Abstract
A teacher is critical in modeling a learner. Continuing Professional Development (CPD) for teachers is important in attaining sustainable education. Africa has had several In-Service Training (INSET) systems as interventions towards CPD. Respective governments owning, managing, driving and sustaining INSET is vital if effective teacher profes sional development aimed at sustainable quality teaching and learning is to be achieved in any country. However, the problem is the presence of unsustained CPD and INSET systems in Kenya, Malawi and Zambia running for short periods with unsustained continuity. With the view to propose owned and sustained INSET system, the objective of this qualitative research was to identify governmental strategies that would enhance CPD through sustainable INSET. Secondly, it was to clarify teacher professional development with the focus on implementation of programs at opera tional levels, the role played by: individual governments through incountry trends and its structures as well as inter national trends and cooperation. To achieve this, a qualitative study based on the Grounded Theory approach ex amining historical records, perception and field visit was conducted. The data was analyzed with the support of ATLAS.ti 6.2 This paper discusses how the software worked to reduce the data so that it can be explained to the be nefit of this research.
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