Abstract
The goal of ‘teacher quality for all’ is proving difficult to achieve in many countries, especially in rural and remote areas, yet teacher quality is a key determinant of students’ participation rates and levels of achievement. Though teachers’ professional development may be recognised as essential for improving teacher quality, policy choices, resources and approaches sometimes restrict its availability and limit its value to teachers. This paper describes the use of distance education and Information and Communication Technologies (ICT) to increase rural teachers’ learning opportunities in rural China and as a means for policy-makers and planners to support teachers’ professional development in ways than empower teachers.
Highlights
Many countries are progressing towards the goals of Education for All, but struggle to achieve ‘teacher quality for all’, especially in rural or remote areas in developing countries
How can the use of distance education and Information and Communication Technologies (ICT) support goals of social justice in teacher education in rural and resource-poor areas? What kind of criteria should we use in judging their achievement?. This paper examines these questions in the context of the European Union (EU)-China Gansu Basic Education Project
Whereas formerly, priorities and programmes had been determined by higher authorities far removed from school and village realities, the Teachers’ Learning Resource Centres (TLRCs) system enabled teachers and schools themselves to construct a programme of professional development based on their assessment of their own needs combined with county priorities
Summary
Many countries are progressing towards the goals of Education for All, but struggle to achieve ‘teacher quality for all’, especially in rural or remote areas in developing countries. Using distance education and ICT to improve access, equity and the quality in rural teachers’ professional development in western China Robinson done to give teachers status, support and reward. Using distance education and ICT to improve access, equity and the quality in rural teachers’ professional development in western China Robinson excellent head-teachers and county education officers). It gives another lens through which to view projects and I use it to review the EU-China GBEP’s achievement of the 4As
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