Centro de conocimientos

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...

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...

The purpose of the National Framework on Social Dialogue for Teachers in Zambia is to provide a structure for organizing and managing dialogue between teachers on one hand, and government, union...

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%...

This advocacy guide on ‘Materials’ is the fourth 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...

Teachers for All is a mixed-methods and multi-phase research programme that generates evidence on primary school teacher allocation. This report presents findings from Zambia to support policymakers...

El absentismo docente constituye un obstáculo de gran envergadura para la consecución de los objetivos educativos nacionales en muchos países de ingreso bajo y mediano, donde las tasas de dicho...

Este estudio, encargado por la Oficina de la UNESCO en Beirut, analiza la situación de los docentes en varios países árabes durante la crisis provocada por la COVID-19. Dada la importancia del papel...

Esta nota tiene por objeto proporcionar directrices normativas basadas en la investigación para la gestión eficaz del personal docente de la etapa elemental en las escuelas públicas que atienden a...

En los últimos decenios, Jordania ha hecho progresos considerables en materia de educación. El país ofrece ahora diez años de educación básica obligatoria y gratuita, y ha mejorado las tasas de...

In crisis and displacement situations, the role of teachers is particularly significant; they are the ‘key to successful inclusion’ and are sometimes the only educational resource available to...

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary...