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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, commissioned by UNESCO Office Beirut, analyses the situation of teachers in several Arab countries during the COVID-19 crisis. Given the importance of teachers as leaders and agents of...

This policy brief aims to provide research-informed policy guidance for the effective management of elementary-level teachers in public schools catering to Syrian refugees in Jordan. The guidance is...

Over the past decades, Jordan has made considerable progress in education. The country now offers ten years of compulsory and free basic education, and has seen improved enrolment rates, school...

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...

In crisis and displacement situations, the role of teachers is particularly significant; they are the ‘key to successful inclusion’ and are sometimes the only educational resource available to...

A Regional Meeting for sub-Saharan Africa was held to discuss countries’ challenges and national responses in relation to teachers in distance education and the reopening of schools. The meeting...

Rapport de l’atelier d’experts sur le thème : Remédier à la pénurie d’enseignants pour réaliser l’EPT : comment rendre les politiques et les pratiques efficaces ? - Decembre 2011 Equipe Spéciale sur...

Solving the twin challenges of teacher supply and teacher quality will require time and investment. It will also require innovation and a willingness to experiment and confront problems with new tools...