Centro de conocimientos

Teachers for All is a mixed-methods and multi-phase research programme that generates evidence on primary school teacher allocation. This report presents findings from Botswana to support policymakers...

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%...

This advocacy guide on ‘Policy’ is the second 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...

Este estudio, encargado por la Oficina de la UNESCO en Beirut, analiza la situación de los docentes en varios países árabes durante la crisis provocada por la COVID-19. Dada la importancia del papel...

Esta nota tiene por objeto proporcionar directrices normativas basadas en la investigación para la gestión eficaz del personal docente de la etapa elemental en las escuelas públicas que atienden a...

En los últimos decenios, Jordania ha hecho progresos considerables en materia de educación. El país ofrece ahora diez años de educación básica obligatoria y gratuita, y ha mejorado las tasas de...

In crisis and displacement situations, the role of teachers is particularly significant; they are the ‘key to successful inclusion’ and are sometimes the only educational resource available to...

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...

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...

Report of the Hanoi Workshop Addressing the EFA Teacher Gap: What Makes Effective Policies and Practices in Asian Countries? Case Studies on: Bangladesh, Indonesia, and Vietnam - November 2011...