مركز المعارف

This teacher education policy is directed at supporting the professionalisation of ‘all those persons in schools or other learning sites who are responsible for the education of children or young...

This paper examines Teacher Professional Development (TPD) in conflict zones and refugee settlements in Ethiopia, Kenya, Somalia, South Sudan, and Uganda through qualitative and quantitative methods...

Le mécanime de mise en oeuvre de la politique nationale enseignante du Tchad 2024-2030 (disponible ici) prévoit l’élaboration de plans d’action triennaux glissants dans le but de garantir l’atteinte...

La politique nationale enseignante du Chad a été élaborée suite à la priorité accordée à l’éducation par le Tchad, et par conséquent à ses enseignants, est confirmée par les orientations du Plan...

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%...

La déclaration a été adoptée lors du Colloque africain sur la qualité de l’education de la petite enfance et la professionnalisation des éducatrices et des éducateurs, qui a eu lieu du 4 au 5 décembre...

The Time to Teach research initiative addresses questions centred on identifying the different manifestations of teachers’ time-on-task and identifying the interactions between factors at different...

مولت الشراكة العالمية من أجل التعليم مشروع «تحسين دعم المعلّمين ومشاركتهم في مجموعات التعليم المحلية» كجزءٍ من برنامج الأنشطة العالمية والإقليمية لتعزيز قدرة المعلّمين وممثليهم على المشاركة بنشاط...

Education can be a powerful tool to transform harmful gender norms and stereotypes and address sexual and gender-based violence. Yet, in South Sudan women, men, girls and boys all face distinct...

Teachers have been on the front line in the response to the COVID-19 pandemic, which has significantly added to the already immense challenges they face in subSaharan Africa. Despite these many...

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary...

A Regional Meeting for sub-Saharan Africa was held to discuss countries’ challenges and national responses in relation to teachers in distance education and the reopening of schools. The meeting...