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The revised Teacher Education Development Programme 2022 describes how teacher education will be developed in the 2020s to overcome the challenges of teacher education, teaching and learning...

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 article focuses on the initial literacy training provided to students in the first stage of their undergraduate degree in primary education at higher education institutions in the Dominican...

The regional research of the Red para la Lectoescritura Inicial de Centroamérica y el Caribe [Network for Initial Literacy in Central America and the Caribbean – RedLEI] set out to investigate the...

This document is part of a series of follow-up reports on teacher policies by the Partnership for Educational Revitalization in the Americas (PREAL). These reports seek to foster informed debates on...

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 study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the...

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...

The Survey of Teachers in Pre-primary Education (STEPP) is the first international early childhood care and education (ECCE) personnel survey designed for low-and-middle-income countries, aiming to...

The Ministry of Education, Science and Technology (MoEST) has developed this National Framework for Continuing Professional Development (CPD Framework) for teachers and teacher educators in Malawi...

This regional report summarizes the main findings and recommendations of monitoring reports for Dominican Republic, El Salvador, Guatemala, and Honduras in 2015. Those reports offer a common...