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These guidelines published by IIEP are designed to support policy makers and technical staff in the planification and anticipation of their needs when managing secondary teaching staff to prevent...

This study presents the results of a survey of around 35,000 teachers (81% of whom were from Latin America) conducted for a UNESCO study as part of the Safe to Learn initiative to end violence in...

This paper considers how markets and non-market institutions determine the quantity, wages, skills, and spatial distribution of teachers in developing countries. Schools are a major source of...

Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have...

Teachers can shape their students’ educational careers. Research shows that children taught by different teachers often experience very different educational outcomes. This begs the questions: how are...

This landscape review, which was commissioned by the Education Equity Research Initiative, serves as a first step in filling the evidence gap by building an understanding of teacher well-being in low...

The Teacher Policy Development Guide was developed by the International Task Force on Teachers for Education for All (EFA) in close coordination with UNESCO entities and external partners of the...

Discussion Paper Education Prof. Dr. Aidan Mulkeen, William Ratteree, Ilse Voss-Lengnik September 2017 - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH This paper was created to...

This publication is a guide for teachers and teacher trainers on transformative pedagogy so that they are able to empower youth with peace-building knowledge, skills and competencies necessary to...

Violent extremism and the underlying forces of radicalization are among the most pervasive challenges of our time. While violent extremism is not confined to any age, sex, group or community, young...

Progress made in improving access to education has not translated into improvements in learning for many children, especially those from disadvantaged backgrounds and in conflict areas. The UNESCO...