Centro de conocimientos
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Informe
Informe mundial sobre el personal docente: Afrontar la escasez de docentes y transformar la profesión
El mundo se enfrenta a una grave escasez de docentes, lo que obstaculiza el logro del ODS 4 y la Agenda Educación 2030. Este primer Informe mundial sobre el personal docente destaca la urgencia de...
Informe
BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts
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...
Informe
BRiCE Project DRC and Niger: Midline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts
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...
Manual / Directrices
Secondary teacher management: requirements, allocation, and utilization - Guidelines
These guidelines published by IIEP are designed to support policy makers and technical staff in the planification and anticipation of their needs when managing secondary teaching staff to prevent...
Presentación
Teacher Task Force Thematic Groups Meeting: Pre-Primary Teachers and Facilitators
This is the PowerPoint presentation delivered during the Teacher Task Force Thematic Groups meeting on 18th September 2024 by the co-lead of the Pre-Primary Teachers and Facilitators Thematic Group...
Informe
Prioritise teachers to transform education
This report is a contribution to the growing calls to transform the teaching profession so that every child can access a professionally trained, qualified and well-supported teacher. It builds on the...
Documento de política pública
ILO Policy Guidelines on the promotion of decent work for early childhood education personnel
These guidelines set out principles for the promotion of decent work for Early Childhood Education (ECE) personnel as a means of ensuring universal access to high-quality ECE services. They are meant...
Declaración
Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education
The Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education was adopted by the participants of the World Conference on Early Childhood Care and Education...
Informe
Global report on early childhood care and education: the right to a strong foundation
This is the first global report on global and regional Early Childhood Care and Education (ECCE) trends, jointly published by UNESCO and UNICEF. The report is a key response to the commitments...
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%...
Manual / Directrices
Strengthening mental health and psychosocial support for pre- and in-service teachers in Africa
This guide is developed to provide guidance, systemic responses, and integration of mental health and psychosocial well-being in teacher education programmes and institutions. It comprises seven...
Documento de reunión
14th Policy Dialogue Forum - Resource Pack
The 14th Policy Dialogue Forum, themed "Addressing teacher shortages: Dignifying, diversifying and valorizing the profession," took place from 26 to 28 February 2024 in Johannesburg, South Africa...