Knowledge Hub

These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...

This webinar on Crisis-Sensitive Planning in Emergency and Displacement Situations will build on the Guidance Note on Developing a Crisis-Sensitive Teacher Policy, jointly developed by UNESCO, UNHCR...

Report for the Technical Meeting on the Future of Work in the Education Sector in the Context of Lifelong Learning for All, Skills and the Decent Work Agenda (Geneva, 17–21 May 2021). This report aims...

Introductory presentation of the Early Childhood Education and Care thematic group. It describes the 2021 workplan of the group, the partners involved and the future plans.

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...

These Guidelines set out principles for the promotion of decent work for early childhood education (ECE) personnel as a means of ensuring universal access to high-quality ECE services. In this respect...

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...

In Latin America, as in other regions of the world, the expansion of education coverage has led to concern about safeguarding the quality of instruction. In particular, the selection, training, and...

This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda...

This guidance aims to support countries in developing or strengthening a comprehensive, systematic ECE workforce strategy. It is organized around three pillars that are essential to supporting a...

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...