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These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...

The primary objective of this report is to construct an initial model of ‘union renewal’ or ‘union transformation’ to be considered for further development by selected Education International...

This webinar on Crisis-Sensitive Planning in Emergency and Displacement Situations will build on the Guidance Note on Developing a Crisis-Sensitive Teacher Policy, jointly developed by UNESCO, UNHCR...

Report for the Technical Meeting on the Future of Work in the Education Sector in the Context of Lifelong Learning for All, Skills and the Decent Work Agenda (Geneva, 17–21 May 2021). This report aims...

UNESCO, its International Institute for Capacity Building (IICBA) in Africa and the Teacher Task Force (TTF), are organizing a series of seminars in 2021 for national policy-makers and other relevant...

As presentes Diretrizes definem princípios para a promoção do trabalho digno para o pessoal da educação pré-escolar (EPE) como meio de garantir o acesso universal a serviços de EPE de elevada...

Education can be a powerful tool to transform harmful gender norms and stereotypes and address sexual and gender-based violence. Yet, in South Sudan women, men, girls and boys all face distinct...

Nós, os participantes da Terceira Série de Seminários sobre o Futuro da Profissão Docente em África, entramos em debates robustos sobre os efeitos da Covid-19 e outras perturbações na educação e no...

The Teacher Policy Development Guide was developed by the International Task Force on Teachers for Education for All (EFA) in close coordination with UNESCO entities and external partners of the...

In Latin America, as in other regions of the world, the expansion of education coverage has led to concern about safeguarding the quality of instruction. In particular, the selection, training, and...

This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda...

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary...