Knowledge Hub

The AI competency framework for teachers addresses defines the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing...

This document is a call to actively step up the implementation of more effective teacher policies in Latin America, building on the efforts that many countries in the region have already set in motion...

The ProFuturo programme aims to boost the development of digital skills for life and learning to allow teachers, students, leaders and school principals face the challenges of 21st century society. It...

This study analyzes whether the Indian government is able to recruit and deploy teachers where necessary, whether practices are informed by policies, and if all of this is being done in a transparent...

These guidelines are intended to assist Education Ministries in Southeast Asia, as well as other relevant ministries and agencies in both professionalizing early childhood teachers and promoting...

In recent decades, several educational systems in Latin America have undertaken reforms to professionalize teaching. In this current study, the Latin American Coalition for Teaching Excellence, in...

This report reviews Shanghai’s education system, in particular the aspects related to teachers as a critical element in the system, and compare them with the situation in Central America to identify...

This report uses OECD data, primarily from the PISA 2015 and TALIS 2013 cycles, and seeks to evaluate the Ibero-American teaching profession in support of policy makers across the region. It provides...

In sub-Saharan Africa, the loss of teaching hours due to teacher absenteeism corresponds to a waste of approximately 46 cents for every US dollar invested in education, an annual wastage of 1–3% of...

The Teacher Policy Development Guide was developed by the International Task Force on Teachers for Education for All (EFA) in close coordination with UNESCO entities and external partners of the...

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...

REPORT INDICATORS FOR TEACHERS AND TEACHING EXPERT GROUP MEETING - 2012 International Task force on Teachers for EFA, UNESCO Teachers and Higher Education, UNESCO Institute for Statistics This report...