Centro de conocimientos
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Documento de política pública
National Teacher Education Policy, South Sudan, 2023-2030
This teacher education policy is directed at supporting the professionalisation of ‘all those persons in schools or other learning sites who are responsible for the education of children or young...
Artículo
Teacher Professional Development in Emergency Contexts: A small sample exploratory analysis for five East African Countries
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...
Informe
Assessment of the psychosocial impact of Covid-19 on teachers, teacher educators and learners and psychosocial support needs in selected Sub-Saharan African 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%...
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Time to teach. Nigeria
El objetivo del estudio Time to Teach consiste en apoyar al Gobierno federal y a los gobiernos estatales proporcionándoles información exhaustiva sobre la asistencia al lugar de traajo de los docentes...
Informe
Time to teach. Sudán del Sur
La iniciativa de investigación Time to Teach estudia cuestiones relativas a cómo reconocer las distintas manifestaciones del tiempo que los docentes dedican a su cometido, así como las interacciones...
Nota sobre políticas
Preparar y retener a docentes eficaces de educación especial
Este informe estudia estrategias para preparar y retener a docentes eficaces de educación especial. Muchos estados de los Estados Unidos sufren escasez de docentes de educación especial. Para...
Artículo
Solving the teacher shortage: How to attract and retain excellent educators
This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers’ decisions to enter, stay in, or leave the teaching...
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The teacher shortage is real, large and growing, and worse than we thought
The report discusses teacher shortages in the United States and claims that current estimates likely underestimate the magnitude of the problem. When indicators of teacher quality (certification...
Declaración
Déclaration et appel à l’action de Casablanca sur la qualité de l’éducation de la petite enfance et la professionnalisation des enseignants et des éducateurs
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...
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The bedrock of inclusion: why investing in the education workforce is critical to the delivery of SDG4 - Nigeria Study
This report, which focuses on Nigeria, is part of a multi-country study undertaken on behalf of ActionAid, Education International and Light for the World in Ethiopia, Malawi, Mozambique, Nigeria and...
The bedrock of inclusion: lessons from five African countries
This report summarises lessons and recommendations from a multi-country study undertaken on behalf of ActionAid, Education International and Light for the World. The study looked at the current state...
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Building Capacity for Teaching Engineering in K-12 Education
Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on...