It is no secret that countries which have made adequate and appropriate investments in education are more developed than those which have not. Usually, the quality of education in a country is a critical measure of the quality of its citizens. According to the American Commission on Teacher Education, the quality of teachers in a country largely determines the quality of its education system. This is to say that teachers play a crucial role in the achievement of the national education goals of any country. The teacher is the most important element in any education system because it is the teacher who is mainly responsible for the planning, implementation, and evaluation of educational activities. The teacher is the "soldier" on the ground and is the one who is in direct contact with the intended recipients of the educational services. The availability of competent, qualified, and motivated teachers directly affects the future development of any country Therefore, it is imperative for any country to make appropriate investments in teacher education. Teacher education is defined as "a program for education, research and training of persons to teach from pre-primary to higher education level" (National Council for Teacher Education, 1998). Based on this definition, teacher education entails the holistic development of the teacher in terms of knowledge, pedagogical skills, and professional skills. The student teacher is molded into a well-rounded person who is ready to take on the complex challenges of the teaching profession. The above definition is an inclusive statement in its attempt in capturing the aspects of teacher education. This paper is an exploration into teacher education and its related issues of certification, employment, and professional development in Kenya, Finland, and Somalia. It will then proceed to entry requirements into teacher education programs, program levels, and teaching practice. It will then follow with issues of certification, induction, management of teacher education, and employment contracts in each of the three countries. The paper will conclude with a close examination of the status of the teaching profession in each of Kenya, Finland, and Somalia and also the lessons that can be drawn from each country.

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The Kenyan government's education policies and goals are geared towards achieving education for all (EFA) in tandem with international conventions and standards, including the Sustainable Development Goals ratified in November 2015. It is estimated that there are approximately 15,500 visually impaired (VI) children in Kenya. The Ministry of Education Report (2009) showed that 1,527 children were attending special schools and 1,637 were attending integrated/inclusive schools in the country. These special schools utilize assistive technology (AT) although facilities are inadequate. The study is based on Rogers' diffusion of innovation theory. The purpose of the study was to establish the relationship between relative advantage of AT (the degree to which an innovation was perceived better than the one it supersedes) and teaching and learning of integrated English among VI learners. The study employed descriptive research design, targeting all the four special secondary schools exclusively set aside for the VI in Kenya. The sample size was four principals, 218 students, and 48 teachers. Data were collected using questionnaires, observation schedule and focused group discussions. The study established that there was significant relationship between relative advantage of AT and teaching and learning of integrated English among VI learners. The study recommended that before acquisition of AT by school management, there should be objective assessment of whether an AT would add value to the learning process compared to the already existing AT.