Knowledge Hub
Displaying 1 - 11 of 11
Report
Time to teach. Mozambique
Past studies have identified low teacher attendance as a significant barrier to achieving quality universal education in Mozambique. Time to Teach is a mixed-methods project, involving interviews...
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Time to teach. Puntland, State of Somalia
Teacher absenteeism constitutes a significant barrier to achieving national educational goals in many low and middle-income countries, where teacher absence rates range from 3 to 27 per cent. While...
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Time to teach. Kenya
This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Kenya. The study uses a mix of qualitative and quantitative research methods to provide...
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Time to teach. Rwanda
Teacher absenteeism constitutes a significant barrier to achieving quality universal education. There is mounting evidence that teacher absenteeism is a challenge in low- and middle-income countries...
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Time to teach. South Sudan
The Time to Teach research initiative addresses questions centred on identifying the different manifestations of teachers’ time-on-task and identifying the interactions between factors at different...
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Time to teach. Uganda
The Time to Teach study seeks to support the ministry in its efforts to strengthen teachers’ role in the school in order to increase their time on task. Its primary objective is to identify factors...
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Teacher management in refugee settings: UNRWA schools in Jordan
In crisis and displacement situations, the role of teachers is particularly significant; they are the ‘key to successful inclusion’ and are sometimes the only educational resource available to...
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The Global Report on the Status of Teachers
The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status...
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Teacher Professional Development & Play-based Learning in East Africa - Strengthening Research, Policy, and Practice in Ethiopia, Tanzania, and Uganda
Research has identified both the myriad benefits of play for children’s development and the crucial role of teachers in delivering quality education. This is especially true in crisis contexts where...
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Change agents - Emerging evidence on instructional leadership at the middle tier
A major concern for policymakers around the world is how to design an entire system of education that provides high quality teaching and learning outcomes. This paper aims to make a significant...
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Transnational study on inclusion in education institutions in Africa – The preparedness of educators. The cases of Cameroon, Kenya, Cote d’Ivoire, Nigeria and Togo
Current trends in education focus on the importance of inclusive practices, characterized by valuing all, respect for differences, and enabling the full participation of all learners including...