Niki Abrishamian

Bio: Niki Abrishamian is an academic researcher from UNICEF. The author has contributed to research in topics: Basic education & Tanzania. The author has an hindex of 1, co-authored 1 publications receiving 81 citations.

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda

Abstract: While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.

Improving 21st-Century Teaching Skills: The Key to Effective 21st-Century Learners

Abstract: The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about des...

The role of basic education in post-conflict recovery

Abstract: The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels The paper also argues for the development of

The Challenge of Learning : Improving the Quality of Basic Education in Sub-Saharan Africa : Quality, Equality and Democracy, David Johnson (Ed.) : book review

Abstract: This book focuses on educational quality, equality and democracy in the African context, in particular sub-Saharan Africa. Critical issues that impact, directly or indirectly, on education quality are raised in the book. These include low quality of education in sub-Saharan Africa despite meaningful improvements in access to education, gender inequality in education, the need to use the mother tongue in teaching and learning and persistent inequalities between the previously disadvantaged and advantaged schools. These are important issues, some of which are hotly debated within current educational debates. There is no doubt that the book comes at the right time, seeking to address educational challenges bedevilling our education systems in Africa. This then adds value to the publication.

Mo(ve)ments in Professional Identification: Achieving Professional Identity and Becoming a Teacher in Danish and Kenyan Teacher Education.

Abstract: This article explores and compares the way in which Danish and Kenyan student-teachers achieve a professional identity while training to be teachers, drawing on conceptually-related theoret...