The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania
In partnership with Aga Khan University and Tanzania Institute of Education
Country: Tanzania | Topic Area: Teacher Continuous Professional Development (TCPD)
The study researches effective and cost-effective sustainable, technology-supported, decentralised, and school-based Teacher Continuous Professional Development (TCPD) models to improve learning outcomes in rural primary schools in Tanzania. The study employs a design-based implementation research (DBIR) approach in the first phase, and a cluster randomised control trial (RCT) in the second phase. The RCT will test three different comparison groups aiming to assess the added value of technology, comparing the same school-based TCPD model with and without mediation by tech provided at school level and against business-as-usual, including measuring cost-effectiveness.
- What are the benefits and shortfalls of the tech-supported, school-based TCPD model over the TCPD model without school-level technology mediation?
- What are the most effective and cost-effective models for using digital technology at scale in school-based TCPD to improve learning outcomes for learners in rural primary schools in Tanzania?
- If a particular model proves successful, what are the recommendations for rolling out tech-supported TCPD nationally?
- Tanzania Institute of Education (TIE) — Has been strongly involved in the development of the TCPD plans and materials and also in ensuring that the study aligns with the national plans.
- Aga Khan University – Institute for Educational Development, East Africa (AKU-IED, EA) — Co-leading the research process and providing Tanzania-specific TCPD expertise and alignment with Foundations for Learning (F4L) project.
- Aga Khan Foundation (AKF) — Supporting research and alignment with Foundations 4 Learning (F4L).
- President’s Office — Regional Administration and Local Government (PO-RALG) — Main implementers of the TCPD intervention and ensuring that the study aligns with the national plans.
|Titles and links to completed work||Titles and links to work in progress|
Prof. Sara Hennessy, Principal Investigator — Contact Sara
Dr. Taskeen Adam, Co-Investigator and Senior Research Lead — Contact Taskeen
Saalim Koomar, Qualitative Research Lead
Prof. Fredrick Mtenzi, Head of Research, AKU-IED, EA
Dr. Winston Edward Massam, Assistant Professor, AKU-IED, EA
Dr. Fika Mwakabungu, Director of Curriculum Training at the Tanzania Institute of Education, TIE