Evaluating a National Teacher Reskilling Initiative: A Qualitative Study of Program Design and Implementation

Abstract

This study examines a national teacher reskilling initiative designed to address workforce imbalances and enhance educational outcomes through upskilling and reskilling practices. The initiative represents a collaborative effort between the Ministry of Education and universities to support teacher redeployment into high-demand specializations. A qualitative research design was employed to explore the program’s design, implementation, and challenges. Semi-structured interviews were conducted with four senior officials involved in the initiative, and the data were analyzed using thematic analysis to identify recurring patterns and insights. The findings indicate that the initiative represents an innovative model of teacher professional development aligned with national education reform priorities. Universities demonstrated adaptability in responding to implementation challenges, and inter-institutional collaboration played a critical role in program delivery. However, several challenges emerged, including time constraints affecting program execution, inconsistencies in communication across institutions, and the assignment of teachers to specializations outside their prior training. The study highlights the importance of establishing clear evaluation indicators, improving communication mechanisms, and extending program timelines to strengthen implementation effectiveness. These findings contribute to understanding large-scale teacher reskilling initiatives and provide practical insights for policymakers and educational leaders seeking sustainable workforce development solutions.