Both research and anecdotal evidence in the past decade have highlighted that primary school teachers in sub-Saharan countries typically are not adequately prepared to teach the contents of the school curriculum (e.g., Bold et al., 2017). International donors who are engaged in developing countries tend to support and fund educational reforms that focus mainly on improving the skills of in-service teachers, even where program descriptions include support for improving teacher education programs at the pre-service level. As identified in the United Nations Sustainable Development Goals1 covering the period 2015–2030, a supply of well-trained teachers is one way to improve equity and quality of education (UNESCO, 2015).
