This paper compares primary teacher curricula using examples from Ghana, Lesotho, Malawi, South Africa and Trinidad and Tobago, to show similarities and differences, to seek out trends, and to raise general issues. First the contextual frameworks are sketched, describing the five programmes and showing how they have developed over recent years. Then the curricular structures and strategies are analysed from available documents, and compared in terms of aims, objectives, content, pedagogy and assessment. It is suggested that in general, teacher education appears to lag behind other educational sub-sectors both in terms of curriculum development and of the professional development of the teacher educators.
Sussex, UK: Centre for International Education, 40 pp.