This aligns with my research on the impact of school leadership on knowledge sharing. Strong school leadership fosters environments where teachers can exchange ideas, learn from one another, and implement best practices. The report supports this by indicating that leaders influence teacher motivation, set expectations, and establish systems for continuous learning.

Conversely, weak leadership and a lack of structured collaboration limit opportunities for professional growth and knowledge transfer. School leaders who prioritize professional learning communities, mentorship programs, and open communication cultivate a culture of knowledge sharing, enhancing the school's effectiveness as a learning environment. However, challenges such as rigid hierarchies, insufficient training, and weak accountability structures can impede these efforts.

From this, I learned that instructional leadership is crucial; principals must actively support teacher development beyond administrative tasks. Intentional teacher collaboration is essential; merely colocating teachers does not lead to knowledge sharing without structured opportunities for idea exchange.

Additionally, accountability and continuous learning are vital; without systems to monitor and support knowledge sharing, collaboration efforts may be inconsistent or ineffective.

To improve educational outcomes in developing countries, policymakers and school leaders should strengthen instructional leadership by training principals in knowledge sharing strategies and teacher development. They should also create structured professional development opportunities, such as professional learning communities, mentoring programs, and teacher coaching. Enhancing accountability measures ensures that collaboration and shared learning contribute to better teaching and learning. Allocating resources for continuous, practical, and relevant teacher training is also crucial. By implementing these strategies, school leadership can drive meaningful knowledge sharing, ultimately improving educational outcomes and addressing learning gaps in schools.

References:

World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise.

Yalçın, M. T., & Çoban, Ö. (2023). Effect of school leadership on student academic achievement: school level path variables. Current Psychology, 42, 21249–21262.

Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.

The section was right in its conclusion that even the poor prefer private education. Regarding the proliferation of private schools, UBEC data (2022) indicates that there at between 1.5 – 3 private schools for every public school in the Southern region of Nigeria (where majority of schools and learners are situated). The ratio is likely to be much higher at present. The report highlighted majority of the reasons for the general preference for private education – proximity, cost, innovation, and increased teacher accountability.  Before we suggest other reasons from the Nigerian context, we will hasten to add that, contrary to the assumption in the report, competition from private schools has not improved the performance of nearby public schools.

One of the other reasons for parents’ preference of private education include the view of good education as a means to escape poverty both in terms of job prospects from better quality education and the opportunity for children/wards of the poor to network with children of the rich and build connections for the future. Another reason we identified is that parents see private education as a status symbol and would therefore pay a fortune to have their children in private schools than bear the ‘shame’ of being viewed as poor or uncivilised. This form of elitism is even more fierce among the ‘upper class’ parents, who go to great lengths to raise millions of Naira for fees and extracurricular activities in magic circle (international, IB etc.) schools whose names they would regularly drop among their peers to show how ‘well’ they were doing. 

Private schools in Nigeria certainly fill some gaps that public schools may not be able to fill. Some of the gaps include faith-based education (which a significant number of parents prefer – especially at the tertiary stage), teaching quality, flexibility and innovation. As the paper rightly noted, private schools are not bogged down with bureaucracy and over-regulation that characterise public education (this point brought to mind our previous class on centralisation and decentralisation). However, it was also pointed out that private school teachers are significantly underpaid and lack requisite teaching qualifications. As a result, a good number of private schools may not really provide the quality of education that is assumed. This is an issue because, though they are helping with the numbers, there are no quality outcomes. In effect, despite the acquisition of educational certifications handed out by low quality schools, the educational disparities and consequent inequalities remain.

Despite the huge number of out of school children in Nigeria (especially in the Northern region where issues like terrorism and strict cultural/religious beliefs have placed specific groups like the girl child, Almajiri children and Fulani cattle-rearers at a marked disadvantage), efforts at pursuing universal basic education is driven at the public school level alone. To the best of our knowledge, there are no public-private initiatives between the Nigerian government and private schools in pursuance of the goal of learning for all. Private schools do not enjoy any public support or funding and public schools are solely funded (or underfunded?) by the government.

