Knowledge Hub

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 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 Ugandan Teacher Social Dialogue Framework provides a structure for organizing and managing dialogue with government, employers and other stakeholders in order to bring to the fore teachers’ voices...

This evaluation report presents the findings of the independent Final Evaluation of the Norad-funded project ‘Strengthening multi-partner cooperation to support teacher policy and improve learning...

This article examines inequitable teacher distribution in Tanzania and its implications on the efficiency in public education expenditure. It also presents lessons learned for other countries.

This study examines the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on three situation-specific teacher skills...

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%...

This case study aims to contribute to the burgeoning evidence base on teachers working in crisis and displacement contexts and to provide the Government of Uganda, UNHCR and other key partners with...

This is the first edition of the International Barometer of the health and well-being of education personnel in France, the Wallonia-Brussels Federation, Morocco, Gambia, Quebec and Mexico. The study...

The National Foundation for Educational Research conducted an independent evaluation of the Inspect and Improve pilot project in Eastern Uganda, which is a school inspections and improvement programme...

This volume is the result of scientific collaboration between Wits School of Education in South Africa and Tübingen School of Education in Germany. It presents a comparative analysis of teacher...

This publication shares the experience of nine sub-Saharan African countries which used the Teacher Policy Development Guide developed by the Teacher Task Force and UNESCO. It contains new insights...