Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis

  title={Teachers’ Professional Capabilities and the Pursuit of Quality in Sub-Saharan African Education Systems: Demonstrating and Debating a Method of Capability Selection and Analysis},
  author={Alison Buckler},
  journal={Journal of Human Development and Capabilities},
  pages={161 - 177}
  • Alison Buckler
  • Published 2 April 2016
  • Education
  • Journal of Human Development and Capabilities
Abstract This paper reports on the methodological approach of a study that examined an important dimension of the global challenge to better understand the ‘quality’ element of Education for All (EFA): the professional lives of women teachers in rural communities in Sub-Saharan Africa. Teachers from five countries (Ghana, Nigeria, Kenya, South Africa and Sudan) provided a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers… 
Being and becoming in teacher education: student-teachers’ freedom to learn in a College of Education in Ghana
  • Alison Buckler
  • Education
    Compare: A Journal of Comparative and International Education
  • 2019
ABSTRACT This paper focuses on how people learn to become teachers. It draws on the experiences of student-teachers and tutors at a College of Education in the south of Ghana who engaged with an
Unpacking the Experiences of a Teacher as a Professional Through the Framework of Capability Approach
  • Isha Verma
  • Education
    The Future of Higher Education in India
  • 2019
The chapter presents the portrayal of a teacher’s life in order to understand the reality of the contexts in which she lives and functions. Sen’s (Development as Freedom. Oxford: Oxford University
From Counting Women to Ensuring Women Count: A Qualitative Study of University and Early Career Experiences of Women Secondary School Teachers in Addis Ababa, Ethiopia from a Capabilities Perspective
The study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching in urban areas where most teachers are concentrated, do not stay in the profession.
The importance of enhancing pedagogical skills through continuing professional development
This paper attempts to explore the issue of enhancing pedagogical skills among the college teachers of Bangladesh through CPD. This is a literature review paper that divided the topic into different
Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low- and Middle-Income Countries
Mobile technologies are now ubiquitous in Low- and Middle-Income Countries (LMICs). Education in LMICs is among the latest disciplines set out to explore how mobile technologies’ particular
Identity, Governmentality, Chronicity and Development: A Study of Zambian Teachers Living With and Affected by HIV and ‘Therapeutic Citizenship’
This research examines the nature and processes of the ‘therapeutic citizenship’ status acquired by HIV positive schoolteachers who are on antiretroviral therapy (ART), and further ascertains this
Identifying professional functionings of early childhood educators
Abstract What does being a professional early childhood educator entail? This paper aims to address this question. Starting from the early 2000s, there has been increased attention to workforce


Quality Teaching and the Capability Approach: Evaluating the work and governance of women teachers in rural Sub-Saharan Africa
This book provides an analytical exploration of the condition of teachers working in expanding school systems across the world, with a particular focus on the lives of women teachers in rural
Understanding the professional lives of female teachers in rural Sub-Saharan African schools : a capability perspective
This study examines an important dimension of the global challenge to achieve Education for All: the professional lives of female teachers in rural communities in Sub Saharan Africa. Teachers from
The possibilities for university-based public-good professional education: a case-study from South Africa based on the ‘capability approach’
The education of professionals oriented to poverty reduction and the public good is the focus of the article. Sen’s ‘capability approach’ is used to conceptualise university-based professional
Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a
Towards a capability‐based theory of social justice for education policy‐making
Increasingly there is interest in development studies and specifically in the field of education in taking up Amartya Sen’s capability approach as a framework for theorizing, implementing and
Introducing ICT into schools in Rwanda: Educational challenges and opportunities
Towards a framework for researching the quality of education in low‐income countries
This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the
The Prospects and Challenges of Reforming the World Bank's Approach to Gender and Education: Exploring the Value of the Capability Policy Model in The Gambia
The World Bank is currently the lead education research and lending body operating internationally, including in the area of girls’ education. As such, the World Bank wields considerable power in