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Garantizar la inclusión y la equidad en las políticas y prácticas docentes: una estrategia sostenible para la recuperación pospandémica

Autores: James O'Meara, del CIEE, y Purna Shresta, de VSO. La Cumbre Mundial de la Educación, celebrada en julio, recaudó la

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Supporting teachers in back-to-school efforts: A toolkit for school leaders

Many schools in the northern hemisphere will resume in-person classes in the coming weeks after over a year of intermittent

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Investing in teachers - Insights from practitioners, policy makers and teacher advocates

The COVID-19 crisis, with its lockdowns and school closures, shed light on the urgent needs of the education sector as well

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Voices from India and Kenya - Teachers fighting education disadvantage

Education disruptions due to the COVID-19 crisis have shone the light on existing disparities separating learners between and

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A priority in the recovery: Supporting teachers for success

Authors: Adelle Pushparatnam, Ezequiel Molina, & Ana Teresa del Toro Mijares from the World Bank’s Teachers Thematic Group

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La carencia constante de docentes en el África subsahariana compromete la recuperación de la educación

Las nuevas previsiones que se publicaron el 21 de julio revelan que es necesario invertir más y mejor en los docentes y en la

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Teaching in complex crises: Seeking balance in selfless acts of service

This article was written by Chris Henderson, Teachers College, Columbia University, Co-Chair of the INEE Teachers in Crisis

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What school leaders and teachers say: 3 ways that school leaders support teaching quality

By Animesh Priya and Sameer Sampat The Teacher Task Force created thematic groups to build on members’ expertise and support

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Putting teachers at the heart of policy development in Africa and beyond

To learn, students need teachers who are trained, qualified, motivated and well-resourced. To achieve this, countries need

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Investing in teachers is investing in our common future

This blog was originally published on the GPE site. Qualified and motivated teachers are the single-most important school

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Evaluating global progress on improving teacher quality: ISCED-T and other possible metrics

By Maria Teresa Tatto, Arizona State University. While it has long been recognised that teachers require adequate