Knowledge Hub

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...

This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators in Cambodia as curriculum developers, based on an analysis of documents and interview data...

The purpose of the National Framework on Social Dialogue for Teachers in Zambia is to provide a structure for organizing and managing dialogue between teachers on one hand, and government, union...

This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base...

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, 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 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 advocacy guide on ‘Materials’ is the fourth 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...

Teachers for All is a mixed-methods and multi-phase research programme that generates evidence on primary school teacher allocation. This report presents findings from Zambia to support policymakers...

In Tanzania Mainland, available data show that teachers’ attendance is a persistent challenge. While the stark numbers are available, the evidence-base on which factors, policies and practices affect...

This document presents ICT Competency Standards for Teachers in Tanzania which define the competency outcomes and the supporting knowledge and skills that are needed to utilize ICT in teaching. It...

The Education Strategic Plan 2019–2023 is designed for implementing education, youth and sport reforms and establishing a robust base for education in 2030 and beyond. It responds to the vision of...