Professional Development for Teachers Working in Multilingual Contexts of Francophone Africa
In many Francophone African countries, multilingualism is widespread; yet there is a lack of evidence and resources on how to support governments to improve teaching and learning in these contexts.
Despite important advances by many governments in the incorporation of local languages into the education systems, many teachers are not well prepared to teach children the foundational skills of reading and math in these complex multilingual environments.
To address this challenge, this project aims to improve teacher capacity to support multilingual learning in Cote d’Ivoire, the Democratic Republic of Congo, and Senegal through existing educational systems in each country. Funded by the Global Partnership for Education’s Knowledge and Innovation Exchange (KIX), and in partnership with Dalberg, we will adapt and evaluate the effectiveness and scalability of AIR’s Foundational Learning Improvement Package on teacher and student outcomes in multilingual contexts in these three countries.
We will mobilize knowledge through well-established stakeholder networks in West and Central Africa to develop locally owned, scalable, and effective teacher professional development models that can be used in other multilingual contexts. Finally, we will offer targeted policy and program recommendations aimed at reducing inequities and inequalities.
