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This teacher education policy is directed at supporting the professionalisation of ‘all those persons in schools or other learning sites who are responsible for the education of children or young...

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 study analyzes the scope and content of the teaching profession in Sierra Leone, describing its main challenges and providing recommendations to better align teacher training with education needs...

This advocacy guide on ‘Curriculum’ is the third in a series of five guides devoted to ‘Promoting Inclusive Teacher Education’. It can be used on its own or in combination with the four other advocacy...

This study analyzes the scope and content of the teaching profession in Sierra Leone, describing its main challenges and providing recommendations to better align teacher training with education needs...

This study aimed to better understand why the inequitable distribution of teachers persists in Sierra Leone despite the investments in the education workforce, and how the government may resolve this...

The Time to Teach research initiative addresses questions centred on identifying the different manifestations of teachers’ time-on-task and identifying the interactions between factors at different...

The project “Improving Teacher Support and Participation in Local Education Groups” was funded by the Global Partnership for Education as part of the Global and Regional Activities programme to...

The primary objective of this report is to construct an initial model of ‘union renewal’ or ‘union transformation’ to be considered for further development by selected Education International...

Education can be a powerful tool to transform harmful gender norms and stereotypes and address sexual and gender-based violence. Yet, in South Sudan women, men, girls and boys all face distinct...

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary...