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Assessment of the psychosocial impact of Covid-19 on teachers, teacher educators and learners and psychosocial support needs in selected Sub-Saharan African countries
This study, conducted by UNESCO IICBA in 2021 across 14 African countries, revealed significant psychological impacts of COVID-19. The most prevalent psychological impact was depression, affecting 31%...
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Time to teach. Nigeria
The Time to Teach study seeks to support both federal and state governments by providing a comprehensive understanding of teacher attendance in Nigeria’s primary schools. It also aims to provide...
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The bedrock of inclusion: why investing in the education workforce is critical to the delivery of SDG4 - Nigeria Study
This report, which focuses on Nigeria, is part of a multi-country study undertaken on behalf of ActionAid, Education International and Light for the World in Ethiopia, Malawi, Mozambique, Nigeria and...
The bedrock of inclusion: lessons from five African countries
This report summarises lessons and recommendations from a multi-country study undertaken on behalf of ActionAid, Education International and Light for the World. The study looked at the current state...
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Protecting education personnel from targeted attack in conflict-affected countries
This briefing paper focuses specifically on targeted attacks on elementary and secondary education personnel and measures implemented to protect them. Education personnel include teachers, education...
وثيقة اجتماع
Concept note E9 meeting
Teacher Development for Inclusive Relevant Quality Education Concept Note This concept note aims to provide participants the background, objectives and expected outcomes of the one‐day meeting on...
وثيقة اجتماع
Final report E9 Meeting
The meeting on Teacher Training for Inclusive Relevant Quality Education was opened by Ms Magdalene Maidoh, Nigeria, current chair of the E-9 consortium. Dr. Amarjit Singh, Joint-Secretary, Ministry...
تقرير
Transnational study on inclusion in education institutions in Africa – The preparedness of educators. The cases of Cameroon, Kenya, Cote d’Ivoire, Nigeria and Togo
Current trends in education focus on the importance of inclusive practices, characterized by valuing all, respect for differences, and enabling the full participation of all learners including...
تقرير
Teacher Policies and Practices to Address EFA (Anglophone countries)
Teacher Policies and Practices to Address EFA: Examples of Ghana, Nigeria, South Africa and UgandaInternational Task Force on Teachers for Education for All
وثيقة اجتماع
12th International Policy Dialogue Forum - Futures of Teaching - Concept Note (Arabic)
The Futures of Teaching - Concept Note (Arabic version) September 2019 International Task Force on Teachers for Education 2030 Since the adoption of the SDGs and the Framework for Action of the...
إعلان/بيان
Dubai Declaration (Arabic)
Dubai Declaration on The Futures of Teaching - Arabic This is the Arabic version of the Declaration featuring the recommendations and pledges resulting from discussions during the 12th Policy Dialogue...