Over the past year, the Education Workforce Initiative (EWI) has collaborated with Ghana, Sierra Leone, and Vietnam to catalyze new thinking to address each country’s specific education workforce challenges and propose concrete options for reform drawing on the evidence and visions outlined in the Transforming the Education Workforce report.
EWI has produced a series of reports on the collaboration with each country which are now available online:
Ghana: Redesigning the education workforce to improve learning
EWI and PricewaterhouseCoopers Ghana worked with the Ministry of Education and Ghana Education Service (GES) to redesign the national, regional, district, and school workforce to improve learning, support equitable and inclusive access to education, and enable more effective school management. An organizational design approach was used to understand existing challenges and define critical roles and their associated competencies and skills.
Vietnam: Leveraging a ‘High Touch High Tech’ approach to support STEM
EWI partnered with the Ministry of Education and Training (MoET) and Arizona State University (ASU) to prototype an adaptive and active learning program for 7th grade math teachers and students. This drew on ASU’s work on ‘High Touch High Tech’ learning which has shown how adaptive learning facilitated through “high tech” software can be used to free up teachers’ time to focus on “high touch” learning through projects, discussions, hands-on experiences, nurturing higher order skills such as complex problem-solving and socio-behavioral skills. An independent evaluation showing significant impact on learning outcomes was led by researchers from the Korea Advanced Institute of Science and Technology, Seoul National University, University of Illinois, and Yonsei University.
Sierra Leone: Innovating education workforce analysis to promote equity
EWI worked with the Teachers Service Commission and Fab Inc. to explore options for disadvantaged districts to have a sufficient supply of high-quality, qualified teachers in line with the government’s ambition for a fully competent workforce by 2023. Evidence, analysis, and policy products on a range of issues including effective education workforce management, teacher recruitment and preference matching, and education workforce spatial analysis have been undertaken to support the development of workforce policy.