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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be...

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...

These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...

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...

With ongoing reshaping of socio-economic development by globalization and regional integration, and as new demands are placed on the labour market, many countries have responded by reforming education...

The question of what and how students should learn has been occupying a central place in debates on education in many countries in the Asia-Pacific region (UNESCO, 2014). In response to these debates...

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...