مركز المعارف

This study was commissioned and published for the Global Education Monitoring Report on school leadership (2024/5). It investigates the professionalization of school leadership in eight Latin American...

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...

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...

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...

The Ugandan Teacher Social Dialogue Framework provides a structure for organizing and managing dialogue with government, employers and other stakeholders in order to bring to the fore teachers’ voices...

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 case study aims to contribute to the burgeoning evidence base on teachers working in crisis and displacement contexts and to provide the Government of Uganda, UNHCR and other key partners with...

Presentation by Ezequiel Molina, Senior Economist in the Education Global Practice, World Bank, at the online workshop Global pathways to an attractive teaching profession, that was held on 6th...

The National Foundation for Educational Research conducted an independent evaluation of the Inspect and Improve pilot project in Eastern Uganda, which is a school inspections and improvement programme...

This paper analyzes preferences for certain school attributes among in-service teachers. It explores a centralized matching process in the city of Sao Paulo that teachers must use when transferring...

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...