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Making Education a Priority: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda - September 2013 UNESCO/UNICEF (2013) The report offers a summary of the main...

Teacher Development for Inclusive Relevant Quality Education Concept Note This concept note aims to provide participants the background, objectives and expected outcomes of the one‐day meeting on...

The meeting on Teacher Training for Inclusive Relevant Quality Education was opened by Ms Magdalene Maidoh, Nigeria, current chair of the E-9 consortium. Dr. Amarjit Singh, Joint-Secretary, Ministry...

Final Report of the Third Policy Dialogue Forum: Ensuring Equity in Country Policies and Practices for Providing Quality Teachers: Toward Achieving the EFA Goals by 2015

Globally we need more well-trained and motivated teachers.Good teachers can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be...

The Teachers Task Force, Education for All Global Monitoring Report (EFA-GMR) team and the Education International have produced an Advocacy Toolkit for Teachers, which underscores the importance of...

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...

With the deadline for the Education for All goals less than two years away, it is clear that, despite advances over the past decade, not a single goal will be achieved globally by 2015. This year’s...

Education is a fundamental human right that must be secured for all because it is inseparable from human dignity. This means that all of the countries striving to achieve Education for All (EFA) face...

Progress made in improving access to education has not translated into improvements in learning for many children, especially those from disadvantaged backgrounds and in conflict areas. The UNESCO...

Research scholars (Gay, 2010; Gorski, 2013; Howard, 2014; Irvine, 2003; Ladson-Billings, 1995; Noguera, 2008) assert that traditionally marginalized children suffer academically within educational...