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This report analyses the state of public teacher policies in Argentina. It was prepared by the Inter-American Dialogue in Washington DC and the Organization of Ibero-American States for Education...

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...

Considerando los desafíos que la región enfrenta en seleccionar y asignar los mejores docentes a las escuelas que más los necesitan este documento busca responder dos preguntas fundamentales: ¿cómo...

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 case study documents the relationship between personal and professional experiences of a group of Syrian refugee teachers working in Lebanon. The study shows that refugee educators welcomed the...

Teachers play a central role in supporting students whose lives have been disrupted by crisis, yet the teachers providing education to refugee students often are refugees themselves. This article...

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...

Education in contexts affected by mass displacement is typified by political instability, the marginalization of refugee learners, and a lack of educational resources, including learning spaces...

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...