Yusuf Sayed is South African Research Chair in Teacher Education, and the Founding Director of the Centre for International Teacher Education at the Cape Peninsula University of Technology, South Africa. He is also Reader in International Education at the University of Sussex, UK, and Senior Research Fellow at the Institute of Social and Economic Research at the Rhodes University, South Africa.

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• Part I: Setting the Context1. CPD in the Context of Sub-Saharan Africa Yusuf Sayed and Azeem Badroodien 2. Improving Learning Through the CPD: Mapping the Issues in Sub-Saharan Africa Colleen Howell and Yusuf Sayed Part II: Case StudiesEducation Reform(s), Quality and CPD3. A ‘Teacher-Centred’ Approach to CPD: The Case of Namibia’s Localized and Decentralized Model of Teacher Continuous Professional Development John Nyambe, Choshi Kasandaand Sakaria Iipinge 4. Assessing the Actual Needs of Untrained Teachers with Previous Teaching Experience in Ghana Kwame Akyeampong,Christine Adu-Yeboah and Christopher Yaw Kwaah Equity, Social Cohesion and CPD5. CPD Intervention for History Teachers: Does CPD for Holocaust Education Promote Social Justice in South Africa’s Secondary Schools? Jacqueline Gaston, Zahraa McDonald and Akiko Hanaya6. Key Initiatives in Rwandan Teachers’ CPD After the 1994 Genocide against the Tutsi Eugene Ndabaga,Claudien Ntahomvukiye and Yunus Omar 7. Building Teachers’ Capacity for Inclusive Education in South Africaand Zimbabwe through Continuous Professional Development Colleen Howell, Judith McKenzie and Tsitsi Chataika Literacy, Numeracy and CPD8. Mathematics Teachers’ CPD Experience and Classroom Practice: Is CPD Improving Learning in Uganda’s Primary Schools? Charles Obiero and Betty Akullu Ezati 9. Lessons for System-Wide CPD of Teachers: Insights from the External Evaluation of the Western Cape Education Department’s Literacy and Numeracy Intervention Susan Meyer, Lydia Abel and Karen Brückner Part III: Policy and Practice10. Improving the CPD of Teachers in Sub-Saharan Africa: Policy, Practice and Research Challenges and Implications Yusuf Sayed and Rada Jancic MogliacciIndex

Yusuf Sayed is South African Research Chair in Teacher Education, and the Founding Director of the Centre for International Teacher Education at the Cape Peninsula University of Technology, South Africa. He is also Reader in International Education at the University of Sussex, UK, and Senior Research Fellow at the Institute of Social and Economic Research at the Rhodes University, South Africa.

Select Guide Rating

• Part I: Setting the Context1. CPD in the Context of Sub-Saharan Africa Yusuf Sayed and Azeem Badroodien 2. Improving Learning Through the CPD: Mapping the Issues in Sub-Saharan Africa Colleen Howell and Yusuf Sayed Part II: Case StudiesEducation Reform(s), Quality and CPD3. A ‘Teacher-Centred’ Approach to CPD: The Case of Namibia’s Localized and Decentralized Model of Teacher Continuous Professional Development John Nyambe, Choshi Kasandaand Sakaria Iipinge 4. Assessing the Actual Needs of Untrained Teachers with Previous Teaching Experience in Ghana Kwame Akyeampong,Christine Adu-Yeboah and Christopher Yaw Kwaah Equity, Social Cohesion and CPD5. CPD Intervention for History Teachers: Does CPD for Holocaust Education Promote Social Justice in South Africa’s Secondary Schools? Jacqueline Gaston, Zahraa McDonald and Akiko Hanaya6. Key Initiatives in Rwandan Teachers’ CPD After the 1994 Genocide against the Tutsi Eugene Ndabaga,Claudien Ntahomvukiye and Yunus Omar 7. Building Teachers’ Capacity for Inclusive Education in South Africaand Zimbabwe through Continuous Professional Development Colleen Howell, Judith McKenzie and Tsitsi Chataika Literacy, Numeracy and CPD8. Mathematics Teachers’ CPD Experience and Classroom Practice: Is CPD Improving Learning in Uganda’s Primary Schools? Charles Obiero and Betty Akullu Ezati 9. Lessons for System-Wide CPD of Teachers: Insights from the External Evaluation of the Western Cape Education Department’s Literacy and Numeracy Intervention Susan Meyer, Lydia Abel and Karen Brückner Part III: Policy and Practice10. Improving the CPD of Teachers in Sub-Saharan Africa: Policy, Practice and Research Challenges and Implications Yusuf Sayed and Rada Jancic MogliacciIndex

Yusuf Sayed is South African Research Chair in Teacher Education, and the Founding Director of the Centre for International Teacher Education at the Cape Peninsula University of Technology, South Africa. He is also Reader in International Education at the University of Sussex, UK, and Senior Research Fellow at the Institute of Social and Economic Research at the Rhodes University, South Africa.

Select Guide Rating

• Part I: Setting the Context1. CPD in the Context of Sub-Saharan Africa Yusuf Sayed and Azeem Badroodien 2. Improving Learning Through the CPD: Mapping the Issues in Sub-Saharan Africa Colleen Howell and Yusuf Sayed Part II: Case StudiesEducation Reform(s), Quality and CPD3. A ‘Teacher-Centred’ Approach to CPD: The Case of Namibia’s Localized and Decentralized Model of Teacher Continuous Professional Development John Nyambe, Choshi Kasandaand Sakaria Iipinge 4. Assessing the Actual Needs of Untrained Teachers with Previous Teaching Experience in Ghana Kwame Akyeampong,Christine Adu-Yeboah and Christopher Yaw Kwaah Equity, Social Cohesion and CPD5. CPD Intervention for History Teachers: Does CPD for Holocaust Education Promote Social Justice in South Africa’s Secondary Schools? Jacqueline Gaston, Zahraa McDonald and Akiko Hanaya6. Key Initiatives in Rwandan Teachers’ CPD After the 1994 Genocide against the Tutsi Eugene Ndabaga,Claudien Ntahomvukiye and Yunus Omar 7. Building Teachers’ Capacity for Inclusive Education in South Africaand Zimbabwe through Continuous Professional Development Colleen Howell, Judith McKenzie and Tsitsi Chataika Literacy, Numeracy and CPD8. Mathematics Teachers’ CPD Experience and Classroom Practice: Is CPD Improving Learning in Uganda’s Primary Schools? Charles Obiero and Betty Akullu Ezati 9. Lessons for System-Wide CPD of Teachers: Insights from the External Evaluation of the Western Cape Education Department’s Literacy and Numeracy Intervention Susan Meyer, Lydia Abel and Karen Brückner Part III: Policy and Practice10. Improving the CPD of Teachers in Sub-Saharan Africa: Policy, Practice and Research Challenges and Implications Yusuf Sayed and Rada Jancic MogliacciIndex