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The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource...

The early childhood education and care (ECEC) workforce is foundational for providing high-quality learning, development and well-being experiences for young children. Policies can support the...

Drawing on the 2013 Teacher Policy and the 2015 Teacher Policy Action Plan, the Continuous Professional Development (CPD) Framework and Action Plan for teachers and school directors was developed in...

The teacher education provider standards were developed by the Ministry of Education, Youth and Sport of Cambodia to ensure a common understanding among potential teacher education providers. The...

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...

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...

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...

The meeting on Teacher Training for Inclusive Relevant Quality Education was opened by Ms Magdalene Maidoh, Nigeria, current chair of the E-9 consortium. Dr. Amarjit Singh, Joint-Secretary, Ministry...

Teacher Development for Inclusive Relevant Quality Education Concept Note This concept note aims to provide participants the background, objectives and expected outcomes of the one‐day meeting on...