This policy brief highlights the urgent need for improved in-service teacher education (INSET) to support the rapidly expanding basic education sub-sector in Sub-Saharan Africa. With the growing youth population, educational systems are struggling to keep pace. For example, in the eight-country study, primary enrolment in Niger trebled between 2000 and 2011, and overall access to schooling increased from 34.1% to 76.1% over the same period. The same was, however, not witnessed in teacher preparation – a situation reflected in the other countries. Many have, thus, resorted to hiring uncertified teachers.

The brief outlines some challenges like insufficient funding, fragmented policies, weak teacher training programs, and a lack of alignment between INSET and teachers’ career progression.

It recommends a shift towards school-based INSET approaches that are more cost-effective and directly relevant to teachers’ classroom needs. It also calls on governments to provide sustainable funding and robust governance structures. It advocates for the use of digital and distance learning technologies to expand access to professional development, especially in remote areas. Furthermore, it calls for greater involvement of the private sector and better alignment of INSET programs with national educational goals to enhance teacher quality and improve student outcomes across the region.