EdData II: Data for Education Research and Programming (derp) in Africa

Teacher 
qualifications, 
training and 
placement 
•
Consult with faculty from teacher training 
colleges and universities, teacher unions, 
and teachers to obtain their input on 
policies, plans, and practices for language 
use in education, and the need for 
alignment across pre- and in-service 
training. 
•
Take stock of current teacher training 
policies and practices, qualifications for 
teaching, and teacher placement vis-à-vis 
language issues.
•
Develop pre-service and in-service teacher 
education curriculum and programs that 
align with plans for language use in 
education. Such alignment would including 
preparing teachers to provide appropriate 
instruction in target languages and 
instruction in effective methodologies for 
L1- and L2-based instruction, teaching in a 
bilingual or multilingual context, etc.
•
Develop materials for teacher training in 
the languages in which teachers will be 
teaching.
•
Train teacher educators in instructional 
approaches to be used, curriculum, and 
materials. 
•
Train education officials in aspects of L1 
instruction, L2/Lx language learning, and 
reading to ensure they can provide in-
service support to teachers “buy in” to the 
language plan. 
•
Provide teacher pre- and in-service 
training on applicable language-
related issues, such as: teaching 
reading in specific languages; 
teaching curriculum content in 
specific languages); teaching certain 
languages as L2 or Lx; teaching in a 
bilingual environment.
•
Provide instructional support as 
needed in the languages in which 
teachers will be teaching. (This may 
require assessing teachers in the 
languages they are teaching.)
•
Recruit and place teachers in 
schools according to their 
proficiency in the appropriate 
languages.
•
Use assistant teachers or other 
personnel to help meet needs for 
speakers of certain languages. 
Note: Short- and long-term plans for 

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73 
Annex E