مركز المعارف

This technical brief gives a background on the evidence-based foundations of VVOB’s approach to promoting effective school leadership and exemplifies this in their work in Ecuador, Ghana, Kenya...

This policy brief outlines a project that assesses the extent to which inclusive, engaging and adaptive (IEA) pedagogies have been adopted at the system, school, and classroom levels in Ghana, Kenya...

This evaluation report presents the findings of the independent Final Evaluation of the Norad-funded project ‘Strengthening multi-partner cooperation to support teacher policy and improve learning...

This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base...

This advocacy guide on ‘Curriculum’ is the third in a series of five guides devoted to ‘Promoting Inclusive Teacher Education’. It can be used on its own or in combination with the four other advocacy...

This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers’ decisions to enter, stay in, or leave the teaching...

This publication shares the experience of nine sub-Saharan African countries which used the Teacher Policy Development Guide developed by the Teacher Task Force and UNESCO. It contains new insights...

The report discusses teacher shortages in the United States and claims that current estimates likely underestimate the magnitude of the problem. When indicators of teacher quality (certification...

The Survey of Teachers in Pre-primary Education (STEPP) is the first international early childhood care and education (ECCE) personnel survey designed for low-and-middle-income countries, aiming to...

This document summarizes three cases of Teach Primary implementations in Guyana; Mozambique; and Punjab, Pakistan, highlighting how the tool has been deployed in the field and describing its impact on...

The National Teachers’ Standards represent the first ever collectively agreed standards to guide teacher preparation and practice in the country. The Standards have been developed as a professional...

Past studies have identified low teacher attendance as a significant barrier to achieving quality universal education in Mozambique. Time to Teach is a mixed-methods project, involving interviews...