Webinars 1 and 2 - Questions and Answers


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Use this space to ask questions related to Webinars 1 and 2. You may also answer some of the posed questions if you wish. Let us build a vibrant community. Type your question(s) in the comment box, the same if you are answering the question(s). If you access this page offline, remember to add your name otherwise the system will not let you submit your question or answer.

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Betty Ezati
08 July 2021, 8:38 AM

I agree that CPDs is extremely important. However, for it to be effective and embraced by teachers, it needs to be compulsory to all teachers. Teachers should attend at least one externally (district or national) organised CPD each year and School based CPD quarterly.  I do not know the practice in other countries. Can those with well organised CPDs share with us? 

Maurice Momo Nkusi
08 July 2021, 12:14 PM

Dear Betty,

I completely agree with your observation and you have a valid point. If some teachers attend CPD and others not, you will find double standards in the country and quality education may not be equitable. Some learners will benefit and others will be left behind. Sometimes making something compulsory may not bear fruits as expected. As a continent, we need to revisit how we manage change and how teachers and learners are motivated. Keep sharing colleagues.

Maurice Momo Nkusi
09 July 2021, 10:43 PM

Olive has a point and I believe as educators, we need to take advantage of the huge repository of online courses in the form of MOOCs freely offered by universities and other educational organisations. I also agree with Betty suggestion to invest/focus in school-based CPD interventions; which is much more cost effective. If the school has senior leaders in teaching (SLT), these are seasoned teachers with enormous teaching experience in their area of specialisation, they can drastically elevate the school's standards in teaching, learning, and assessment. In case schools do not have such SLT, they can seek assistance from the district/region directorate of education. This is where CPD at the national level assists with developing a pool of trainers using the cascade model. The trained trainers in this case are expected to go back to their schools/districts to train others. It is a very good model but the implementation may be a challenge when the trained trainers do not, in turn, train others. A proper structure, even a policy/framework is required to regulate the entire process of TCPD within the country.

Felicia Boakye-Yiadom
10 July 2021, 3:20 PM

I do share the same thoughts expressed by Maurice, Betty and Olive. Seasoned teachers are a great resource for school-based TCPD, whether in service or in retirement.

It is very crucial that we endeavour to organise school-based TCPD with good investments in the range of activities and resources required, capture every teacher, so that the teacher will become well equipped with the knowledge, understanding and skills to feel confident to effectively implement the intended learning outcomes.  Many educators will opt for school-based CPD if they are well organised. 

◦ There must be adequate investment of resources committed into  TCPD (experts, good venue, funds, time, quality materials, deep engagements etc.)  This sends a signal to teachers that school authorities are keen about  quality implementation of CBC. A teacher must not leave a TCPD session disillusioned.

◦Every teacher and professional staff who will teach the CBC  or be involved in inspection or school leadership, during the period the CBC curriculum is implemented, must be targeted for capacity building. Principals and school inspectors must be captured. it is possible to transform their roles  as leaders of schools to become leaders of learning.  In that new role, they will be empowered to support teachers in the achievement of learning outcomes (senior teachers nearing retirement, teachers in pre-service, non professional teachers must all be targeted and captured). When all members of the school family are captured in the implementation of CBC, a feeling is created that everyone's effort is needed for successful implementation of CBC.  Schools will also be transformed into learning organisations.

The training content  of school-based TCPD must be unique. They must not be too complex but foster deep learning. It must be devoted specifically for delivering new knowledge.

The pedagogical content knowledge must be able to address unique challenges teachers are already facing in their classrooms.

The content and the pedagogy must not appear to teachers that they are going to be over burdened with more  school work.

CPD must not send message to teachers that there is ‘recycling of same old knowledge, skills and ideas.  It is important to keep the training  content and delivery approach simple but deep)

◦Planning and delivery of TCPD should not be top-down. The planning must not excluded choice of what and how teachers learn.

◦It is important for us to understand that by implementing CBC, which is based on SDGs, educators and governments are proposing a curriculum approach that aims at developing competencies in learners to empower them to succeed in future endeavours,  The way we plan and organise TCPD should therefore lead to knowledge creation and sharing of new ideas needed by teachers to meet the developing needs  our continent.

◦ Teachers are happy if they leave a workshop with readily usable materials (sample lesson plans, scheme of work and audio-visual aids etc.)

The resource persons selected should be capable of designing learning environments that would motivate teachers who participate to practice the creative subject matter knowledge, pedagogical content knowledge and approaches which they will need for implementing the competency-based curriculum.

Everything must be done during TCPD sessions for teachers to own  the implementation of the new CB curriculum and feel professionally motivated to do so.

Maurice Momo Nkusi
11 July 2021, 1:31 PM

Thank you Prof Joyce for your intervention and I agree with your comparison of Einstein quote and the situation you are describing. Another very important quote from Einstein is "You cannot solve a problem with the same mind that created it." Everything we are discussing and trying to do is about change. The fundamental question is: "How can we transform teachers into change agents?" Let us come up with some innovative CPD programmes where we can engage teachers to initiate "change projects" as it is done in "Environmental education (EE) or Education for Sustainable Development (ESD)" where facilitators and learners work out "change projects" to impact change in their community. Click on the link below to get an idea of change projects in Southern Africa. We can do the same for education in the KIX Africa 19 Hub: Change project in Southern Africa and another article on Systems Change in Education: It Begins With Us.


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