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The National Foundation for Educational Research conducted an independent evaluation of the Inspect and Improve pilot project in Eastern Uganda, which is a school inspections and improvement programme...

This publication shares the experience of nine sub-Saharan African countries which used the Teacher Policy Development Guide developed by the Teacher Task Force and UNESCO. It contains new insights...

The Time to Teach study seeks to support the ministry in its efforts to strengthen teachers’ role in the school in order to increase their time on task. Its primary objective is to identify factors...

This article summarises the findings of the 2010 report Teaching competency standards in Southeast Asian countries. Eleven country audit.

This report focuses on the status of development, implementation, and monitoring of teaching competency standards in 11 member countries of the Southeast Asian Ministers of Education Organization...

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...

The Teacher Initiative for Sub-Saharan Africa (TISSA) study of 2013 identified several challenges that affect the quality of education in Uganda. These include; under-professionalization of the...

Inclusive and equitable quality education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic...

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...

Research has identified both the myriad benefits of play for children’s development and the crucial role of teachers in delivering quality education. This is especially true in crisis contexts where...