Cascade Approach on Teachers' Continuous Professional Development to improve learning outcomes in Pre-primary and Primary Education: Experience in the implementation of the F4L project in East Africa.

Abstract

The cascade method in education is a scalable and affordable continuous professional development (CPD) strategy that entails training a subset of teachers who impart newly learned knowledge to their peers. Enhancements to teachers' knowledge and abilities are among its positive results; nonetheless, problems such as content misunderstandings show how much improvement is required. This paper presents a study that examined the efficacy of a cascading approach to teacher professional development. According to this study, the most effective training approaches emphasize reflection and experience. Thus far, the cascade approach has shown potential for improving teaching methods and fits in with the larger objectives of the Foundation for Learning (F4L) project in the West Nile region of Uganda. The F4L trains and equips students, teachers, school leaders, families, communities, civil society organizations, and government leaders with the knowledge, skills, attitudes, and values needed to promote more gender-responsive and pluralist quality education systems in Tanzania, Kenya, and Uganda.^[1].

Keywords: Cascade approach; Continuous teacher professional development; Primary tutors; Pre-primary tutors

DOI: 10.7176/JEP/16-1-03

Publication date: January 30th 2025

[1] https://www.aku.edu/iedea/Pages/f4ee.aspx