Context
Strengthening the quality of English language teaching is a key priority within Tunisia’s wider education reform agenda. While youth unemployment remains high, employers report difficulty recruiting candidates with the language proficiency and transferable skills needed for modern workplaces. Improving English teaching in schools is therefore seen as an important step in preparing young Tunisians for future education and employment opportunities.
Within the public education system, many primary teachers responsible for teaching English have limited access to continuing professional development (CPD). This is particularly the case for teachers working with young learners in resource-constrained schools or rural regions. Traditional training opportunities are often sporadic, and many teachers lack support in developing activity-based, learner-centred teaching approaches that encourage communication and creativity in the classroom.
The Teaching for Success Tunisia programme was designed to address these challenges by strengthening teacher capacity and confidence. Funded by the UK Foreign, Commonwealth and Development Office (FCDO), the initiative aimed to equip primary school teachers with practical teaching strategies while supporting Tunisia’s broader goals around education reform, employability and the development of 21st-century skills.
Implementation
The programme delivered a large-scale professional development initiative for English teachers working in Tunisian primary schools. Between 2019 and 2020, more than 2,800 teachers participated in a 30-hour training programme delivered across ten locations nationwide.
The programme was implemented by a consortium led by TELT and ELT Consultants, supported by over 60 specialist teacher trainers working with teachers of Grade 4 English learners.
The training focused on practical, classroom-ready methodologies for teaching English to young learners, including the use of storytelling, interactive activities and learner-centred approaches.
Training was structured in three phases over a six-month period, allowing teachers to apply new strategies in their classrooms between sessions. During these periods, participants received ongoing support through digital communication channels such as WhatsApp and Telegram groups, where trainers provided feedback on lesson plans and classroom experiments.
To ensure access for teachers in remote communities, the programme introduced an innovative blended delivery model known as “Success on Wheels.” In this format, teachers gathered in local schools and participated in remote workshops led by expert trainers, supported by a local teaching advisor. This approach enabled teachers in rural areas to benefit from the same training opportunities as their urban counterparts.
The programme also included professional development opportunities for teaching advisors and inspectors. These participants engaged in training activities both in Tunisia and the UK, including school visits and teacher education programmes, enabling them to observe effective teaching practices and strengthen their capacity to mentor teachers locally.
Impact
The programme has contributed to strengthening the professional capacity of primary school teachers across Tunisia, enabling them to deliver more engaging and effective English lessons.
Teaching advisors who participated in the programme reported particularly strong outcomes. All respondents agreed that the training helped them develop new knowledge and skills relevant to their roles, while 60% strongly agreed and 40% agreed that the programme increased their confidence in supporting teachers and evaluating classroom practice.
Teachers reported greater confidence in applying activity-based teaching strategies and using new classroom resources to support language learning. Early feedback indicates that these approaches are helping teachers create more interactive learning environments that encourage communication, collaboration and creativity among students.
Beyond classroom practice, the programme also strengthened collaboration between Tunisian education stakeholders and UK education partners. The initiative created opportunities for exchange between ministries, teacher educators and training organisations, demonstrating the value of international collaboration in supporting large-scale teacher development.
By reaching teachers across multiple regions and introducing flexible training models for rural schools, the programme also helped reduce disparities in access to professional development. In doing so, it contributes to the broader goal of ensuring that all young Tunisians benefit from high-quality English education.