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SUMMARY:Improving Primary Teacher Education: A Malawi Case - Terry Allsop
DTSTART:20130626T161500Z
DTEND:20130626T173000Z
UID:TALK45789@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:Across sub-Saharan Africa\, it is becoming very clear that man
 y\, many children are not learning basic skills in primary schools. There 
 are multiple reasons\, but recent seminars in the faculty (Bob Moon and Jo
 hn Pryor/Jo Westbrook) have indicated that the inadequate preparation of p
 rimary teachers is a significant factor. This seminar should build on the 
 earlier contributions through reporting on work currently being undertaken
  in Malawi with the primary teachers colleges and their partnership school
 s\, with a particular focus on the school-based second year spent in often
  struggling primary schools. Issues to do with demography\, funding and su
 stainability will be considered. Early evaluation findings will be reporte
 d.\n\n\nTerry Allsop worked for many years as a science teacher and teache
 r educator – in the UK\, Hong Kong and Uganda. Of these\, seventeen year
 s were served in the Oxford University Department of Educational Studies\,
  at a time of considerable experimentation there in school-focused teacher
  education. He led the Oxford contribution to the creation of the Institut
 e for Educational Development at the Aga Khan University in Karachi\, and 
 spent sabbatical time studying science teaching in China. He left Oxford t
 o join the Department for International Development as a senior education 
 adviser\, with responsibilities in various African programmes and as manag
 er of the department’s educational research.  His final full-time post w
 as as the second Director of the International Research Foundation for Ope
 n Learning\, based here in Cambridge. He has decided that retirement is a 
 silly idea\, recently working in a number of conflict or post-conflict env
 ironments.\n\n
LOCATION:Room GS5 Donald McIntyre Building\, Faculty of Education\, 184 Hi
 lls Road\, Cambridge
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