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Teaching in complex crises: Seeking balance in selfless acts of service

This article was written by Chris Henderson, Teachers College, Columbia University, Co-Chair of the INEE Teachers in Crisis

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What school leaders and teachers say: 3 ways that school leaders support teaching quality

By Animesh Priya and Sameer Sampat The Teacher Task Force created thematic groups to build on members’ expertise and support

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Putting teachers at the heart of policy development in Africa and beyond

To learn, students need teachers who are trained, qualified, motivated and well-resourced. To achieve this, countries need

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Investing in teachers is investing in our common future

This blog was originally published on the GPE site. Qualified and motivated teachers are the single-most important school

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Evaluating global progress on improving teacher quality: ISCED-T and other possible metrics

By Maria Teresa Tatto, Arizona State University. While it has long been recognised that teachers require adequate

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Supporting social dialogue in education – Four lessons from sub-Saharan Africa

Teacher participation in policy decisions is vital to find common solutions to problems and strengthen governance in

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The Teacher Task Force launches an international campaign to boost funding for the teaching profession

June 1st - The International Task Force on Teachers for Education 2030 is launching a campaign calling on governments and the

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Female science and mathematics teachers: Better than they think?

This article was first published on April 22, 2021, on the UNESCO website. On 22 April, on the occasion of International

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Teaching on the front line

The International Task Force on Teachers for Education 2030 has released a new Fact Sheet on how teachers have been affected

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الشيخ حمدان.. فارس التميز والإحسان

تسعى مؤسسة حمدان بن راشد آل مكتوم، والتي أسسها سمو الشيخ حمدان بن راشد آل مكتوم في عام 1998، إلى تعزيز الجودة والتميز في

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Global Teaching Insights during Covid-19 - A joint OECD – UNESCO – TTF initiative

Crowdsourcing teacher innovations In November 2020 the OECD, UNESCO and the Teacher Task Force issued an invitation for