In Ethiopia, as elsewhere, teachers are expected to deliver the grade-specific curriculum, set out in textbooks and teachers guides. The curriculum is designed to be cumulative in grades, with higher-order skills building on their respective foundations. However, due to slow learning progress in early primary grades, language-based transitions in upper primary grades and automatic promotion policies, many children reach grade seven or eight lacking prerequisite skills.
The importance of improving teacher training programmes in Indonesia in order to increase teacher competence
Teacher competence and professionalism play an important role in the success of student learning. As long as the government does not prioritise improving the quality of teachers or mapping the competence of teachers, it is difficult to imagine that the quality of education in Indonesia will improve.