Comparative study on structural organisation of Mathematics Continuous Professional Development (MCPD) in selected Sub-Saharan countries

Abstract

This paper reports on a comparative study on mathematics continuous professional development (MCPD) programs piloted in selected developed and developing Sub-Saharan countries. The study sought to examine the status of existing professional development practice and the challenges practitioners experience in the implementation of such programs in the different countries. The study was piloted in eleven countries namely, South Africa, Botswana, Namibia, Singapore, Zimbabwe, Swaziland, Poland, South Korea, Ireland, Morocco, and Tanzania. The participants in each country were teachers, principals, subject advisors, district officials, provincial officials, service providers and facilitators. Data were collected by means of questionnaires for the teachers, interviews for other participants and observations for the facilitators. Data was then analyzed and compared using both qualitative and quantitative methods. The findings of the study indicated that teachers were exposed to different professional development programs ranging from lesson reflections in South Korea and Singapore to at least cluster workshops in underdeveloped countries.