1. T EACHER P ROFESSIONAL D EVELOPMENT (CPD); W HAT ROLE AND WHO BENEFITS ? R EFLECTIONS ON TEACHER DEVELOPMENT IN U GANDA Alice Wabule Uganda Martyrs University Email wabulealice@yahoo.comwabulealice@yahoo.com Tel: +256 772 420 535 UKFIET 15 th - 17 th September 2015

2. PROBLEM

3. A SSUMPTION ! CPD PROGRAMMES 1. Government programmes 2. NGOs and local voluntary capacity building initiatives 3. External CPD programmes offered at Universities and NTCs However? o Low interest for government programmes that do not lead to certification o External CPD programmes that are largely embraced by the teachers, yet, are more career oriented than for skills development o Teachers are driven with the urge to acquire academic degrees to: - gain social status; -enhance opportunities for better economic benefits; -spring board to leave the teaching profession

4. A RE CPD PROGRAMMES RESPONDING TO THE SKILLS NEEDS OF TEACHERS ? 1.Motivation My purpose was to leave grade three… to make my life better also by an increment in salary …at least to be promoted for head teacher ship… but somebody said, after 45 years, you are not supposed to become a head teacher, and that became a frustration

5. CTD (1) 2. Disconnect with the actual needs of teachers And the things they teach us, you wonder how they are going to help us in our primary school teaching. They teach Math concepts which cannot be applied anywhere in primary school (George) By the way at one time, me I felt like not going back (upgrade) because people who were having degrees would not really show that they are having a degree. But I realized, yes, they have a degree, I don’t have. So I am learning from them to go for further studies not because of what they do but because of the competition…(Willard)

6. H OW CAN CPD PROGRAMMES BE DESIGNED TO MEET THE LOCAL NEEDS OF TEACHERS WITHIN THEIR OWN CONTEXT ? Experience with a new kind of CPD It is school based, responds to the local needs and involves active participation of teachers and learners. It aims at: Creating conversational space through collaborative engagement as a tool for empowerment; Enhancing Peer Learning and Counseling; Strengthening feedback between teachers and learners.  This has to a certain degree enhanced: Collaborative learning and reflexivity; Promoted openness; Established feedback loops; Ownership of the innovation. Thus teachers got space to express themselves

7. END Thank you wabulealice@yahoo.com