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 report summarizes the findings of a 2020 survey of school leaders, teachers, and parents from schools in India, Indonesia, Kenya, and Malaysia on the topic of school leadership. This group of...

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 ‘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 informe tiene por objeto proporcionar una panorámica de los aspectos clave de la profesión docente en la India, así como de la complejidad del trabajo que realizan y de su desarrollo profesional...

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...

This study analyzes whether the Indian government is able to recruit and deploy teachers where necessary, whether practices are informed by policies, and if all of this is being done in a transparent...

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...