Knowledge Hub

This paper reviews the existing body of evidence on what kinds of in-service teacher training interventions are most effective, and highlights the knowledge gaps. It reveals the dearth of detail on...

This study aimed to better understand why the inequitable distribution of teachers persists in Sierra Leone despite the investments in the education workforce, and how the government may resolve this...

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...

In Tanzania Mainland, available data show that teachers’ attendance is a persistent challenge. While the stark numbers are available, the evidence-base on which factors, policies and practices affect...

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...

Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional...

The Teacher Initiative for Sub-Saharan Africa (TISSA) study of 2013 identified several challenges that affect the quality of education in Uganda. These include; under-professionalization of the...

Even though teacher education programmes have the potential to improve pupil learning outcomes, the impact of these programmes has varied widely in LMICs. A lack of understanding of the specific...

A rapid response briefing note, it provides guidance and 'rules of thumb' for policymakers for the use of technology at scale across the education system. The guidance provided draws from existing...

The guidance note highlights the principles based on which countries can maximise the effectiveness of their distance learning mechanisms and strategies. It focuses on ensuring that a multi-faceted...