Knowledge Hub

Teacher absenteeism is a persistent barrier to achieving universal education in many developing countries, where teacher absence rates can reach alarming levels. Previous studies have identified...

This advocacy guide on ‘Policy’ is the second in a series of five guides devoted to ‘Promoting Inclusive Teacher Education’. It can be used on its own or in combination with the four other advocacy...

La déclaration a été adoptée lors du Colloque africain sur la qualité de l’education de la petite enfance et la professionnalisation des éducatrices et des éducateurs, qui a eu lieu du 4 au 5 décembre...

The Survey of Teachers in Pre-primary Education (STEPP) is the first international early childhood care and education (ECCE) personnel survey designed for low-and-middle-income countries, aiming to...

This report describes the Distance Learning and Teacher Training Strategies in the Caribbean SIDS (Small Island Developing States) programme, which was launched in 2021 in response to the urgent...

To answer the question on the readiness of teachers for emergency remote teaching, this study collected data from teacher educators, teachers, students in HEIs and learners in high school. The study...

The Survey of Teachers in Pre-primary Education (STEPP) is a first international survey for low- and middle-income countries, aligned with the OECD Starting Strong Teaching and Learning International...

Report of the Hanoi Workshop Addressing the EFA Teacher Gap: What Makes Effective Policies and Practices in Asian Countries? Case Studies on: Bangladesh, Indonesia, and Vietnam - November 2011...

The Systems Approach for Better Education Results for Teachers (SABER-Teachers) is an initiative from the World Bank to produce comparative data and knowledge on education policies and institutions...

This report presents the results of the SABER-Teachers tool as applied in Norway. A collaborative effort between the International Task Force on Teachers for Education 2030 and the World Bank Group's...