Plate-forme de connaissances

This report summarizes the discussions and conclusions concerning major issues affecting the status of teaching personnel by the 15th Session of the Joint ILO–UNESCO Committee of Experts on the...

This study was commissioned and published for the Global Education Monitoring Report on school leadership (2024/5). It investigates the professionalization of school leadership in eight Latin American...

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...

Il s'agit d'un document élaboré par le Secrétariat pour accueillir les nouveaux membres et les nouveaux points focaux au sein de l'Équipe Spéciale sur les Enseignants. Il vise à les aider à comprendre...

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 resolution on technology and AI from the 10th Education International World Congress emphasizes the need for ethical guidelines and professional development to help educators integrate AI into...

Les célébrations de la Journée mondiale des enseignant(e)s 2024 ont porté sur le thème « Valoriser la voix des enseignants : vers un nouveau contrat social pour l'éducation », en soulignant l'urgence...

The AI competency framework for teachers addresses defines the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing...

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...

La première édition du nouveau rapport mondial biennal sur les enseignants de l'Équipe spéciale sur les enseignants et l'UNESCO met l'accent sur la pénurie mondiale d'enseignants qui entrave la...

Target 4.c. of the SDGs states that “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries...

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...