Some of the public-private initiatives highlighted in Brazil, Uganda and India are quite commendable and could be viable avenues for the Nigerian government to drive towards achieving education for all. It will also benefit those under-funded private schools that lack infrastructure and qualified teachers. Also, government intervention is also likely to benefit poorly paid private school teachers because government regulation and oversight may result in some kind of scale being developed for remuneration of teachers in schools subject to such partnerships. On the other hand, regulation may impede the flexibility and innovation earlier highlighted as a positive for private schools – this may not be too much of a disadvantage for those private schools that may have veered off the national goals of education and should have been better regulated in the first place.

The success of any public-private initiatives will depend on oversight and checks built into the structure to prevent corruption in allocation of resources and selection of target schools. Oversight must go beyond the Ministry of Education or the regulator to include stakeholders such as parents, teachers and pupils both at the federal and state level. The structure already exists (there are Federal and State Universal Basic Education Commissions). This should just be expanded to include representation for the different stakeholders.

In conclusion, we would like to state that we really enjoyed engaging with the reading and sharing our perspectives. We found it quite enriching. Thank you!

 References: 

Universal Basic Education Commission (2022) Basic education data in Nigeria. https://factsheets.ubecedata.com/

My ERP implementation journey at IIT Jammu parallels many challenges identified in the report regarding technology adoption in developing contexts. Initially, we faced resistance from staff accustomed to manual processes from diverse socio-economic backgrounds with varying technological literacy. Schweisfurth (2011) described that practical barriers exist when teacher capacity is limited. He further reminded us about the culturally nuanced perspectives that affect adopting new methods.

The ERP-based residence management system at IIT Jammu was designed to give personalized services to students while streamlining administrative processes. Similar to the learning crisis described in the World Bank (2018), at IIT, we observed a "service delivery crisis" where technology access gaps amplified inequities. Students from rural regions with limited prior technology exposure struggled initially compared to their urban counterparts.

Our strategy shifted to a more learning-centred approach, where we redesigned the ERP interface to accommodate different proficiency levels and provided training sessions for staff and students. This approach resonated with the World Bank's (2018) recommendation that "education systems tend to amplify initial differences," which demand careful intervention and a nuanced approach.

The most significant insight we gained during the implementation of ERP was that technology alone cannot address systemic inequities. According to the World Bank (2018), information and communication technology has had a mixed impact on learning.; we at IIT found that our ERP system required complementary human support systems to ensure equitable access for all students and staff regardless of their socio-economic and cultural background.

By implementing support structures such as training sessions, peer mentoring groups, feedback mechanisms and open house sessions alongside technical solutions, we created an environment where technology became an equalizer rather than a divider, mirroring the core principle that effective technological interventions must enhance human relationships, not replace them.

References

Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 425-432.

World Bank. (2018). World development report 2018: Learning to realize education's promise. World Bank Group. https://doi.org/10.1596/978-1-4648-1096-1

Reference:

World Bank. (2018). World development report 2018: Learning to realize education’s promise. Washington, DC: World Bank.

The centre stage for achieving educational success, as established in the World Bank Report, is primarily deep-seated on early child development of the learner. The report revealed the most effective way to set children on high-development trajectories to create cognitive and socioemotional development through early child nutrition, care, stimulation and learning opportunities. It further advanced the course of making education inexpensive and the use of other facilities to motivate student learning.

The cost of education should be consistent with the universal principles of accessibility and affordability. It should at best be free and compulsory at basic levels to ensure equity and equality without compromising quality. Making education a public good will enhance learning, increase enrollment and reduce long-term poverty. Ghana is a notable sub-Saharan African country where the government is rigorously pursuing a program of free education that targets children from the kindergarten level to the senior high school level. Nigeria is another African country implementing an expanded program called PLANE which aims to foster sustainable improvements, deliver foundational skills and improve learning outcomes, especially for marginalized groups. The net effect is to remove the financial barriers that often hinder enrollment and to promote equity, equality and social justice. According to the report “Early exposure to risks associated with poverty may prevent children from realizing the promise of education” (WorldBank, 2018, p.114)

The focus of the chapter is on effectiveness and the need for early intervention and other social inputs. This calls for the implementation of pro-poor programs aside from the absorption of fees as indicated above. There is a need for institutionalization of school feeding programs to shore up the nutrition deficit of learners to sustain their physical presence in the classroom and general motivation. About remediation, there should be a conscious effort to help learners who start school late and those with learning difficulties catch up. In Ghana, we have a differentiated learning program that aims to bridge the learning gaps. The project provides a comprehensive report on how to help learners develop and motivate them to stay in school. social intervention programs are the means to achieve educational objectives and also to open the sector for all especially the less privileged in the society.

