TEACHER PROFESSIONAL DEVELOPMENT CASE STUDIES

1 ASIAN DEVELOPMENT BANKTEACHER PROFESSIONAL DEVELOPMENT CASE STUDIESASIAN DEVELOPMENT BANKTEACHER PROFESSIONAL DEVELOPMENT CASE STUDIES K-12, TVET, AND TERTIARY EDUCATIONJULY 2021 Creative Commons Attribution IGO license (CC BY IGO) 2021 Asian DEVELOPMENT Bank6 ADB Avenue, Mandaluyong City, 1550 Metro Manila, PhilippinesTel +63 2 8632 4444; Fax +63 2 8636 rights reserved. Published in 2021. ISBN 978-92-9262-989-2 (print); 978-92-9262-990-8 (electronic); 978-92-9262-991-5 (ebook) Publication Stock No. SPR210293 DOI: The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian DEVELOPMENT Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not making any designation of or reference to a particular territory or geographic area, or by using the term country in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or work is available under the Creative Commons Attribution IGO license (CC BY IGO) By using the content of this publication, you agree to be bound by the terms of this license.

2 For attribution, translations, adaptations, and permissions, please read the provisions and terms of use at # CC license does not apply to non-ADB copyright materials in this publication. If the material is attributed to another source, please contact the copyright owner or publisher of that source for permission to reproduce it. ADB cannot be held liable for any claims that arise as a result of your use of the contact if you have questions or comments with respect to content, or if you wish to obtain copyright permission for your intended use that does not fall within these terms, or for permission to use the ADB to ADB publications may be found at : In this publication, $ refers to United States recognizes Hong Kong as Hong Kong, China; Laos as the Lao People s Democratic Republic; Korea as the Republic of Korea; Vietnam as Viet Nam; and Russia as the Russian photos by ADB, unless otherwise the cover: (1) Teachers training on information and communications technology.

3 The Information and Communication Technology for Innovating Rural Education Projects aim to establish a replicable model for using ICT to bring education content, modern teaching methods, and information to poor rural schools and communities (photo by Eric Sales/ADB). (2) A TEACHER instructing students during a cooling and refrigeration repair class at the main campus of the Champasak TVET Institution (photo by ADB). (3) Students attend class in a coeducation system at the Engineering University School and College in Dhaka (photo by Abir Abdullah/ADB).Cover design by Kookie TrivinoContentsTables, Figures, and Boxes vAbbreviations viCurrency Equivalents viiiAcknowledgments ixExecutive Summary xi1. Principles of TEACHER PROFESSIONAL DEVELOPMENT 1 Introduction 1 The Importance of In-Service TEACHER PROFESSIONAL DEVELOPMENT 2 Challenges of TEACHER Policy in Developing Countries 4 Shifting TEACHER PROFESSIONAL DEVELOPMENT : A Competence-Based Model 5 New Dimension of TEACHER PROFESSIONAL DEVELOPMENT 10 TEACHER PROFESSIONAL DEVELOPMENT in Technical and Vocational Education and Training and Higher Education 12 Implications for Policy Makers 132.

4 Cases in K 12 14 Papua New Guinea Enhancing Teaching Skills through the Papua New Guinea Australia Partnership 14 Philippines Early Language Literacy and Numeracy Digital 22 Timor-Leste Systemic Approaches to Supporting TEACHER s Skills 27 Ghana Transforming TEACHER Education and Learning 30 Ukraine Teaching the Ukrainian Language for National Minorities: Approaches in Improving In-Service Training Systems 363. Cases in Technical and Vocational Education and Training 43 Singapore Learning To Do, Learning To Be: A New Paradigm in Teaching and Learning 43 Viet Nam Industry-Led TEACHER Training on Industry Requirements for Vocational Education and Training 48 Ethiopia Teachers are Changemakers: Toward Inclusive Education in Technical and Vocational Education 53ivContents4. Cases in Higher Education 61 Bangladesh Centers of Excellence in Teaching and Learning 61 Hong Kong, China Supporting PROFESSIONAL Learning of Blended and Online Learning to Enhance University Teaching and Learning 69 Republic of Korea TEACHER PROFESSIONAL DEVELOPMENT in the University 73 United Kingdom The Teaching Excellence and Student Outcomes framework 77 Africa Technology-Enhanced Learning Workshop for University Lecturers 85 Recommendations 90 References 93 Further Readings 104 Tables1 Papua New Guinea Partnership Fund Education Grantees Target Provinces, Districts.

