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Transnational Training for Professional Development: The Case of Teacher Training in Francophone Africa

In: Management and Resilience of African Organizations in Times of Crisis

Author

Listed:
  • Bouchra Lebzar

    (L-QUALIMAT-GRTE Cadi Ayyad University)

  • Chen Dean

    (International Center for Higher Education Innovation ECHEI)

Abstract

Regarding the Education 2030 Agenda for achieving the Sustainable Development Goals (SDGs), in particular the goal on education and training, professional development is seen as one of the powerful factors in improving public policies on employment and skills management. In addition, professional development plays a very important role in the development of higher education and is an interface with the socio-professional world. In this context, several higher education institutions have invested in their human capital by encouraging the professional development of their teachers through training and skills certification cycles. This article emphasizes the role of professional development in higher education and its interface with the socio-professional world. It presents the results of an experiment conducted by an African university and UNESCO ECHEI and shows the positive change in participants’ beliefs and skills in the design and production of educational capsules. Additionally, the difference’s standard deviations are rather significant when compared to the difference’s mean. This suggests that individual outcomes may differ.

Suggested Citation

  • Bouchra Lebzar & Chen Dean, 2024. "Transnational Training for Professional Development: The Case of Teacher Training in Francophone Africa," Springer Proceedings in Business and Economics, in: Shani D. Carter & Sara Bensal (ed.), Management and Resilience of African Organizations in Times of Crisis, chapter 0, pages 37-50, Springer.
    • Handle: RePEc:spr:prbchp:978-3-031-56007-1_3
    DOI: 10.1007/978-3-031-56007-1_3
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