Somalia

Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

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Report
  • pdf
  • 16.12.2022
  • FR  |  ES

Time to teach. Puntland, State of Somalia

Teacher absenteeism constitutes a significant barrier to achieving national educational goals in many low and middle-income countries, where teacher absence rates range from 3 to 27 per cent. While...
Blog
  • 26.11.2020

New UNICEF study unveils challenges affecting teacher attendance in sub-Saharan Africa

This is a summary repost of the UNICEF Office of Research – Innocenti article of which the full version can be consulted here. 

Important new research on teacher absenteeism in sub-Saharan Africa was launched 24 November at a regional online workshop of national and international education stakeholders organized in Nairobi, Kenya. Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa, provides insights into the drivers of primary school teacher absenteeism, a major obstacle in efforts to address the learning crisis among children of low- and middle-income countries around the world.

Produced by UNICEF Innocenti, the report synthesizes findings from eight sub-Saharan countries with a focus on the many complex factors that affect teacher time on task across the region. The study provides robust evidence on the challenges faced by teachers to improve policies on teacher working conditions, accountability and motivation. Reduced teacher time on task is considered one of the greatest challenges toward inclusive and quality education.

Photo credit: screenshot from the UNICEF Office of Research – Innocenti video. 

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