Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa
The quest for effective teaching methodologies remains a global concern, particularly for developing nations striving to optimize learning outcomes. While much of the existing research focuses on factors such as curriculum design and teacher professionalism, less attention has been paid to how curri...
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| Format: | Article |
| Language: | English |
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Journal of Curriculum Development, Evaluation, and Education
2026
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| Online Access: | http://hdl.handle.net/20.500.12493/3054 |
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| author | Birabwa, Namazzi Winnifred Ssempala, Fredrick Sekiwu, Denis |
| author_facet | Birabwa, Namazzi Winnifred Ssempala, Fredrick Sekiwu, Denis |
| author_sort | Birabwa, Namazzi Winnifred |
| collection | KAB-DR |
| description | The quest for effective teaching methodologies remains a global concern, particularly for developing nations striving to optimize learning outcomes. While much of the existing research focuses on factors such as curriculum design and teacher professionalism, less attention has been paid to how curriculum materials and structured teacher training influence pedagogical effectiveness in sub-Saharan Africa. The paper draws on both Schiro’s Social Efficiency Curriculum theory and Siemens' Connectivist theory as theoretical lenses to investigate how teacher education and curriculum guidance materials can enhance effective pedagogical practices in the region and prepare learners for societal roles. The study analyzed peer-reviewed articles and grey literature, using a systematic literature review and textual narrative synthesis methodology. Findings reveal that effective pedagogy in developing contexts depends not only on what teachers know, but also on how they are trained; the instructional support available through curriculum guidance materials, learning through networks and connections, knowledge sharing, materials that promote reflective teaching, inclusive education, and alignment with local realities. It concludes by recommending policy actions to enhance teacher training and effective pedagogy, including the integration of culturally responsive pedagogy, the promotion of experiential and project-based learning, and the implementation of continuous curriculum evaluation. |
| format | Article |
| id | oai:idr.kab.ac.ug:20.500.12493-3054 |
| institution | KAB-DR |
| language | English |
| publishDate | 2026 |
| publisher | Journal of Curriculum Development, Evaluation, and Education |
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| spelling | oai:idr.kab.ac.ug:20.500.12493-30542026-01-04T00:00:45Z Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa Birabwa, Namazzi Winnifred Ssempala, Fredrick Sekiwu, Denis Curriculum in Africa Curriculum Theory Teacher Education Teaching methodologies Education Reform. The quest for effective teaching methodologies remains a global concern, particularly for developing nations striving to optimize learning outcomes. While much of the existing research focuses on factors such as curriculum design and teacher professionalism, less attention has been paid to how curriculum materials and structured teacher training influence pedagogical effectiveness in sub-Saharan Africa. The paper draws on both Schiro’s Social Efficiency Curriculum theory and Siemens' Connectivist theory as theoretical lenses to investigate how teacher education and curriculum guidance materials can enhance effective pedagogical practices in the region and prepare learners for societal roles. The study analyzed peer-reviewed articles and grey literature, using a systematic literature review and textual narrative synthesis methodology. Findings reveal that effective pedagogy in developing contexts depends not only on what teachers know, but also on how they are trained; the instructional support available through curriculum guidance materials, learning through networks and connections, knowledge sharing, materials that promote reflective teaching, inclusive education, and alignment with local realities. It concludes by recommending policy actions to enhance teacher training and effective pedagogy, including the integration of culturally responsive pedagogy, the promotion of experiential and project-based learning, and the implementation of continuous curriculum evaluation. 2026-01-03T15:09:15Z 2026-01-03T15:09:15Z 2025 Article Birabwa, N. W., Ssempala, F., & Sekiwu, D. (2025). Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub Saharan Africa. Journal of Curriculum Development, Evaluation, and Education (JCDEE), 1(2), 1-14. 3008-1254 http://hdl.handle.net/20.500.12493/3054 en Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ application/pdf Journal of Curriculum Development, Evaluation, and Education |
| spellingShingle | Curriculum in Africa Curriculum Theory Teacher Education Teaching methodologies Education Reform. Birabwa, Namazzi Winnifred Ssempala, Fredrick Sekiwu, Denis Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title | Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title_full | Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title_fullStr | Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title_full_unstemmed | Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title_short | Utilizing Teacher Education and Curriculum Guidance Materials for Effective Pedagogy in Sub-Saharan Africa |
| title_sort | utilizing teacher education and curriculum guidance materials for effective pedagogy in sub saharan africa |
| topic | Curriculum in Africa Curriculum Theory Teacher Education Teaching methodologies Education Reform. |
| url | http://hdl.handle.net/20.500.12493/3054 |
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