This Compendium is a knowledge product resulting from the activities of the TPD@Scale Coalition for the Global South. It offers examples of large-scale or potentially scalable information and communications technology (ICT)-mediated teacher professional development (TPD) programs across low- and middle-income countries. The Compendium describes the key features of each TPD program, their contexts, the needs they seek to meet, how ICT is deployed, and whether and how they strive for equity in making available meaningful professional learning experiences for all teachers.

Profile 1
Teacher Education through School-based Support India (TESS-India)
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Teacher Education in Sub-Saharan Africa (TESSA)
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Computadores para Educar (CPE)
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Technology Enabled Education through Joint Action and Strategic Initiatives (Tejas)
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Building Learning Foundations (BLF)
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Teachers for Teachers
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English in Action (EiA)
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Peking University X-Learning Centre
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Connected Learning Initiative (CLIx)
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Tu Clase, Tu País (TCTP)
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UNESCO Mobile Project in Nigeria and Pakistan
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Zambian Education School-based Training (ZEST)
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Programa Nacional de Informática Educativa (PRONIE)
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Information Communication Technology for Rural Education Development (ICT4RED)
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Programa de Actualización Curricular Docente (PACD)
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Early Language, Literacy and Numeracy Digital (ELLN Digital)


The lead authors of this Compendium, Freda Wolfenden and Pearl Boateng, drew heavily on earlier detailed landscape reviews on teacher professional development (TPD) programs that use information and communication technologies (ICTs), which were conducted for the TPD@Scale Coalition for the Global South by SAIDE from 2018 to 2019 under the direction of Tony Lelliot (TPD@Scale Coalition for the Global South, 2019), and by SUMMA in 2020 led by Dante Castillo-Canales (SUMMA, 2021).

The lead authors also undertook further desk review and conducted follow-up interviews with relevant project representatives. They would like to acknowledge and express gratitude to all those who shared additional project information and participated in interviews. These include colleagues from the British Council, namely, Liana Hyde, Anne Wiseman, Reimaz Hashim, and Rustom Mody; and colleagues from The Open University in the UK, namely, Tom Power, Claire Hedges, Kris Stutchbury, and Rachel Hanson. They are also grateful to Chantal Uwiragiye, Andrea Tiganescu, and Charlotte Jones of the Education Development Trust; Mary Mendenhall and her team at Teachers College, Columbia University; Leandro Costa of the World Bank; Marlien Herselma, Adele Botha, and Merryl Ford of the Council for Scientific and Industrial Research in South Africa; and Yizhou Fan, formerly of the Peking University Graduate School of Education. The lead authors also wish to thank Alvaro Galvis of the University of the Andes in Colombia; Eugenio Severin of Tu Clase, Tu País in Chile; Undersecretary Magali Ramos of the Ecuador Ministry of Education; Natalia Zamora of Programa Nacional de Informática Educativa (PRONIE) in Costa Rica; Sylvia Garde, Justin Modesto, and Kriselle de Leon of the Foundation for Information Technology Education and Development; and Salome Ong’el and Sofia Cozzolino of the Education Development Trust.