Mozambique: better learning through teacher development, local support and resilient delivery

The context

Mozambique’s national in-service strategy uses teacher-training institutes and school-cluster structures to strengthen primary teaching. Current UNICEF priorities also connect teacher development with inclusion, foundational learning, emergency continuity and carefully chosen digital innovations.

What the public evidence shows

• Continuous professional development is organised through national and regional structures.
• Teacher training is connected to school clusters rather than one-off central workshops.
• Digital learning is presented as one tool inside a broader quality and resilience strategy.
• Crisis and displacement make continuity of learning a permanent design concern.

What Asmbly takes from the case

Asmbly’s regional design should support teacher work in low-connectivity settings and allow local implementation teams to see where curriculum, training or support remains incomplete.

What cannot be assumed

Older programme accounts and current strategy pages describe different phases of reform. They should be read as context, not combined into a single measured result.