This report is a comparative study on teacher professional development in relation to curriculum. The review seeks to understand the relationship between teacher professionalism and curriculum in Africa by investigating 10 selected countries covering primary and lower secondary schooling.
The analysis of the profile countries, based on questionnaires, provides an overview about policy processes, the curricula framework, pre-service and in-service teacher education, and the policy gaps in 10 different countries, namely Burkina Faso, Ivory Coast, Kenya, Madagascar, Malawi, Mozambique, South Africa, Uganda, Zambia, and Zimbabwe.