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‘Zooming’ in on learning during Covid-19 - #TeachersVoices

My name is Anne-Fleur Lurvink and I am a teacher at Lyceum Kralingen, a secondary school in Rotterdam, the Netherlands. I

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COVID-19 highlights the digital divide in distance learning

As the world has raced to curb the COVID-19 pandemic, 191 countries have closed schools, from pre-primary to tertiary level

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Helping teens cope under COVID-19 through the Arts - #TeachersVoices

My name is Estella. I teach secondary English and Theatre Arts, ages 14 to 18, in South Los Angeles, California (U.S.) and

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Teledidattica - Distance teaching in the time of the Covid-19 - #TeachersVoices

My name is Barbara. I am a primary school teacher in Rome, Italy, at the Institute Padre Semeria– Principe di Piemonte, one

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Mozambique

Mozambique launched a holistic analysis of teachers situation that intends to examine the current needs of teachers, teacher

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Madagascar

Emphasising its commitment to quality education and the critical role teachers play to achieve it, Madagascar undertook the

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Benin

Benin’s commitment to delivering quality education aligned with the Education 2030 agenda is reflected in its Education

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Guinea

Guinea requested Task Force’s support to achieve a holistic situational analysis that should lay the ground for the

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Lao PDR

Lao PDR has demonstrated high political commitment to reform its teaching workforce. The Ministry of Education and Sports

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Uganda

Uganda was a pilot country when the Methodological Guide for Analysing Teacher Issues was developed. Following this, it

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Niger

The provision of quality education to all citizens through a qualified teaching force is a priority for the highest decision