Relevant bibliographies by topics / Education, Secondary – Swaziland – Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Secondary – Swaziland – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Secondary – Swaziland – Case studies"

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Moore, Matthew D., and Jerry Daday. "Barriers to human capital development: Case studies in Swaziland, Cameroon and Kenya." Africa Education Review 7, no. 2 (October 2010): 283–304. http://dx.doi.org/10.1080/18146627.2010.515418.

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Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (December 2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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Masango, P. S., J. I. Rugambisa, A. S. Singh, and D. Kibirige. "The Contribution of Swaziland Dairy Board on Dairy Farmers’ Productivity: A Case of Mbabane Sub-Region, Swaziland." Journal of Agricultural Studies 5, no. 2 (June 29, 2017): 163. http://dx.doi.org/10.5296/jas.v5i2.11470.

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The Swaziland Dairy Board (SDB) was established under the Act No. 28 of 1968 to promote increased dairy production to satisfy the domestic and export market. Despite numerous efforts of SDB through its dairy policy goals, Swaziland is failing to achieve self-sufficiency in liquid milk production, and can hardly sustain its local demand. Therefore, the study aimed at establishing the contribution of SDB policy goals on smallholder dairy farmers’ productivity. Primary data was collected from 120 dairy farmers through the use of a structured questionnaire in the Mbabane sub-region. The study characterized dairy farmers as mostly male (57%) who are aged above 55 years and married (88%), attained secondary education(48%) with farming experience of 4 years, milking averagely 2 cows per day, and each cow yielding averagely 10 litres and 13 litres per day for non-SDB and SDB members, respectively. The results further revealed that farmers trained by SDB were practicing more of the recommended animal husbandry practices compared to non-SDB farmers. Moreover, the SDB farmer’s milk yields were higher than non-SDB farmers at 10% significant level, although SDB farmers’ milk productivity is still regarded relatively low. Factors influencing productivity of milk among small holder dairy farmers included sex of the farmer, age, dairy sales incomes, number of milking cows, market distance, use of supplementary feed, dairy records keeping and the breeding system. Therefore, local milk production can increase if the stakeholders in the dairy industry can adopt SDB policy strategies, dairy related services and good livestock husbandry practices.
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Powell, Richard R. "Case studies of second‐career secondary student teachers." International Journal of Qualitative Studies in Education 7, no. 4 (October 1994): 351–66. http://dx.doi.org/10.1080/0951839940070405.

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Suurtamm, Christine A. "Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences." Canadian Journal of Science, Mathematics and Technology Education 4, no. 4 (October 2004): 497–513. http://dx.doi.org/10.1080/14926150409556630.

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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa, and Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD." Cadernos de Pesquisa 49, no. 173 (September 2019): 156–81. http://dx.doi.org/10.1590/198053146172.

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Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.
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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (April 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Leung, Yan Wing, Timothy Wai Wa Yuen, and Yiu Kwong Chong. "School‐based human rights education: case studies in Hong Kong secondary schools." Intercultural Education 22, no. 2 (April 2011): 145–62. http://dx.doi.org/10.1080/14675986.2011.567072.

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Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.
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Ilomäki, Liisa, Tania Vasileva, and Stela Stefanova. "Promoting knowledge practices in upper secondary schools: case studies from Finland and Bulgaria." Research Papers in Education 35, no. 1 (October 23, 2019): 43–63. http://dx.doi.org/10.1080/02671522.2019.1677753.

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Dissertations / Theses on the topic "Education, Secondary – Swaziland – Case studies"

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Jones, Raymond Peter. "The international aid approach to educational planning : a case study of the planning and development of secondary education in Swaziland." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019672/.

