Context
Between 2017 and 2022, the British Council and the Algerian Ministry of National Education (MoNE) collaborated on the Supporting School Reform in Algeria (SSRA) programme, a multi-strand initiative designed to support national education reform. The English Pedagogy strand of the programme addressed a critical systemic challenge: the rapid expansion of the Algerian education system had brought approximately 40,000 newly recruited teachers into schools, many of whom had received little or no formal pedagogical training.
Recognising that inspectors play a central role in teacher development and quality assurance, the project focused on building the professional capacity of a core group of middle and secondary school inspectors. These inspectors were responsible not only for supervising classroom practice but also for providing training and mentoring support to teachers across the country.
The aim of the project was therefore to strengthen inspectors' pedagogical expertise, training skills and mentoring approaches so that they could cascade improved teaching methodologies to teachers nationwide. Particular attention was given to strengthening students' receptive and productive language skills, developing communicative teaching practices and integrating English more effectively with STEM-related content and 21st-century skills.
Implementation
The programme followed an earlier pilot initiative (2016–2017) that had helped establish a continuing professional development (CPD) framework and training standards for new teachers. Building on this foundation, the five-year project focused on sustained professional development for inspectors.
Across multiple phases of training, the programme worked intensively with 65 middle school inspectors and 70 secondary school inspectors, supporting them to develop skills in pedagogy, training delivery, coaching and mentoring. Each phase combined scoping visits, needs analysis and classroom observations with structured training modules delivered by international consultants.
Needs analysis conducted through classroom observation, teacher surveys and stakeholder consultations identified several key priorities for professional development. These included strengthening communicative approaches to language teaching, expanding strategies for developing speaking skills, supporting teachers in sourcing and adapting materials, and introducing new approaches to formative assessment and classroom research.
Training was designed around practical, experiential learning principles. Inspectors engaged in micro-teaching sessions, peer practice activities and collaborative workshops, enabling them to rehearse training approaches before cascading them to teachers in their regions. The programme emphasised generative activity types that inspectors could adapt to different contexts rather than simply replicate.
A major output of the project was the development of a training manual for inspectors, co-created with participants and designed to support the cascade training process. This manual provided structured guidance for inspector-led training sessions and formed the basis for a national cascade programme.
The project also adapted to changing circumstances during the COVID-19 pandemic. Training delivery shifted to online platforms, including Zoom workshops and a Moodle-based learning management system that enabled collaboration, mentoring and resource sharing. This transition not only allowed the programme to continue but also strengthened inspectors' digital literacy and their ability to deliver remote training themselves.
Impact
The SSRA programme contributed to significant professional development among Algerian English inspectors and strengthened the foundations for long-term improvement in English language teaching.
One of the project's most important achievements was the development of a sustainable cascade training model. Inspectors gained the skills and confidence to deliver professional development sessions for teachers, enabling new pedagogical approaches to reach classrooms across the country.
Classroom observations and inspector feedback indicated encouraging shifts in teaching practice, including greater use of student-centred activities, group work and project-based learning. Teachers also demonstrated increasing willingness to supplement textbooks with authentic materials and digital resources.
The programme also fostered a strong professional community among inspectors. Collaborative training activities and online platforms enabled inspectors to share resources, discuss classroom challenges and support one another's professional growth.
Despite logistical challenges — including geographical distances, security restrictions affecting field visits and the disruption caused by the COVID-19 pandemic — the project demonstrated the effectiveness of sustained, capacity-building approaches to educational reform.
By strengthening inspectors' ability to mentor teachers, lead professional development and support pedagogical innovation, the programme helped establish a foundation for improving English language teaching across the Algerian education system. The experience also highlighted opportunities for future reform, including textbook development, the integration of 21st-century skills and the potential introduction of English at primary level.
Key Findings at a Glance
Inspectors are key change agents in the system
Strengthening the pedagogical, coaching and mentoring skills of inspectors proved to be an effective way of supporting large-scale improvements in teaching practice across the education system.
Cascade training can reach large teacher populations
By training a core cohort of middle and secondary inspectors, the project established a structured cascade model capable of reaching thousands of English teachers across the country.
Communicative teaching approaches can shift classroom culture
Training focused on speaking activities, project work and learner-centred tasks helped inspectors promote more communicative and interactive classroom practices.
Teacher confidence grows when inspectors adopt mentoring roles
Moving from inspection-focused supervision to coaching and mentoring approaches strengthened professional relationships between inspectors and teachers.
Digital platforms expanded access to professional development
The use of Zoom and a Moodle-based learning platform during the COVID-19 period enabled inspectors to continue collaborating, sharing resources and delivering training remotely.
Textbooks and assessment systems strongly influence classroom practice
Despite curriculum reforms promoting communicative teaching, textbook-driven instruction and exam pressures remain major factors shaping teachers' classroom approaches.
3 Big Insights
1. Sustainable reform requires system-level capacity building
Investing in inspector training created a sustainable mechanism for professional development that can continue supporting teachers beyond the life of the project.
2. Professional learning communities strengthen reform efforts
Collaboration among inspectors through peer practice, shared resources and online networks helped create a strong professional learning culture.
3. Blended training models can extend national impact
The successful shift to remote delivery demonstrated the potential for blended professional development approaches to overcome geographical barriers and support teachers across a large country.