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 article reports on a systematic review exploring the role of teachers as change agents in education. The review aimed to synthesize current knowledge on five key aspects: 1. How teacher change...

This document produced by the organization in charge of the accreditation of teacher education programs in Pakistan presents the standards, or requirements, specifically for distance and virtual...

This document provides a characterization of the Pakistani teaching staff and schooling system, providing therefore information about recruitment and training needs on the national territory. Ten...

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 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 report is a contribution to the growing calls to transform the teaching profession so that every child can access a professionally trained, qualified and well-supported teacher. It builds on the...

This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators in Cambodia as curriculum developers, based on an analysis of documents and interview data...

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 publication provides information on reforms to teacher development being introduced by the Department for Education of the United Kingdom. It has been produced to provide an overview of each of...

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...

Based on an ethnographic study with teachers who experienced the 2006 Yogyakarta earthquake in Bantul, Indonesia, this article contributes to a nascent body of literature on teachers’ work, their...