References

Howe, B. R., & Covell, K. (2013). Education in the best interest of the child: A children’s rights perspective on closing the achievement gap. University of Toronto Press.

World Bank Group. (2018). Learning to realize education's promise (Report No. 978-1-4648-1096-1). https://doi.org/10.1596/978-1-4648-1096-1

Our review focused on the learning crisis within developing countries according to the World Development Report 2018: Learning to Realize Education’s Promise (World Bank, 2018). In our discussion, we centered on the disconnect between formal schooling and actual learning outcomes and the systemic challenges that hinder educational progress. A key takeaway from the report was that millions of children, despite attending school for several years, fail to acquire even basic literacy and numeracy skills. I reflected on a recent conversation with one of our classmates, where she shared an example of a Grade 3 student in Canada who could not construct even a basic English sentence. This experience highlights the stark reality that, in many parts of the world, children still struggle with foundational skills after years of schooling.

The report emphasizes that education systems in many countries often worsen inequalities, especially for children from marginalized backgrounds, including those in poverty, rural isolation, and gender disparity. This resonates with me, as we have witnessed how unequal access to quality education persists, affecting children in different regions worldwide.

These differences manifest in classrooms where disadvantaged children also struggle despite their potential. The report's findings underline how such inequalities not only limit individual opportunities but also contribute to the broader cycle of poverty and underdevelopment. Addressing these systemic barriers is crucial for creating a more equitable education system for all.

Reflecting on this, I remembered one of my own experiences as a teacher. I have seen how external factors, such as family support and socio-economic conditions, really impact students’ academic progress. One student from a low-income household, despite his intelligence, struggled to keep up with his peers due to a lack of foundational support at home. This personal experience mirrors the report’s findings on how disadvantaged children face significant barriers to learning (World Bank, 2018).

Our discussion also focused on the root causes of poor learning outcomes. A lack of funding, low-quality teaching, overcrowded classrooms, and weak governance remain critical issues. To address these, strategies such as investing in teacher training, leveraging educational technology, and strengthening early childhood education were identified (UNESCO, 2020; UNICEF, 2019). These strategies are vital in closing the educational gap in developing contexts.

REFERENCES:

·       UNICEF. (2019). The state of the world's children 2019: Children, food and nutrition. UNICEF. https://www.unicef.org

·       World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank Group. https://www.worldbank.org/en/publication/wdr2018

In Vietnam, the education system tends to still follow a teacher-centered model in many public schools. This is due to multiple factors: limited resources, rigid curriculum structures, and the challenges teachers face in adapting their teaching styles without clear guidance or adequate training. The learner-centered approach, which focuses on active learning, student engagement, and personalized teaching, requires a shift in mindset from both teachers and students. However, the lack of resources—such as interactive materials, modern teaching technologies, and professional development opportunities—makes it difficult for teachers to fully embrace and implement this approach in their classrooms.

Private schools, on the other hand, seem to be more open to adopting the learner-centered approach, likely because they have more freedom in terms of curriculum design and have more resources to support innovative teaching methods. They often emphasize individualized learning, project-based assignments, and critical thinking, which are core elements of the learner-centered model. However, the divide between public and private schools could exacerbate inequality in educational outcomes, as students in private schools benefit from more progressive pedagogies, while those in public schools may struggle in a more rigid, teacher-led environment.

To improve educational outcomes in Vietnam, the following strategies could be considered:

1. Teacher Professional Development: Provide teachers with training and resources on how to implement learner-centered strategies in their classrooms.

2. Curriculum Flexibility: This could involve encouraging project-based learning, collaborative group work, and problem-solving activities that promote student ownership of their learning.

