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This report analyses the state of public teacher policies in Argentina. It was prepared by the Inter-American Dialogue in Washington DC and the Organization of Ibero-American States for Education...

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 guide is developed to provide guidance, systemic responses, and integration of mental health and psychosocial well-being in teacher education programmes and institutions. It comprises seven...

This paper presents the reflections by Ms. Stefania Giannini, Assistant Director-General for Education at UNESCO, on generative AI and the future of education. The paper identifies some of the...

Remuneration is a key element in making teaching a more attractive profession and it becomes increasingly important as education authorities in many European countries need to address teacher...

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 analyses the earnings of full-time, fully qualified teachers and school heads in public schools in 42 European education systems (2). At secondary level, however, only general programmes...

UNESCO, its International Institute for Capacity Building (IICBA) in Africa and the Teacher Task Force (TTF), are organizing a series of seminars in 2021 for national policy-makers and other relevant...

Teacher Professionalism & Curriculum in an Age of Disruption: The Impact of Pandemics and Other Crises on Education Systems Education International (EI), International Task Force on Teachers for...

Teaching in many developing and developed countries of the word is a stimulating, satisfying and rewarding career that provides the opportunity to influence and shape many lives. However, in many...

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...