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The Teacher Education in sub-Saharan Africa Programme (TESSA): Evolving, Extending, Embedding, Reflecting

Anamuah-Mensah, Jophus and Cullen, Jane (2013). The Teacher Education in sub-Saharan Africa Programme (TESSA): Evolving, Extending, Embedding, Reflecting. In: DETA: Distance Education and Teacher Education International Conference, 30 Jul - 1 Aug 2013, Nairobi, Kenya.

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Abstract

Since its inception in 2005, TESSA has been closely associated with primary education. The current TESSA OERs are a toolkit of subject-specific pedagogical resources for teachers, for teaching primary-school level literacy, numeracy, science, social science, creative arts and life skills, created to map onto the national primary curricula of countries across Africa, versioned for specific countries and written in Arabic, English, French and Kiswahili. The OERS are written to provide innovative and active teaching and learning, and to deal with the challenges of teaching in schools with large classes and few resources. That the ambition of TESSA in 2005 focused on primary education was due to the influence of the EFA agenda and MDG goals, and the success in the early years of the 21st century in increasing access to primary education in many countries across Africa. In 2013, globally, the world is looking to its new agenda post-2015. Early indicators and draft recommendations suggest a widening of the focus and that the goals will be both to expand access and to improve the quality of education comprehensively from early childhood education to at least the end of lower secondary school.

Item Type: Conference or Workshop Item
Copyright Holders: 2013 The Authors
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
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Item ID: 59489
Depositing User: Jane Cullen
Date Deposited: 18 Mar 2019 11:08
Last Modified: 04 Apr 2019 00:05
URI: http://oro.open.ac.uk/id/eprint/59489
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