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This article examines inequitable teacher distribution in Tanzania and its implications on the efficiency in public education expenditure. It also presents lessons learned for other countries.

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 is the first edition of the International Barometer of the health and well-being of education personnel in France, the Wallonia-Brussels Federation, Morocco, Gambia, Quebec and Mexico. The study...

La déclaration a été adoptée lors du Colloque africain sur la qualité de l’education de la petite enfance et la professionnalisation des éducatrices et des éducateurs, qui a eu lieu du 4 au 5 décembre...

In many low- and middle-income countries, teacher absenteeism is an important barrier to achieving learning outcomes. In The Gambia, existing evidence suggests that teacher absenteeism has been...

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 2020, countries around the world moved to temporarily close educational institutions in an effort to stop the spread of the COVID-19 virus. This UNESCO-commissioned report presents the findings...

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...

In 2006, a regional seminar was held in Bangkok that focused on examining the status of teachers in the Asia-Pacific region. Subsequently, in 2014, UNESCO Bangkok proposed a study to review the...

Human rights are an on-going issue for the education sector in the Central African Republic. These issues concern both the status of the teaching staff and the quality of the infrastructure and...