Generate text that refutes this claim: Teacher training  Investment is required in teacher training to ensure quality control. Teachers need to be provided with qualifications and effective training both technical and theoretical. Teachers need to be introduced to methods on how to interact with students, provoke student debates, and manage large classes. In-service training and pre-teaching training are key.  Countries such as Uganda and Angola [1] have utilised on the job training for teachers, with positive results for teaching quality. In Uganda initiatives, such as INSSTEP [2] , provided capacity training to teachers and headteachers. 14,000 secondary school teachers participated between 1994-1999, followed by school inspections to monitor capacity. The ‘mobile-caravan’ approach is making it easier, more feasible, and flexible, to provide training [3] .  Additionally, investors and national governments need to provide Model schools, indicating what responsibilities teachers have and enabling knowledge transfer. Model schools can assist in alleviating work pressures for teachers by showing their terms of contract, duties and obligations. Increasingly teachers are expected to fulfil the role of carer, counsellor, and advisers on HIV/AIDs without relevant training.  [1] See further readings: World Bank, 2013.  [2] In-Service Secondary Teacher Education Project.  [3] See further readings: World Bank, 2013.
ary teaching international africa house believes lack investment teachers
The issue is not teachers or investment per se, rather the structure of teaching used. The curriculum is focused on passing exams to meet the MDG criteria and get students to the next stage. There remains a need to incorporate the teaching of life skills for potential career options, and encouraging students to engage in innovative thinking and explore interests. UNICEF’s Child-Friendly Education approach is a clear example, whereby the child’s need is the central focus.  Technology is changing teaching, and teacher training needs to be less theoretical; more focused on the subjective needs of the children.  Further, challenges to teacher training are prevalent. For example, not all schools are government owned - with faith bodies, private sector and NGOs establishing schools. The diversity of ownership creates challenges for regulating training provided. By focusing on teaching curriculum the national government can enforce national policy change.