ERIC Number: EJ1413293
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2141-6656
Available Date: N/A
Processes, Products and Lessons in Translating Policies into Practice: The Case of IGAD Teacher Training Initiative in Refugee and Host Community Secondary Schools
Kebede Kassa Tsegaye
International Journal of Educational Administration and Policy Studies, v15 n2 p117-129 2023
This paper describes the role of regional institutions in translating regional policy instruments into practical action using the experience of the Intergovernmental Authority on Development (IGAD) in training teachers for refugee and host community secondary schools in three pilot member states: Ethiopia, Sudan and Uganda. The paper raises questions about the regional organizations could be engaged in developing commonly shared commitments and at the same time implement these policies. Using a participant observation method combined with textual and contextual analysis, the study outlined the results in terms of process, products and lessons achieved in the course of the teacher training process. Regarding the process, the paper highlights consensus building, needs assessment, selection of sites, teachers and trainers as well as development of training modules as important outcomes. The product involves the skill-sets acquired or capacities developed cultural materials and media products. The training initiative brought home useful lessons including the importance of the participatory approach and joint decision-making, the role of partnership, enabling leadership, effective coordination and flexibility in managing joint, multi-stakeholder programs. The paper concludes by articulating the need for further studies and scaling-up the teacher training covering member states that are not involved in the pilot phase.
Descriptors: Foreign Countries, Educational Policy, Teacher Education, Refugees, Secondary Schools, Organizations (Groups), Educational Needs, Training, Program Development, Teacher Competencies, Participative Decision Making, Partnerships in Education, Leadership Responsibility, Access to Education, Teacher Qualifications, Gender Bias, Barriers
Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia; Sudan; Uganda
Grant or Contract Numbers: N/A
Author Affiliations: N/A