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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%...
Nota sobre políticas
El desarrollo de los profesionales de atención y educación de la primera infancia: la base para la calidad del proceso
Los profesionales de atención y educación de la primera infancia (AEPI) son fundamentales para ofrecer un aprendizaje de alta calidad a los niños y niñas de corta edad, así como para su desarrollo y...
Documento de política pública
Bhutan professional standards for teachers
Bhutan Professional Standards for Teachers set expectations for teachers’ performance and assessment based on their roles and levels of experience. They contribute to the professionalization of the...
Documento de política pública
Bhutan ICT competency standards for teachers
The document presents Bhutan's information and communication technologies (ICT) competency standards for teachers, including standards for content knowledge and pedagogy, and for planning and teaching...
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Study on Policy Measures to improve the Attractiveness of the Teaching Profession in Europe, Volume 1
At a time when several countries are faced with shortages of qualified teachers, a new study undertaken on behalf of the European Commission looks at what Member States could do to attract the best...