Centro de conocimientos

The document presents Bhutan's information and communication technologies (ICT) competency standards for teachers, including standards for content knowledge and pedagogy, and for planning and teaching...

The National Teachers’ Standards represent the first ever collectively agreed standards to guide teacher preparation and practice in the country. The Standards have been developed as a professional...

Este informe revisa el sistema educativo de Shanghái, en particular los aspectos relacionados con los docentes como un elemento crítico en el sistema, y los compara con la situación en América Central...

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...

The ATQF is one of the series of frameworks borne out of the first Strategic Objective of the Continental Education Strategy for Africa (CESA 16-25). The first Strategic Objective is to “Revitalize...

The major operators (those who make things happen) are not researchers; they are not policy makers; they are not education ministry technocrats; they are teachers. These professionals are central to...

In a context of education crisis, it is crucial for national teaching policies to be more tightly connected with the broader education improvement agenda, as well as systemic and school-based efforts...

The question of what and how students should learn has been occupying a central place in debates on education in many countries in the Asia-Pacific region (UNESCO, 2014). In response to these debates...