Call for case studies on rural teacher policy and practice

The UNESCO International Research and Training Centre for Rural Education (UNESCO INRULED) and the Teacher Task Force are jointly developing a new module for the Teacher Policy Development Guide (TPDG) focusing on rural teachers. The TPDG module on rural teachers will be an independent module, elaborating on the nine dimensions of the TPDG to suit rural contexts. This new module on rural teachers emphasizes equity and social justice, extending its focus beyond rurality to tackle the broader issues of marginality and inequity that exist in society.  For more detailed information, please refer to the summary report.

Call for case studies

We invite submissions of case studies that highlight innovative solutions in supporting rural teachers and education. The rural TPDG will compile global case studies showcasing effective rural teacher policies, interventions and strategies, along with their implementation. By incorporating these successful initiatives, the guide aims to provide policymakers, practitioners and researchers with actionable strategies to support rural teachers and enhance rural education systems, ultimately ensuring equitable and quality education for all.

Types of case studies

There are three types of case studies which are welcomed as below:

• Individual Country Case Studies
• Regional Case Studies
• Regional Case Studies with Selected Country Exemplars

The selection of regions or countries will focus on those experiencing significant challenges or demonstrating exemplary practices in providing qualified and motivated teachers in rural contexts. Case studies specifically addressing conflict and post-conflict situations in rural regions are particularly encouraged.

Dimensions of a rural teacher policy

• Authors can focus on one or several of the following dimensions:
• Teacher Recruitment and Retention
• Initial Teacher Education
• Teacher Continuous Professional Development
• Teacher Deployment
• Teacher Career Structure/Path
• Teacher Employment and Working Conditions
• Teacher Reward and Remuneration
• Teacher Standards
• Teacher Accountability
• Teachers and System/School Governance
• Teachers and Community Relations

Case study structure

• Introduction
• Country/Regional Context
• Data and Methodology
• Background of the Focus Dimension(s)
• Dscription of the Policy/Intervention/Strategy
• Discussion of the Outcome and Impact
• Lessons Learned
• Conclusion

For more detailed information about the case study template and the structure of the rural teacher module, please click here.

Length and format

The case studies will be approximately of 8,000 to 10,000 words in length (excluding appendices, annexes and bibliographies) written in the English language at a very good level. It will also include an abstract for a non-technical audience.

Timeline and outputs

Use of case study

Case studies will be integrated into relevant discussions of each dimension of the rural teacher module, as appropriate. In addition, good case studies will also be compiled a compendium for good practices and circulate as key resource accompanying the rural TPDG.

Submissions

Please express your interest in contributing a case study by submitting an outline to Ms Siyao Wang at siyao.wang@bnu.edu.cn. Visit the INRULED page on the call here.