Education Consultancy: Study to assess learning from implementation of a Key Resource Teacher model in Southern Tanzania

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In October and November 2017, AKF will conduct a qualitative assessment of the KRT model to assess impact, progress, and learning after one year of implementation. More specifically we would like to understand:
  • Overall impact of the KRT model, particularly in terms of:
A. The standard of teaching and learning in the classroom
  • What evidence exists that demonstrates that this model has improved teaching and learning?
  • Do teachers consider their performance to have improved because of the model
B. The motivation of teachers

C. Whether teachers value the KRTs support and why

D. Collaborative peer-to-peer support - does the model drive a process of reflective learning that develops teachers’ internal motivation for professional growth and development
  • Aspects of the KRT model that have proved effective
A. Key success factors (e.g. initial training; support materials; on-going support from AKF, Ward Education Coordinator (WEC), and LGA)
B. Frequency of lesson observations, quarterly meetings etc.
  • Sustainability of the model:
A. How the government system is managing and coordinating the KRT model
B. What will embed the model and enable it to become a sustainable, low-cost, decentralised mechanism for driving professional growth and quality
  • Key learning
  • Recommendations based on the findings
This research comes at an opportune time as the government works to develop a Continuous Professional Development (CPD) framework. Learning from the implementation of the KRT model would therefore provide AKF with the opportunity to inform the modality of this and contribute to the design of the CPD.