Teacher training programs should consider the competing demands on teachers' time and strive to provide adequate incentives and support that is relevant to their work. Asking teachers to make time outside of the classroom to receive training is a major constraint on the take-up and success of education programs. Past MCC programs, including the education project in Georgia, demonstrate the utility of aligning programming with existing professional development schemes in the partner country’s ministry of education. The teacher training program in Guatemala incentivized participation by providing tablets and awarding participants a degree/certification (profesorado de enseñanza media) upon completion, with the idea that this would provide them a professional benefit through promotion potential. Education programs could also consider reducing the time burden by coordinating with education institutions to create an academic calendar that includes paid teacher development days during normal school hours.
Lesson Learned