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Abstract

Many low- and middle-income countries face an acute teacher-training crisis, with severe shortages of qualified teachers and under-resourced professional development (PD) systems. These deficits undermine instructional quality and student learning, perpetuating a global learning crisis.  This paper draws on the author’s experience supporting teacher development through Rotary International and USAID in 19 African and Asian countries, highlighting program design elements (contextualized training, coaching, and adaptive curricula), implementation challenges (resource gaps, logistics, teacher turnover), and documented successes (improved classroom practices, student engagement, and retention). We then review scalable, systemic strategies proven effective in resource-poor settings, such as sustained mentoring, school- or community-based professional learning communities, and practice-based coaching. These approaches—especially when integrated with technology and teacher agency—can enhance instructional quality at scale.Finally, we discuss implications for underserved U.S. districts, which share barriers like chronic underfunding and staffing shortages. Adapting global equity-driven models (e.g. teacher residencies, peer networks, ongoing coaching) could help these districts invest in teachers as the most critical lever for improving student outcomes.
Keywords: Low-Resource Education Systems, Education Policy Reform, Equity in Teacher Training, Teacher Professional Development.