Comparing CPD Systems in Somaliland and Rwanda: Implications for Technology-enabled Teacher Development

Abstract

Teacher quality strongly shapes student learning, yet post‑conflict systems often struggle to institutionalize Continuous Professional Development (CPD) as a coherent, accountable, and scalable policy system. This study conducts a comparative documentary analysis of CPD policy systems in Somaliland and Rwanda across five components: standards alignment, governance and coordination, delivery modalities, monitoring/verification mechanisms, and technology‑enabled supports. Guided by Policy Borrowing and Lending Theory, the analysis is limited to official policy and sector‑document corpus, with research literature used only to interpret feasibility.

Findings indicate that Somaliland’s CPD framework is ambitious - mandating CPD (100 hours over a three‑year cycle), proposing a credits/points model linked to progression, and signaling EMIS‑based tracking and digital‑literacy priorities - but remains under‑specified in the operational tools required for credible verification and consistent implementation at scale. Rwanda’s CPD system is more operationalized, specifying school‑embedded routines, clearer role responsibilities, portfolio‑type evidence, and information‑system‑linked monitoring and certification. The study recommends that Somaliland prioritize implementable instruments (templates, a light portfolio rubric, and verification procedures), establish minimum PLC/coaching routines, phase high‑stakes incentives until verification is functional, and pilot an EMIS CPD module alongside a mobile‑accessible CPD resource repository.