ProFuturo and UNESCO: teacher training in Africa


ProFuturo and UNESCO: teacher training in Africa

ProFuturo and UNESCO have joined forces under the umbrella of the Global Teacher Campus to carry out a teacher training project in five African countries: Liberia, Togo, Namibia, Democratic Republic of the Congo and Zambia.

For #WorldTeachersDay, Leticia de Rato, head of Global Partnerships and Institutional Relations at ProFuturo, participated on Thursday 6 October in an event organised by the Global Teacher Campus and hosted by UNESCO to celebrate the importance of teaching and teachers in achieving quality education.

At the ‘Presenting experiences in delivering digital and pedagogical skills’ round-table discussion, Leticia presented our teacher training model and talked about the collaborative project with UNESCO in Africa. “At ProFuturo we focus on excellence in teaching because, for digital tools to be instruments that bring about real improvements in teaching, teachers need to be well trained to provide support and dedication to their students,” Leticia explained at the event. 

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Under the umbrella of the Global Teacher Campus, ProFuturo and UNESCO have started our teacher training work in five African countries: Liberia, Togo, Namibia, Democratic Republic of the Congo and Zambia. 

From May 2022, our goal is to train 150 trainers from Ministries of Education and/or local teacher training institutions. The topics covered in this teacher training programme are intended to promote the development of innovative pedagogical skills in digital education in the classroom. Participants work on educational innovation, classroom management and lesson planning, as well as other skills such as the role of the teacher, motivation and project-based learning. 

Following the facilitator training, they will start cascade training for around 3,000 teachers in 2022 and for approximately 5,000 teachers in 2023. Facilitators will be trained and mentored by ProFuturo’s specialised trainers using innovative methodologies and ProFuturo’s digital platform (LMS).

“We always talk about an access gap, but there’s also a usage gap beyond digital literacy that has to do with the pedagogical aspect of integrating it in the classroom properly. As such, only by empowering teachers will we ensure that technology doesn’t contribute to the rest of the gaps but rather is incorporated as a solution to current socio-economic problems,” Leticia concluded.

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