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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 document summarizes three cases of Teach Primary implementations in Guyana; Mozambique; and Punjab, Pakistan, highlighting how the tool has been deployed in the field and describing its impact on...

Teacher absenteeism is one of the main challenges to achieving universal learning in many developing countries. In Liberia, recurring school absenteeism and post abandonment are considered critical...

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...

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...

This report, which focuses on Mozambique, is part of a multi-country study undertaken on behalf of ActionAid, Education International and Light for the World in Ethiopia, Malawi, Mozambique, Nigeria...

This report is a comparative study on teacher professional development in relation to curriculum. The review is framed by a focus on the interrelationship between teacher professional development and...

Under the auspices of the Teacher Task Force (TTF), a regional meeting for members from the Latin America and the Caribbean region was held to discuss countries’ challenges and national responses in...

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...