5 And Focus Area 172 Outputs Achieved 413 Teaching Excellence and Student Outcomes framework Assessment 80 Figures1 Major Strands of Teaching Competence in Southeast Asia 72 Southeast Asia Teachers competency framework 73 Conceptual framework of Teachers PROFESSIONAL Competence 94 Multidimensional Adapted Process Model of Teaching 105 2018 Pacific Islands Literacy Numeracy Assessment Report for Papua New Guinea 166 Pikinini Kisim Save System of Follow-Up with Teachers Post Training 187 Together for Education System of Follow-Up with Teachers Post Training 198 Rapidly Improving Education Standards System of Follow-Up with Teachers Post Training 199 TEACHER competency Scores in Intervention and Comparison Schools 2110 Pilot Early Language Literacy and Numeracy Digital Blended Learning TEACHER PROFESSIONAL DEVELOPMENT Model 2411 Scale-up Early Language Literacy and Numeracy Digital Blended Learning TEACHER PROFESSIONAL DEVELOPMENT Model with Plan-Do-Study-Act Cycles 2512 Project Timeline 2613 Visualization of the Goals and Activities of the Language Component 3814 Leadership by Trade Cluster 45 Boxes1 A Case Study on School of Business Services, Institute of Technical Education College East 462 Syllabus Module Introduction to Inclusive Education 563 The Centres of Excellence in Teaching and Learning Project 624 Case Example Pusan National University 755 Developing an Online Course 87 Tables, Figures, and BoxesAAU Addis Ababa UniversityACE Advancement of College Education (Republic of Korea)ADB Asian DEVELOPMENT BankALMA Apoiu Lideransa liuhusi Mentoria no Aprendizajen (previously known as PROFESSIONAL Learning and Mentoring program) (Timor-Leste)ATC21S Assessment and Teaching of Twenty-First Century Bachelor of Education (Ghana)

6 CETL Centre of Excellence in Teaching and Learning (Bangladesh)CoEs Colleges of Education (Ghana)COVID-19 coronavirus disease 2019 CTL Center for Teaching and Learning (Republic of Korea)DBE Diploma in Basic Education (Ghana)DepEd Department of Education (Philippines)DSP Discipline-Specific Pedagogies Model (Singapore)ELLN Early Language Literacy and NumeracyEU European UnionFEHD Faculty of Education and Human DEVELOPMENT (Hong Kong, China)FIT-ED Foundation for Information Technology Education and DEVELOPMENT (Philippines)FTI Federal Technical and Vocational Education and Training Institute (Ethiopia)GIZ Deutsche Gesellschaft f r Internationale Zusammenarbeit GTP cluster and school-based TEACHER DEVELOPMENT group (Timor-Leste)HEQEP Higher Education Quality Enhancement Project (Bangladesh)ICT information and communication technologyIQAC Institutional Quality Assurance Cell (Bangladesh)ITE Institute of Technical Education (Singapore)K 12 Kindergarten Grade 12 LAC learning action cell (Philippines)LMS Learning Management System M&E monitoring and evaluationMoES Ministry of Education and Science of UkraineMoEYS Ministry of Education, Youth and Sports (Timor-Leste)NCTE National Council for Tertiary Education (Ghana)NDOE National Department of Education (Papua New Guinea)NGO nongovernment organizationNTC National Teaching Council (Ghana)NTECF National TEACHER Education Curriculum framework (Ghana)NTS National Teachers Standards (Ghana)PDOE Provincial Department of Education (Papua New Guinea)AbbreviationsviiAbbreviationsPEBL Partnership for Enhanced and Blended Learning (Africa)PLC peer learning circle (Papua New Guinea)