3. Resource Allocation: Invest in resources, such as digital tools, interactive platforms, and learning materials, to help teachers create dynamic and engaging lessons.

4. Student-Centered Policies: Support policies that allow schools to experiment with different teaching methods and assess their effectiveness.

5. Community Involvement: Encouraging collaboration between schools, families, and communities can create a supportive environment for students.

It seems to me that educational leaders are aware of the steps needed for a shift towards a learner-centered model, but the lack of resources and limited funding hinder this process. To move forward, educational leaders need not only a strong plan but also sustainable funding to bring these plans to life. Without money, any strategy for change, no matter how well-thought-out, can remain unrealized. Therefore, it’s crucial to focus on securing the necessary financial resources, whether through government investments, international partnerships, or private sector support. Until funding becomes available, a good plan will remain remains nothing more than a concept gathering dust.

There are different aspects to the crisis of learning ranging from the socioeconomic ability of a family, the proximity of school to the belief of the parents or even the performance of the child in school.

It is a known fact that parents who do not understand the effect or impact of education would rather have their children stay at home helping the family that go to school, especially if they struggle to pay tuition fees, buy resources and cater for other educational needs of their children.

I remember my mum telling me that she couldn’t go to the university because priority was given to male children.

In time past in Nigeria the belief amongst certain ethnic group is that you should not send a girl child to school as she will get married one day and leave you family. So, priority was given to the boy child. However, times have change and people are aware of the importance of educating everyone and especially the importance of educating a female child. Educating a female child is a powerful tool when it comes to transforming the family, community and society at large, as was reflected in the story of Nadya the 25-year-old from Mashkhail in the article.

The financial capacity of a family also determines what they do in terms of educating their children. Some parents know and understand the impact of education but are unable to afford it, Sometimes the school is so far away that they are not able to make it there. In my country because of how important we value education, some strategies in place to ensure that there is free education for all especially at the basic school level includes

1)      Government funding: most public schools are funded by the government. There is a program called the National Youth Service Corp (NYSC) in my country. Every graduate from tertiary institution must serve their country for one year by giving back to the community. Most Corp members are recruited into schools to teach young children. Especially schools in the rural area. It was through this program I entered into the education space and became a teacher.

Other bodies that fund schools are Churches, communities, NGOs etc.

Reference

World Bank Group. (2018). Learning to realize education's promise (Report no. 978-1-4648-1096-1). https://doi.org/10.1596/978-1-4648-1096-1

Teaching in Lagos, Nigeria, for over ten years has given me a first-hand understanding of the diverse challenges and innovations in education systems in developing contexts. The challenges faced include but are not limited to lack of resources, overcrowded classrooms, limited teaching materials, and inadequate infrastructure. Despite these challenges, I’ve also seen incredible strength and creativity among teachers. For example, in my school, we often improvised teaching aids, mathematics teachers can use bottle caps for counting, and English teachers can use Old newspapers for reading comprehension exercises, vocabulary building, and discussions on current events. I believe that these creative approaches, though born out of necessity, demonstrate the power of resourcefulness among teachers in developing countries.

The concept of learner-centered education has been a topic of great interest to me. Schweisfurth (2011) discusses how this approach while promising, can sometimes create new challenges in developing contexts. In my experience, shifting to learner-centered methods was not easy. For example, when I introduced group discussions and project-based learning, many students resisted. They were used to memorizing notes and just wanted to pass exams. Some even complained about the cost of materials for projects, saying they just wanted to focus on what would help them pass. Parents also pushed back, worrying that these new methods weren’t focused enough on exam preparation. They often asked, “Will this help my child pass their tests? This tension reflects Schweisfurth’s observation that learner-centered education while aiming to empower students, can sometimes clash with deeply ingrained cultural and systemic expectations.

However, I have also seen how learner-centered methods could help solve some of the challenges in developing countries. For example, by encouraging students to work in groups, I noticed it boosts their collaboration and confidence skills. Projects that allowed students to explore local issues, like waste management in a city like Lagos also helped them connect their learning to real-life challenges. This is in agreement with the World Bank’s (2018) emphasis on the importance of making education relevant to students’ lives. The report highlights that education systems in developing countries must focus not just on access but on the quality of learning and its applicability to students’ contexts.