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What happened in the planning and development of secondary education in Swaziland can be seen as representing a common African experience, and exemplifying a general paradox which characterised the aid process. What donors regarded as persistent weaknesses in planning and management in recipient countries was, in varying degrees, a way of protecting an African view of education against donor intervention. The development of secondary education was shaped by an African approach and the variety of societal institutions across African countries, rather than by the acceptance or imposition of international models and the responsible interventionism of donor agencies. The exceptionally well protected nature of the Swazi case stems from a distinctively Swazi paradox. Extreme dependence on South Africa provided a form of security within which the Swazi monarchy was enabled to give full expression to a remarkably homogeneous traditional system, a system which had broken down elsewhere in Africa. The functioning of a powerful traditional monarchy and the persistence of traditional institutions and processes gave Swaziland a rare degree of autonomy in protecting the Swazi model of education against external pressures brought to bear by a substantial array of donor agencies. The Swazi experience provides support for the view that education, far from being a powerful instrument for economic and social change, has only a limited role to play in the development process. The particularity of the Swazi experience, and the reason it was an extremely heightened case of a more general phenomenon, arises out of the features that imposed fundamental restrictions on alterations in existing societal structures. These features were those that form the two sides of the Swazi paradox, the functioning of a powerful traditional monarchy and extreme dependence on South Africa.
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Murray, Steven C. "Interpreting teachers' utilizations of information technologies : case studies of four Central Ohio Secondary Social Studies Teachers /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960170533.

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Yip, Gary. "Discipline in physical education : a case study of one secondary physical education teacher." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21279.

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It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together.
This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment.
The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour.
Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.
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To, Chan Bik-lai Julie, and 杜陳碧麗. "Parent education: a case of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.

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Elin, Jennifer I. "Case studies of experienced and novice teachers in a secondary physical education setting." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1295544211.

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Choi, Chi-shing Jimmy, and 蔡志誠. "The integration of civic education and mathematics education: a case study in a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960790.

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Shum, Siu-ying Isis. "The exploration of the school knowledge in sociological perspectives : a case study of a secondary school subject "social studies" /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601496.

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Ho, Moon-tim, and 何滿添. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960881.

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Chennabathni, Revathi. "Case-study of a creative teacher." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100336.

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Alice, a secondary teacher from Quebec, Canada is the focal point of this qualitative case-study research. She is a Caucasian, 37 year-old, married woman with three children. Alice is selected for the following reasons: primarily, she is a science teacher, who has received a provincial award Prix de merite de la conservation de la faune for a project, that is a demonstration of creativity in her field. Secondarily, I share many attributes with her including being married with children, and being a science teacher. Data were gathered from July, 1998 to July, 2001. Data sources included five one-to-one interviews with Alice. Additional data sources included one interview with June (mentor-colleague) and Jane (Departmental Head); two classroom observations; 1996 retrieved interview; and artifacts of students' work. All interviews were audio-taped verbatim and then transcribed, and observations videotaped. The overarching themes represented constructs involving community, values, and interpersonal skills. Alice's values, her bent towards community, and her way of life in constructing interpersonal relationships contribute to her creative teaching. Alice's philosophy of grounding education in the community determines who she is, and encompasses her creative process which begins with recycling of community resources and giving back to the community through the creative products developed by her students. Her values guide her practice and teaching decisions. This case study of creative teaching highlights the domain of teaching as different from those addressed by studies on creative giants and presents an inspirational model for individuals in the teaching profession.
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Arden, Ann. "Negotiating Tensions and Dilemmas in Classroom Assessment: Case Studies of Two Secondary School Mathematics Teachers." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28672.

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This qualitative study describes tensions and dilemmas that two secondary mathematics teachers experience in their classroom assessment and how they negotiate these tensions and dilemmas in their practice as they try to implement current reforms. The focus on tensions and dilemmas gives particular insight into the complexities of "doing" classroom assessment in a manner that is aligned with the current reforms and is helpful for identifying areas that need further work in both the research and teaching communities in order for these reforms to be more widely implemented. The tensions and dilemmas that the two participants described included issues in grading and reporting, colleagues resisting current reforms in classroom assessment, difficulties interpreting and implementing policies from different levels, students' poor work habits and study skills and issues in the design and use of performance tasks. These issues were negotiated through discussions and collaboration with other colleagues that support assessment reforms, a general feeling that assessment reforms support and are important to improving students' learning, and a great deal of personal reflection and constant development of assessment practice.
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Books on the topic "Education, Secondary – Swaziland – Case studies"

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1960-, Nordgren R. D., ed. Case studies in elementary and secondary curriculum. Thousand Oaks: SAGE Publications, 2010.

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Boboc, Marius. Case studies in elementary and secondary curriculum. Thousand Oaks: SAGE Publications, 2010.

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Akinkugbe, Oluyele. The Swaziland case study on education financing experiences, and budgetary reforms in Africa: Final report. Mbabane, Swaziland: Council for the Development of Social Science Research in Africa, 1999.

