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The education sector is a broad one. Because VVOB wants its results to be both impactful and sustainable, we make choices. We focus on the professional development of teachers and on effective school leadership in four educational subsectors, by developing the capacity of local education actors.

Teachers and school leaders

Besides a student’s socio-economic background, the quality of teaching and school leadership has the biggest impact on educational achievement. Therefore, we are strongly committed to the professional development of these important actors.

 

We support the professionalisation of teachers by strengthening the institutions tasked with their initial training and continued professional development, and those institutions responsible for the mentoring and coaching of new teachers. This way, the pedagogical and didactic competencies of both new and experienced teachers are strengthened.

 

We are also committed to the professional development of school leaders. Effective school leadership creates an environment in which teachers provide quality work. School leaders guide, support and develop their teachers, and have, as such, a big impact on learning outcomes of learners too.

Capacity development

We offer technical solutions in the form of technical assistance that reinforces the capacity of the government and local education authorities. This mainly concerns departments in the ministries of education and institutions that provide professional development opportunities to teachers and school leaders. We offer practical and technical education expertise as well as process support, and simultaneously make sure that our partners increasingly take the lead as the programme progresses. This guarantees the sustainability of our results.

Four educational subsectors: goals

  • Teachers and school leaders in early education (and in the transition to primary education) provide an equal start to all learners to ensure their full development during their future education.

Vietnam | Zambia | Belgium

  • Teachers and school leaders in primary education use appropriate pedagogical and didactic methodologies to improve literacy, numeracy and life skills in all learners.

Cambodia | Rwanda | South Africa | Zambia | Belgium

  • Teachers and school leaders in general secondary education (and in the transition to it) ensure all learners acquire the necessary 21st century skills.

Rwanda | Belgium

  • Teachers and school leaders in technical and vocational education and training prepare all learners to the needs of society and decent work.

DR Congo | Ecuador | Suriname | Belgium

Equity, and gender equity in particular, is a common thread in all our activities.

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