One of the key lessons I’ve learned is that improving educational outcomes in developing countries Like Nigeria, requires a balanced approach. While learner-centered methods have great potential, I believe they must be adapted to fit the local context. For example, in Lagos, I found that combining traditional teaching methods with more interactive activities worked better than a complete shift to learner-centered education. This combination will help students to develop critical thinking skills while still meeting the demands of the exam-focused system.

These readings also made me reflect on the broader systemic changes needed. The World Bank (2018) stresses the importance of addressing foundational issues like teacher training, infrastructure, and community engagement. In my experience, teacher training was often inadequate, leaving many teachers unequipped to implement new methods. I think Investing in professional development and providing ongoing support for teachers will make a huge difference.

In conclusion, education in developing contexts is a complex but deeply rewarding field. While challenges like inadequate resources and cultural resistance persist, there are also opportunities for innovation and relevant change. By adapting learner-centered approaches to local realities and addressing systemic barriers, we can create education systems that truly meet the needs of students and communities. My experience in Lagos has taught me that progress may be slow, but every small step counts.

References

Schweisfurth, M. (2011). Learner-centered education in developing country contexts: From solution to problem? International Journal of Educational Development, 31(5), 419–426. 

World Bank. (2018). World development report 2018: Learning to realize education’s promise.  World Bank. https://www.worldbank.org/en/publication/wdr2018 

The reading this week allows me to reflect on my research topic: what defines professional development and learning in the Jamaican high school context? The research aligns with the reading content provided as it ties directly into effective professional development (PD) for secondary teachers in Jamaica by addressing several interrelated factors that shape teacher effectiveness and, ultimately, student achievement. Three key points that I have garnered from the reading that stimulated my reflection by informing strategies to improve educational outcomes in developing countries like Jamaica  are:

Curriculum Relevance: when an appropriate, context-sensitive curriculum is utilized in the classroom it presents a key to open the door for robust student engagement. PD programs can help teachers adapt and modify curricula to better meet the needs of student especially in light of challenges students may faced example those with special needs or those that are deemed slow learners. An example of this student centered approach is active at the high school that I work in Jamaica. The curriculum is customized to fit the needs of the students who are more comfortable in the vocational skills programme that they choose to acquire lifelong skills than having the main focus on the academics. Teachers are given the opportunity to access PD events to acquire the skillets needed to improve students’ learning.

Teacher Motivation and Incentive
the World Bank (2018) underscores that teacher motivation and incentives makes a difference even with few inputs. When resources are limited, no amount of training can substitute for teacher motivation. Teachers have to be both intrinsically and extrinsically motivated by the resources needed for them to get the job done effectively. Effective PD should be greatly emphasized to capture strategies that will boost teacher morale, professional respect, and motivation. These may involve but not limited to leadership training, mentoring, and even discussing systemic reforms like restructuring teacher pay or developing teacher skill set.

Professional Learning Communities:  the collaborative efforts and formation of professional learning communities encourages continuous improvement, shared expertise, and a culture of accountability, which are crucial for creating high teaching standards and adapting to changing educational demands. It is incumbent on school leaders to corral these structured collaborative efforts at these professional events so that relationships may be fostered, strengthened and knowledge shared reciprocally among educators.

  Professional development for teachers will ultimately aid in their learning to realize  education ‘s promise World Bank (2018)  as it sets out  to mobilize administrators and policy makers, to equip educators with the necessary skills, fostering collaborative environments, and driving systemic reforms. For educators and administrators alike, the key takeaway is that sustained, context-specific, and data-informed PD can be a transformative leverage used to “align the practice with learners’ voices and decision-making Schweisfurth (2011)” thus, improve effective educational outcomes and bridging the learning gap between advantaged and disadvantaged students.

References

Schweisfurth, M.(2011)

Learner-centered education in developing country contexts: From solution to

Problem? Interrnationl journal of Educational development

World Bank (2018) World Development Report 2018:

 Learning to realize education’s promise. World Bank Group