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DeYoung, Alan J. Surviving the transition?: Case studies of schools and schooling in the Kyrgyz Republic since independence. Greenwich, Conn: Information Age Pub., 2006.

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E, Green Frederick, ed. Contemporary initiatives in social studies education. Boca Raton, Fla: Social Issues Resources Series, Inc., 1985.

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Tsayang, G. T. Evaluation of school partnership policy in Botswana: A qualitative approach to six case studies. Lewiston, N.Y: E. Mellen Press, 1998.

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Knowles, Patricia. Dance education in American public schools: Case studies. Urbana, IL (1114 West Nevada St., Urbana 61801): National Arts Education Research Center at the University of Illinois, 1991.

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John, O'Donoghue, and SpringerLink (Online service), eds. Real-World Problems for Secondary School Mathematics Students: Case Studies. Rotterdam: SensePublishers, 2011.

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Ariga, Ken. Does secondary school tracking affect performance? evidence from IALS. Bonn, Germany: IZA, 2007.

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A, Loxley William, ed. Diversified secondary education and development: Evidence from Colombia and Tanzania. Baltimore: Published for the World Bank [by] Johns Hopkins University Press, 1985.

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Book chapters on the topic "Education, Secondary – Swaziland – Case studies"

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Tsui, Chi-Yan, and David F. Treagust. "Secondary Students’ Understanding of Genetics Using BioLogica: Two Case Studies." In Models and Modeling in Science Education, 269–92. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_15.

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Rossman, Gretchen B., and Larry D. Yore. "Stitching the Pieces Together to Reveal the Generalized Patterns: Systematic Research Reviews, Secondary Reanalyses, Case-to-case Comparisons, and Metasyntheses of Qualitative Research Studies." In Quality Research in Literacy and Science Education, 575–601. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_26.

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Galeotti, Glenda, and Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education." In Employability & Competences, 175–92. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.

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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective
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Sheffield, Rachel, and Geoff Quinton. "Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms." In K-12 STEM Education, 613–28. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch030.

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The chapter examines the alignment of science inquiry skills to the information literacy framework (Bent & Stubbings, 2011) and considers how these skills were supported by a range of web 2.0 tools using the TPACK framework to create an on-line scaffolded inquiry in two school contexts. Two case studies of inquiry around the pedagogy of ICT skills are examined here; one study in six grade seven high school classes and the other in a single extension group of twenty-five primary students from grade five to grade seven. In addition the affordances and limitations of the technology tools are assessed to determine how the scaffolded on-line inquiry process could be implemented in schools. In conclusion the chapter describes how in these cases, scaffolded on-line inquiry provides an opportunity for students to create an authentic, rich and detailed inquiry around their focus utilising a range of ICT tools and strategies.
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"Using Story, Case Studies and Timeline in PSHE Education." In Understanding Personal, Social, Health and Economic Education in Secondary Schools, 303–7. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781473983564.n15.

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Sheffield, Rachel, and Geoff Quinton. "Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms." In Optimizing K-12 Education through Online and Blended Learning, 240–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch013.

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The chapter examines the alignment of science inquiry skills to the information literacy framework (Bent & Stubbings, 2011) and considers how these skills were supported by a range of web 2.0 tools using the TPACK framework to create an on-line scaffolded inquiry in two school contexts. Two case studies of inquiry around the pedagogy of ICT skills are examined here; one study in six grade seven high school classes and the other in a single extension group of twenty-five primary students from grade five to grade seven. In addition the affordances and limitations of the technology tools are assessed to determine how the scaffolded on-line inquiry process could be implemented in schools. In conclusion the chapter describes how in these cases, scaffolded on-line inquiry provides an opportunity for students to create an authentic, rich and detailed inquiry around their focus utilising a range of ICT tools and strategies.
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"Outcomes of bioethics education in secondary school science: Two Australian case studies." In Ethics in the Science and Technology Classroom, 69–86. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460910715_007.

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Florenthal, Bela, and Ashley Ismailovski. "Case Study Methodology." In Case Study Methodology in Higher Education, 60–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch004.

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This chapter provides an overview of case study methodology and its applications in writing case studies. The reader is introduced to the specific procedures that are implemented when developing a case study for educational purposes. The methodology discussed here is comprised of three parts: secondary data analysis (external and internal sources), qualitative data collection and analysis (e.g., in-depth interviews and observation technique), and quantitative data collection and analysis (e.g., surveys and questionnaires). After describing each method, the authors provide specific examples from published business cases to cement reader's understanding of how to successfully develop that method.
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Gitsaki, Christina, and Abbad Alabbad. "ICT Integration in Post-Secondary English Teaching and Learning." In Information Systems Applications in the Arab Education Sector, 179–93. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch013.

