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The COVID-19 pandemic pushed education from schools to educational technologies at a pace and scale with no historical precedent. For hundreds of millions of students formal learning became fully...

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 is the PowerPoint presentation delivered during the Teacher Task Force Thematic Groups meeting on 18th September 2024 by the co-lead of the Pre-Primary Teachers and Facilitators Thematic Group...

This report is a contribution to the growing calls to transform the teaching profession so that every child can access a professionally trained, qualified and well-supported teacher. It builds on the...

These guidelines set out principles for the promotion of decent work for Early Childhood Education (ECE) personnel as a means of ensuring universal access to high-quality ECE services. They are meant...

The Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education was adopted by the participants of the World Conference on Early Childhood Care and Education...

This is the first global report on global and regional Early Childhood Care and Education (ECCE) trends, jointly published by UNESCO and UNICEF. The report is a key response to the commitments...

Although national politicians have recognized that absenteeism is a problem, there have been few studies on the factors, policies and practices that influence teacher attendance in Togo. The Time to...

Teacher absenteeism is one of the major challenges to achieving universal education in many developing countries. Previous studies have identified teacher absenteeism as a particular challenge in...

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...

Teacher absenteeism is one of the biggest obstacles to educational progress and children's learning and poses a particularly serious problem in developing countries. Although there is a lack of...

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%...