Centro de conocimientos

The Futures of Teaching - Concept Note September 2019 International Task Force on Teachers for Education 2030 Since the adoption of the SDGs and the Framework for Action of the Education 2030 Agenda...

Classification of teacher training programmes: Progress and next steps towards ISCED-T Presentation by Friedrich Huebler, Head of Section, Education Standards and Methodology at the UNESCO Institute...

12th Policy Dialogue Forum Programme The Programme features an overview of the 12th Policy Dialogue theme as well as a detailed agenda and a presentation of the Forum's side event.

Dubai Declaration on The Futures of Teaching This Declaration features the recommendations and pledges resulting from discussions during the 12th Policy Dialogue Forum that took place in Dubai from 8...

The 2018 Teacher Task Force annual report describes the activities and results as linked to the new vision and the theory of change in the Strategic Plan. It is structured in line with the framework...

The 2019 workplan describes the activities forseen for this year as linked to the new vision and the theory of change in the Strategic Plan. It is structured in line with the result framework of the...

This document presents a few guidelines to follow when talking about and describing the International Task Force on Teachers for Education 2030 and its work.

Countries all over the world are also grappling with the related challenges of poor teacher working conditions and dwindling retention rates and teacher career reforms have been identified as a...

In an effort to better understand the potential role of Artificial Intelligence (AI) in education, UNESCO Mobile Learning Week 2019 was convened to focus on the role of AI and sustainable development...

Progress made in improving access to education has not translated into improvements in learning for many children, especially those from disadvantaged backgrounds and in conflict areas. The UNESCO...

Research scholars (Gay, 2010; Gorski, 2013; Howard, 2014; Irvine, 2003; Ladson-Billings, 1995; Noguera, 2008) assert that traditionally marginalized children suffer academically within educational...