Commonwealth Education Trust

Teach2030 is CET’s teacher development programme that provides teachers, and the young people in their care, with the skills and mindset to succeed in their future lives and careers. It seeks to reach the areas with the lowest levels of quality provision.

"When people are able to get quality education they can break from the cycle of poverty. The lack of trained teachers in many parts of the world is jeopardizing prospects for quality education for all. "
UN, Sustainable Development Goals


The Global Why

  • The lack of trained teachers in many parts of the world is jeopardizing prospects for quality education for all.
  • Sub-Saharan Africa has a relatively low percentage of trained teachers in pre-primary (44%), primary (74%) and secondary education (55%).
  • Traditional methods of teacher training and development are mostly ineffective, unscalable and unsustainable.

The Local Why

Kholosa has been a primary school teacher in KwaZulu-Natal, South Africa for 5 years and is passionate about education. She is an energetic teacher who is always trying to find new ways to engage her learners. She is keen to develop her skills. She has 77 students in her class which provides challenges with individual attention, marking workload and physical space. Her classroom is laid out in a traditional row style, with a blackboard at the front of the room. The curriculum is demanding and there is a lot of material to cover. Kholosa finds herself teaching to the whole class, and spends the majority of the class talking. She is keen to develop her teaching practice in order to improve learning outcomes. Despite her enthusiasm to develop she does not get professional development due to a lack of suitable training opportunities.



Our response to these challenges is our Teach2030 programme. We believe passionately that quality education is fundamental to improving people’s lives and sustainable development. Teach2030 supports teachers through a personalised programme that helps transform their practice from teacher led to student centred through self-reflection and collaborative learning.

Supporting Teachers

Supported throughout by local facilitators, their peers, online communication and collaboration.


Apply the learning to their own context, focusing on developing their individual challenges at their own pace and at a time that suits them.

Self reflection

Develop a cycle of reflection enabling them to identify their strengths and areas for development.


Communities of practice formed to provide a network for teachers to support each other to develop.



  • On the ground organisation/government collaboration and partnerships to support and deliver local facilitation (Pilot working with JET Educational Services funded by CET)
  • Content adapted from the first course in our Foundations of Teaching for Learning programme of eight MOOCs (Massive Open Online Courses)
  • Blended model utilising low cost and low data technologies, google classroom and whatsapp with local facilitators

Teach2030 In Action

Teach2030 in action

  • Pilot April-November 2018 in South Africa
  • 40 teachers
  • 2 x pilot groups in Qwaqwa and KwaZulu-Natal
  • In partnership with JET Education Services, not for profit organisation in South Africa
  • Working closely with pilot teachers to develop the programme to achieve long term educational impact and sustainability
  • Development will be assessed in three ways:  by self assessment survey;  short, self-captured classroom observations that are peer reviewed;  and self reflection portfolio.



The outcomes will be monitored on developing from teacher led to student centred practice. We will measure this development based on the following areas;

  • Self-awareness and reflection
  • 21st century skills
  • Theories of learning and thinking
  • Dynamic curriculum delivery
  • Questioning
  • Assessment
  • Real world connections

Long term, we plan to measure the impact of student engagement and learning.

"Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when the teachers returned to their classrooms."
South African Journal of Education