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Article

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15.02.2021

Targeting Teacher Education and Professional Development for Inclusion

Teachers around the world are likely to encounter students with varied backgrounds and experiences, strengths and weaknesses in their classrooms. The paper reviews the literature and available data on...

Article

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15.02.2021

Organization Constraints on Professional Development: An Exploration into How Institutional Frameworks Hold Back Teacher Training

SDG 4.c calls for increasing the supply of qualified teachers while many countries face teacher shortages. Using TALIS 2018 data, this article argues that the problem is two-fold: increasing the...

Article

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12.02.2021

A Regional Approach to Improving Teacher Policy: Lessons from Latin America

In Latin America, as in other regions of the world, the expansion of education coverage has led to concern about safeguarding the quality of instruction. In particular, the selection, training, and...

Article

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12.02.2021

International Cooperation in Teacher Training and the Supply of Qualified Teachers: Lessons from the United States Peace Corps

For the first time in the history of global education goals, the United Nations Sustainable Development Target 4c specified the increase of qualified teachers as a means to achieve important...

Article

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12.02.2021

How Does the Newly Added DAC Evaluation Criterion “Coherence” Contribute to Achieving the SDG Target 4.c for Teachers?

The OECD DAC’s Network on Development Evaluation (EvalNet) adapted definitions for the five DAC evaluation criteria and added one new criterion – coherence – in 2018 to advance the 2030 Agenda...

Article

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12.02.2021

Roles of Teachers in the SDG4 Age: An Introductory Note

This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda...

Policy brief

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18.11.2020