**11. Implications for the Global South**

General concern and trends around teacher education and training relate to 'the resolution of the balance between theory and practice; the attempts to match the demand for and supply of teachers; the degree of central control of teacher education; the status, recruitment and output of teachers' (Morris and Williamson, 2000, 281). Successful teacher education and training could happen in the context of school, though there is no evidence of this happening in the Global South. Considering the urgency of teacher education and training, teachers' professional development should be school-based and it is essential to provide a stable policy basis for continuous development.

'Training models for teachers should be reconsidered in many countries to strengthen the school-based pre- and in-service training rather than rely on lengthy traditional, institutional pre-service training' (UNESCO, 2005b, 3). This kind of suggestion has been resistant by traditional teacher training institutes and sometime**s** supported by teachers themselves and their unions. However, 'It is only now that people are starting to listen to those who saw the shortage of qualified teachers as a major impediment to national development and that national and international authorities are beginning to realize that the achievement of the Millennium Development Goals and the Education for All objectives depends on the training of professionals capable of the long-term effort to promote education effectively, in particular through the training of teachers and managerial staff in the education system' (UNESCO, 2005b, 2).

For doing so, school-based forms of open and distance learning using new communication technologies are the only viable way forward (Banks et al, 2009). 'Increasingly new modes of open and distance learning, including new information and communication technology application are seen as vital to new approaches to training provision on a large scale' (UNESCO, 2008, 2). School-based modes of supported open and distance learning, exploring ICTs are the only feasible way to make such provision widely available (Shohel & Power, 2010).
