Author: Stephen Harrison

Developing responsive and adaptive approaches in support of Adolescent Girls’ Education in Zimbabwe by developing communities of reflective practice – The story of SAGE in Zimbabwe

Within this blog, we reflect upon the progress and impact of embedding reflective practices at scale in Zimbabwe within the Supporting Adolescent Girls’ Education (SAGE)[i] programme’s Accelerated Teaching and Learning (ATL) component, which developed its own communities of reflective practice (CoRPs).

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