Teachers and teaching

Speed School in Ethiopia and Uganda shows how accelerated learning can spark change beyond non-formal classrooms. Its holistic teacher development model - rooted in practice-based training, peer collaboration, and supportive supervision - empowers facilitators to use play-based, learner-centred methods that foster creativity, confidence, and deeper learning. Crucially, there are systems and processes in place to enable these practices to spread into formal schools, improving education outcomes for all students.

Colombia’s flexible education models reintegrate out-of-school children and youth through school-based, accelerated curriculum which includes core subjects and social-emotional learning (SEL). Recognising that SEL depends on motivated, emotionally supported teachers, efforts to support teacher wellbeing are integrated into the programme through training, mentoring, and psychosocial support. This approach—supported by national frameworks and partnerships with NGOs—helps create more inclusive classrooms and strengthens student-teacher relationships, especially in contexts affected by conflict or displacement. Colombia’s experience shows that investing in teacher wellbeing is a critical strategy for improving students’ social-emotional development, engagement, and learning.

Lessons from South Sudan's experience implementing accelerated education for teachers, which - when integrated and well-supported - can be both a recovery tool and a foundation for system-wide teacher development.