Project Examples

Commonwealth Teacher Recruitment Protocol

At the request of Education Ministers, to balance the rights of teachers to migrate against the need to protect the integrity of national education systems, we have developed the Commonwealth Teacher Recruitment Protocol. This instrument on ethical recruitment and migration has been recognised by UNESCO, the ILO, the Organization of American States, the African Union and our own Commonwealth Head of Government. The Protocol has been identified as an international good practice in migration and development. Advancing Implementation, Advocacy and Dissemination of Commonwealth Teacher Recruitment Protocol through regional meetings of Ministries of Education, Teaching Service Commissions and Teachers’ Organizations to ensure that some countries are not depleted of their trained teachers through controlled migration is an important thrust in the work of the Education Section. The Secretariat also organised a workshop on exchange of good practice on teacher retention among Commonwealth countries in the Africa region.

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• Teacher Recruitment Protocol

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Multi-grade teacher training Module

We have developed a comprehensive package to facilitate improved teaching –learning processes in multi-class/grade teaching situations within and beyond Africa to address education delivery in difficult and remote circumstances. In collaboration with ADEA, we have organised or supported a number of national and regional workshops to facilitate the adoption of the package. Botswana, Namibia, South Africa and Samoa have successfully adopted and incorporated multi-grade approaches in teacher training programmes. Training workshops have been organised in the Caribbean and Pacific region attended by a good number of countries in the respective regions to introduce the multi-grade teaching module. The Ministry of Education of Samoa developed a case study on multi-grade teaching, which is intended to be disseminated across Commonwealth countries as an example of good practice on the implementation of multi-grade teaching. Countries that have attended ComSec inception workshops are progressively incorporating multi-grade teaching into regular initial and pre-service training programms, and its importance is being widely acknowledged in both, mono-grade and multi-grade educational contexts.

Developing models of gender responsive schools though pilot action projects

A study on ‘Gender Analysis of Classroom and Schooling Processes in Secondary Schooling’ was conducted in the following countries; India, Malaysia, Nigeria, Pakistan, Samoa, Seychelles, and Trinidad & Tobago. Pilot Action projects have been initiated in four out of seven study countries. These are; India, Malaysia, Seychelles, and Trinidad & Tobago. As is obvious, the countries include those where boys’ underachievement is an issue and those where girls’ under attainment still remains a problem. The experiences of the Action projects are being documented in the form of an Action Guide on making schools more gender responsive. The Action Guide would be finalized after organising regional trial workshops in sub-Saharan Africa and the Pacific. We have earlier organized regional workshops in South Asia and Sub-Saharan Africa to promote sharing of good practices in Girls’ Education.