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Education of teachers and students is crucial for the implementation of Uganda’s governmental goals regarding educational gender equity and equality and the achievement of United Nations Strategic Development Goals (SDG), especially Goal #4 relating to education and Goal #5 mandating gender equality. This chapter begins with an overview of the nation, its geography, history and policies with regard to education and gender. This is followed by a discussion of pedagogy and especially gender responsive pedagogy and the barriers to implementing it. The chapter continues with the methods, goals and results of a qualitative study designed to assess the understanding of gender and its practices of the staff and teacher trainees in the School of Education at Makerere University and offers recommendations and conclusions stemming from the study. Most students and staff have basic understandings of concepts such as gender, sex, and sexual harassment, but are unfamiliar with the idea of gender responsive pedagogy. While there are graduate level courses that focus on gender, undergraduate students have limited contact with relevant instructors or coursework. Recommendations take into account that, given the structure of the university and the way prospective teachers are trained, such gender-affirming steps as affirmative action policies, a gender mainstreaming department within the Academic Registrar’s Office and the presence of a School of Gender and Women Studies at the university have little impact on teacher trainees or their trainers.

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical “craft,” something that requires a scant “training” program, and those who frame the education of teachers as a more holistic activity; one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of Association for Partnership in Teacher Education in England, six dimensions of the current school–university partnership culture are identified. How those involved in ITE are affected by these elements is then critiqued. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teaching – like the roman rider straddling various horses. Their ability to balance the “disturbances” that arise from the rapidly changing central government policies in England, potentially challenges the integrity of the teaching profession.

Purpose − This study illustrates how poor deployment and inefficient management contribute to poor usage of the Malawian school system's teacher resources.Methodology − The author uses data from Malawi's Ministry of Education Science and Technology's Department of Teacher Education and Development and the Education Management Information System to examine the supply of and demand for teachers. The data illustrate the relationships between teacher assignment and the need for teachers at the district, school, and classroom levels.Findings − Teacher assignment policies and practices in Malawi result in class sizes in the first three years of primary school that are much larger than optimal. Additionally, the prevailing shortage of teachers is about 25% worse than necessary because of inefficiencies in teacher deployment. For example, teacher shortages and surpluses often exist in the same districts.Research limitations − This study was limited by the poor quality of data maintained by the Malawian Ministry of Education and the teacher training colleges. While better data would elucidate and improve teacher deployment, existing data should more purposefully target assignment of teachers to schools with the greatest staffing need.Practical implications − Policy solutions identified include requiring minimum teaching workloads and clearer defining criteria for assignment of teachers to schools and grade levels.Value − By demonstrating the wide variations in student–teacher ratios at the district, school, and grade levels in Malawi, this study provides insight into ways in which prevailing policy and practice may compromise both efficiency and quality at each level.

Purpose – This chapter describes the Bologna process in teacher education in France. Since the beginning of the reform in 2005, university teacher training institutes (IUFMs) were integrated in the universities, and the possession of a master's degree became a requirement to teach in France. The main objective of our study is to point out ambiguities, tensions and difficulties that have accompanied implementation of this reform.Methodology – The study is based on the examination of official publications of French stakeholders during the reform's design and implementation. The content analyses of the collected data are carried out using the concept of “universitarisation” and its three dimensions: structures; knowledge and curriculum; and actors. Other data collected during the “Teacher Education Curriculum in the EU” research project complete this study.Findings – The impact of the reform on teacher candidates is described as a “disaster,” in French scientific literature. The policymakers did not grasp the opportunity the Bologna process presented to enhance the quality of teacher education and improve the status of the teaching profession. On the contrary, in the context of budgetary constraints in education, the government has used this reform to remove the posts of teacher trainees, thus reducing the internship period.Value – This chapter addresses practitioners and researchers interested in comparative educational studies and teacher education policy development in the context of the Bologna process.