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The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.
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Bernhardt, Philip E., and Aaron S. Richmond. "Promoting Critical Thinking Through the Use of Student-Generated Case Studies." In Research Anthology on Developing Critical Thinking Skills in Students, 971–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch050.

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Often, using case studies as instructional prompts and methods can lead to frustration by both the teacher and the students. This has led many in the field of teacher education to question the utility of this instructional method. The purpose of this chapter is to describe how preservice educators may enhance their critical thinking by learning how to create student-generated case studies. The authors also provide the psychological and educational evidence which supports purports the importance of critical thinking in preservice k-12 education. In this chapter, the authors discuss why student-generated case studies are an effective teaching tool and explain how research on elaborative interrogation and worked examples explains why using student-generated case studies promote critical thinking. Two examples of student-generated case studies are provided (one from elementary and one from secondary education) along with guiding questions and prompts students may use to develop their own effective, elaborative, and worked-example of case studies in a teacher education course.
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Conference papers on the topic "Education, Secondary – Swaziland – Case studies"

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Mycoo, Michelle. "OPPORTUNITIES FOR TRANSFORMING INFORMAL SETTLEMENTS IN CARIBBEAN SMALL ISLAND DEVELOPING STATES." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/bhck8814.

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Informal settlements are quite complex because they consist of economically disadvantaged, often landless households located on steep hillsides, floodplains and swamps, which contribute to their exclusion from accessing infrastructure. These challenges need not be constraints; rather they offer opportunities for transformation. Such communities are generally characterised by inadequate access to safe water; inadequate access to sanitation and other infrastructure; poor structural quality of housing; overcrowding and insecure residential status. This paper uses primary and secondary data to determine the drivers which impact on the burgeoning of informal settlements in the Caribbean and analyses their implications for achieving the United Nations Sustainable Development Goal 11 which focuses on achieving safer, sustainable and resilient human settlements. The main findings of the paper are that housing shortages, delays in obtaining planning approvals, inflated land values and poverty contribute to the growth of informal settlements. However, such settlements occupy vulnerable sites where infrastructure is sometimes lacking and they help trigger environmental hazards which may be further exacerbated by climate change. Based on the key findings of the empirical evidence, the paper raises what is the critical role of engineering and engineering education in improving access by informal settlements to basic services that are fundamental in achieving sustainable, resilient human settlements and human well-being? These questions are answered within the Caribbean Small Island Developing States context and draws from a cross-section of case studies within the region.
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Raimi, Lukman, Mirela Panait, and Eglantina Hysa. "Financial Inclusion in ASEAN Countries – A Gender Gap Perspective and Policy Prescriptions." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/4.

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Financial inclusion is an increasingly intense issue that is of concern to the credit institutions and the public authorities. It has become topical and gained new value during this period of Covid-19 crisis. Although financial exclusion cuts across demographic categories, but certain categories of financial consumers such as women, young people, people with disabilities and those residing in rural areas have a low presence in the financial services sector. Previous studies attribute the incidence of financial exclusion of some segment of the society to low income, low level of financial education or difficult access to financial products and services generated by poor development of physical infrastructure. Is this true in the case of ASEAN region? A quantitative research approach was adopted in this study, while relying on the secondary data of the World Bank spanning 2011-2017, the UN Women ASEAN Gender Outlook report (2020 -2021), and enriched by scholarly works. The article focuses on the dimensions of the phenomenon of financial inclusion in ASEAN countries, with emphasis on the gender gap financial inclusion. The analysis of the extracted data reveals multiple differences among the countries in the region, a fact that can be explained by the different levels of financial technology development and the governmental interventions implemented to improve financial inclusion. On the strength of the findings, this paper argues that digitalization and financial innovation can also be solutions through which new consumers can be attracted to the financial system, but with these solutions come new challenges related to the protection of personal data and cyber security. For this reason, we believe that increasing financial inclusion must be approached at several levels and must involve joint efforts by public authorities, credit institutions and other categories of stakeholders.
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Reports on the topic "Education, Secondary – Swaziland – Case studies"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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