Centro de conocimientos

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...

This policy brief outlines a project that assesses the extent to which inclusive, engaging and adaptive (IEA) pedagogies have been adopted at the system, school, and classroom levels in Ghana, Kenya...

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%...

En muchos países de ingreso bajo y mediano, el absentismo docente representa un gran impedimento a la hora de alcanzar buenos resultados de aprendizaje. En Gambia, los datos empíricos disponibles...

Este estudio teórico analiza los estándares profesionales del personal docente de 14 países de la región del Pacífico. Averiguar cómo se mide la excelencia en la docencia y cuáles son las dificultades...

Esta crisis educativa se ve agravada por la necesidad de que los sistemas educativos se adapten a sus correspondientes entornos, los cuales suelen cambiar con mucha rapidez. La globalización y los...

This is the first edition of the International Barometer of the health and well-being of education personnel in France, the Wallonia-Brussels Federation, Morocco, Gambia, Quebec and Mexico. The study...

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...