Knowledge Hub

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...

These guidelines are intended to assist Education Ministries in Southeast Asia, as well as other relevant ministries and agencies in both professionalizing early childhood teachers and promoting...

Building on existing regional initiatives on early childhood care and education (ECCE) and teacher professional development, the ECCE teacher competency framework aims to enhance the...

The document presents Bhutan's information and communication technologies (ICT) competency standards for teachers, including standards for content knowledge and pedagogy, and for planning and teaching...

Building on existing regional initiatives on Early Childhood Care and Education (ECCE) and teacher professional development, the ECCE teacher competency framework aims to enhance the...

This publication outlines how governments across South Asia, including Nepal, employed several strategies to enable continued learning during the pandemic in the most innovative ways. Furthermore, it...

These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...

The first virtual High-Level Forum on Teacher Competencies in the Digital Revolution: Reaching the Unreached, on 30 July 2021, examined the solutions to ensure learning continuity; discussed national...

The Survey of Teachers in Pre-primary Education (STEPP) is a first international survey for low- and middle-income countries, aligned with the OECD Starting Strong Teaching and Learning International...

With ongoing reshaping of socio-economic development by globalization and regional integration, and as new demands are placed on the labour market, many countries have responded by reforming education...

Solving the twin challenges of teacher supply and teacher quality will require time and investment. It will also require innovation and a willingness to experiment and confront problems with new tools...