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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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Guidance note on developing a crisis-sensitive teacher policy
Norwegian Teacher Initiative: Strengthening Multi-Partner Cooperation to Support Teacher Policy and Improve Learning One of the aims of the Norwegian Teacher Initiative is to support education...