In 1997/98 a research team from the University of Leeds was funded by
DflD to make a study of the effectiveness of the Teachers' Centre as a
strategy for teacher development. The work was in two stages: a
literature survey and field work in four countries, Andhra Pradesh in
India, Kenya, Nepal and Zambia. In-country counterparts worked with the
Leeds team and contributed valuable contextual insights to the outcomes.
The Project report is an extensive document. It reviews the issues
confronting teacher development using teachers' centres as their
organising principle, detailed observations are made through the country
case-studies and putative solutions are advanced.
The Executive Summary is written to be both free-standing and to be
situated within the main report. As with the report it addresses the
growth and development of teachers' centres, their function, funding
facilities and staffing, issues to do with developing teachers
professionally, the carry over from teachers' centre activity into the
classroom and impact on student learning before summarising the reports
conclusions and recommendations.
The country case-studies are presented in some detail to represent the
complexity of both the issues and their local interpretation. It is
acknowledged that the reader might wish to read one or more of these
closely and they too may be read separately from the main body of the
The conclusions and recommendations draw on all the data - the available
literature and the cases studied. They are intended to go beyond the
particular cases studied to apply to the use of teachers' centres as a
general strategy for teacher professional development.
Educational Paper No. 34, DFID, London, UK, ISBN 1 86192 141 1, 257 pp.
The Effectiveness of Teacher Resource Centre Strategy.