administrator · 5.82 MB 1
PDF 2021
The Importance of Social Emotional Learning Skills in Assisting Youth to Successfully Transition into the Professional World

This study examines educator perspectives from Burkina Faso, South Africa, Togo, and Uganda on the nature and value of social-emotional learning (SEL) skills. It highlights how SEL serves as a crucial foundation for academic success, well-being, and future workforce readiness across African educational contexts.

social-emotional learning youth development Sub-Saharan Africa
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Administrator · 0.93 MB 1
PDF 2021
Special and Inclusive Education in Southern Africa

This study reviews special education policy, teacher professional development, and practice challenges across five Southern African countries. It highlights the educational needs of children with disabilities and examines inclusive education frameworks in the region.

disability inclusive education education policy
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Administrator · 0.41 MB 1
PDF 2020
Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes

This UNICEF working paper outlines an evidence-based framework for structured pedagogy in the Eastern and Southern Africa region. It focuses on four core components: teacher professional development, teaching and learning materials, formative assessment, and primary caregiver engagement to improve foundational learning.

foundational learning teacher professional development teaching and learning materials
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Administrator · 1.01 MB 1
PDF 2020
A Professional Development Programme for Implementing Indigenous Play-Based Pedagogy in Kindergarten Schools in Ghana

This study reports on the development and implementation of an in-service professional development programme designed to equip kindergarten teachers in Ghana to use indigenous play-based pedagogy. Findings indicate that the programme successfully improved participating teachers' skills and enhanced active learner participation.

early childhood education play-based pedagogy Ghana
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Administrator · 0.54 MB 2
PDF 2020
Teacher Education in Sub-Saharan Africa (TESSA): Case Studies on African OER Initiatives in Higher Education

This document examines the Teacher Education in Sub-Saharan Africa (TESSA) initiative, a collaborative network providing open educational resources (OER) and professional development to improve teaching practices, including foundational literacy and numeracy, across the region.

primary education inclusive education teacher training
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Administrator · 0.65 MB 2
PDF 2019
Positive Behaviour Support in South African Foundation Phase Classrooms: Teacher Reflections

This study evaluates the implementation of a Positive Behaviour Support (PBS) model within an inclusive education teacher training module for South African Foundation Phase teachers. Findings indicate that teachers developed critical insights into ecosystemic challenges and valued PBS strategies for promoting positive, non-punitive classroom behaviour.

early childhood development inclusive education South Africa
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Administrator · 0.57 MB 1
PDF 2019
Examining the Use of Teaching and Learning Materials Methods in Basic School Level by Social Studies Teachers in Ghana: A Tracer Study

This study investigates the utilization of teaching and learning materials (TLMs) by basic school teachers in Ghana. It finds that a significant majority of teachers do not integrate TLMs into their lessons despite their professional training, impacting instructional quality in the region.

basic education Ghana teacher professional development
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Administrator · 0.32 MB 2
PDF 2019
Standards of Practice for the Teaching Profession in Zambia: Implementation Guidelines

These guidelines provide a framework for operationalizing teaching standards, performance appraisals, and continuing professional development for educators in Zambia. The document supports quality education delivery by defining competencies, roles, and implementation strategies for the teaching profession.

education policy teacher professional development teaching standards
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Administrator · 0.84 MB 2
PDF 2016
The Active Teaching and Learning Handbook: 70 Learner-Centred Teaching Techniques to Engage and Motivate Students

This handbook provides 70 practical, learner-centred teaching techniques designed to help educators engage and motivate students in classrooms. Developed collaboratively for Tanzanian schools, it focuses on active pedagogy, classroom environment, and lesson planning.

teacher professional development learner-centred pedagogy classroom engagement
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Administrator · 0.55 MB 2