7 PNG Papua New Guinea PPF PNG Partnership FundQAA Quality Assurance Agency (United Kingdom)ROK Republic of KoreaTALIS Teaching and Learning International SurveySBC Standards-Based Curriculum (Papua New Guinea)TECIP TEACHER Educators in Higher Education as Catalysts for Inclusive Practices (Ethiopia)TEF Teaching Excellence and Student Outcomes framework TEL Technology Enhanced LearningTEL-Hub Technology-enhanced Learning Hub (Hong Kong, China)TPD TEACHER PROFESSIONAL developmentT-TEL Transforming TEACHER Education and Learning (Ghana) TVET technical and vocational education and trainingUCU University and College Union (United Kingdom)UGC University Grants Commission (Bangladesh) unesco United Nations Educational, Scientific and Cultural OrganizationUSAID United States Agency for International DevelopmentUK United KingdomUS United StatesUUK Universities UKVET vocational education and trainingCURRENCY EQUIVALENTS(as of 20 April 2021)Currency unit dong (D) = $ $ = unit euro ( ) = $ $ = unit pound sterling ( ) = $ $ = EquivalentsThis knowledge product was planned and developed by the Education Sector Group, Sustainable DEVELOPMENT and Climate Change Department (SDCC) of the Asian DEVELOPMENT Bank (ADB).

8 It was prepared by Meekyung Shin, education specialist, SDCC; Lisa-Marie Kreibich, social sector specialist, South Asia Department; Jukka Tulivuori, social sector specialist, SDCC; and Kirsty Newman (former ADB senior education specialist), director of Programme, RISE at Oxford Policy Management, who significantly contributed to this STUDIES in this knowledge product were received from the following:For Principal from K 12: Yewon Suh, director (Office of International Cooperation, Korean Educational DEVELOPMENT Institute, Republic of Korea).Robin Todd, team leader (Cambridge Education, Ghana). Ester Correia, education sector technical lead; Peter Grimes, education advisor; Antonina Marques, program manager; and Almanzo Salsinha, monitoring and evaluation officer (Partnership for Human DEVELOPMENT Education, Timor-Leste).Catherine Johnston, education specialist (Papua New Guinea Partnership Fund Education).

9 Philippine Department of Education, (Bureau for Learning Delivery, Republic of the Philippines).Ihor Khvorostianyi, language advisor; Oksana Nesterova, project officer, and Arto Vaahtokari, chief technical advisor (Finland s Support to the Ukrainian School Reform, Finnish Consulting Group, Finland). For technical and vocational education and training (TVET):Yekunoamlak Alemu, PhD, assistant professor of HRD/TVET and Educational Leadership (Addis Ababa University, Ethiopia). Maija M kinen, PhD, principal lecturer (JAMK University of Applied Sciences, Finland). Iris Seet, deputy dean; William Choy, head, Pedagogic and PROFESSIONAL Research; and Sharon Wong, master mentor (ITE Academy, Institute of Technical Education, Singapore).Bach Hung Truong, team leader (Supporting High-Quality TVET Institutes, GIZ Programme Reform of TVET, Viet Nam).AcknowledgmentsxAcknowledgmentsFor higher education: Jonathan Harle, director of programs (International Network for Advancing Science and Policy [INASP], Bangladesh and the United Kingdom).

10 Fiona Khandoker, programme manager (The Association of Commonwealth Universities, ACU, East Africa).Meekyung Shin, education specialist (SDCC ADB).Danlin Yang, assistant partnership manager; Yuen Man Tang, instructional designer; and Professor Cher Ping Lim, chair professor of Learning Technologies and Innovation (The Education University of Hong Kong, Hong Kong, China).Technical review was provided by the following ADB Education Sector Group members: Fook Yen Chong, senior social sector specialist (Skills DEVELOPMENT ), (South East Asia Department); Zhigang Li, senior social sector specialist (South Asia Department); and Paul Vandenberg, senior economist (Economic Research and Regional Cooperation Department).Thanks to Md. Golam Samdani Fakir, Abdullah Shams Bin Tariq, and Afroza Parvin, as well as Hank Williams who generously took time to discuss the Centres of Excellence in Teaching and Learning (CETL) initiative, share their insights and learning, provide reports and documents, and review earlier drafts of this case study.