Centro de conocimientos

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...

The purpose of the National Framework on Social Dialogue for Teachers in Zambia is to provide a structure for organizing and managing dialogue between teachers on one hand, and government, union...

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 study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base...

This article examines inequitable teacher distribution in Tanzania and its implications on the efficiency in public education expenditure. It also presents lessons learned for other 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%...

This advocacy guide on ‘Materials’ is the fourth 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...

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 Zambia to support policymakers...

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...

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 Ministry of Education, Science and Technology (MoEST) has developed this National Framework for Continuing Professional Development (CPD Framework) for teachers and teacher educators in Malawi...