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Using literacy and numeracy outcome measures for grades 1 and 2, this study evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2)...

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 focuses on how the Girl's Education Challenge (GEC) Phase II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only...

This policy brief presents available evidence on the policy and practice responses in teacher training and support during the periods of school closures and re-openings in 40 GPE partner countries in...

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher...

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher...

UNESCO, its International Institute for Capacity Building (IICBA) in Africa and the Teacher Task Force (TTF), are organizing a series of seminars in 2021 for national policy-makers and other relevant...

This report summarizes the findings of two sets of studies on digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania. The first set of studies...

The toolkit addresses target SDG 4.5, aiming to eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable. It also...

Teachers have been on the front line in the response to the COVID-19 pandemic, which has significantly added to the already immense challenges they face in subSaharan Africa. Despite these many...