Centro de conocimientos

This paper explores the link between teacher wellbeing, attrition, and shortages in crisis-affected contexts, where conflict, refugee influxes, and under-resourced environments exacerbate challenges...

Cet article présente les résultats d’une étude menée auprès de 752 enseignants et 637 parents dans le Sud Kivu. Les auteurs y examinent l’impact de la gratuité de l’enseignement primaire en République...

The Building Resilience in Crisis through Education (BRiCE) research project, led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu), evaluates...

The Building Resilience in Crises through Education (BRiCE) research project, led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu), aims to...

Este documento, forma parte de una serie de documentos de trabajo de estudios exploratorios encargados por el Intercambio en Conocimiento e Innovación (KIX) de la Alianza Mundial para la Educación...

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 document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents Finn Church Aid’s experiences in improving well-being through...

Refugee teachers and teachers of refugees play a vital role in providing education to refugee children and youth and by contributing in myriad ways to refugee communities. In many contexts, refugee...

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 report situates the Teacher-led Learning Circles project in relevant research evidence and examples from practice to support teacher leadership and professional development for teachers’...

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...