Centro de conocimientos
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School Leadership in Low- and Middle-Income Countries
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...
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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%...
Manual / Directrices
Promoting inclusive teacher education: Policy
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...
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Time to teach. Togo
Si bien los agentes políticos nacionales del Togo son conscientes del reto que supone el absentismo, los estudios sobre los factores, las políticas y las prácticas que influyen en la asiduidad de los...
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Time to teach. Ghana
El objetivo principal del estudio Time to Teach centrado en Ghana es generar datos empíricos sobre los determinantes del absentismo docente en las escuelas de preescolar, primaria y secundaria, así...
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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...
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Sin docentes no hay clase: informe de 2021 sobre el estado de la educación en la India
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...
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Supporting teachers through policy development. Lessons from sub-Saharan Africa
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...
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Getting the right teachers into the right schools: managing India's teacher workforce
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...
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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Survey of teachers in pre-primary education (STEPP): lessons from the implementation of the pilot study and field trial of international survey instruments
The Survey of Teachers in Pre-primary Education (STEPP) is the first international early childhood care and education (ECCE) personnel survey designed for low-and-middle-income countries, aiming to...
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Union Renewal in the Education Sector: Prospects for the Asia-Pacific
The primary objective of this report is to construct an initial model of ‘union renewal’ or ‘union transformation’ to be considered for further development by selected Education International...