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The purpose of the National Framework on Social Dialogue for Teachers in Zambia is to provide a structure for organizing and managing dialogue between teachers on one hand, and government, union...

The Ugandan Teacher Social Dialogue Framework provides a structure for organizing and managing dialogue with government, employers and other stakeholders in order to bring to the fore teachers’ voices...

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 study focuses on how the Girl's Education Challenge (GEC) Phase II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only...

This policy brief presents available evidence on the policy and practice responses in teacher training and support during the periods of school closures and re-openings in 40 GPE partner countries in...

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher...

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...

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher...

This report summarizes the findings of two sets of studies on digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania. The first set of studies...

Teachers have been on the front line in the response to the COVID-19 pandemic, which has significantly added to the already immense challenges they face in subSaharan Africa. Despite these many...