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The purpose of the National Framework on Social Dialogue for Teachers in Zambia is to provide a structure for organizing and managing dialogue between teachers on one hand, and government, union...

The Ugandan Teacher Social Dialogue Framework provides a structure for organizing and managing dialogue with government, employers and other stakeholders in order to bring to the fore teachers’ voices...

This study, conducted by UNESCO IICBA in 2021 across 14 African countries, revealed significant psychological impacts of COVID-19. The most prevalent psychological impact was depression, affecting 31%...

This guide is developed to provide guidance, systemic responses, and integration of mental health and psychosocial well-being in teacher education programmes and institutions. It comprises seven...

This paper published on World Teachers’ Day 2022 aims to provide a contextual, data-driven overview of the key challenges facing teachers around the world in the aftermath of the COVID-19 pandemic and...

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...

This report synthesizes available evidence on the policies and practices of 40 sub-Saharan African (SSA) partner countries of the Global Partnership for Education (GPE) with respect to teacher...

This Consensus Document is the outcome of the third seminar series on The Future of the Teaching Profession in Africa 2020 and the high level discussion which took place in the fall 2020, in the...

Addis Ababa, June 20-24, 2016 The conference was aimed at providing knowledge sharing opportunities on the status of various contract types of teachers within educational systems in sub-Saharan Africa...

This report provides a holistic overview of teacher issues in Uganda. It was elaborated using the methodological guidelines for the analysis of teacher issues in Sub-Saharan African countries produced...