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For the first time in the history of global education goals, the United Nations Sustainable Development Target 4c specified the increase of qualified teachers as a means to achieve important...

The OECD DAC’s Network on Development Evaluation (EvalNet) adapted definitions for the five DAC evaluation criteria and added one new criterion – coherence – in 2018 to advance the 2030 Agenda...

This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda...

The presentation includes the main activities on the 2020 Annual Report and 2021 Work Plan regarding the three Teacher Task Force flagships: advocacy, knwoledge creation and sharing, and country...

The aim of the LEGO Foundation is to systemically reach children with learning through play, and empower them to become creative, engaged, lifelong learners. Over a number of years, the LEGO...

A new report from the LEGO Foundation shows that learning through play can close achievement gaps between children from more and less advantaged groups, helping all children develop the breadth of...

A major concern for policymakers around the world is how to design an entire system of education that provides high quality teaching and learning outcomes. This paper aims to make a significant...

This guidance aims to support countries in developing or strengthening a comprehensive, systematic ECE workforce strategy. It is organized around three pillars that are essential to supporting a...

These Terms of Reference have been adapted in 2024 to reflect the Teacher Task Force’s current directions, building on the Sustainable Development Goals, especially Target 4.c, dedicated to teachers...

This booklet has been prepared for the international release of TIMSS (Trends in International Mathematics and Science Study) 2019 and in the context of the study’s efforts to advance the global...