Tag Archives: Teachers

The Education SDG and Leaving No One Behind: Training Teachers Matters

By Monica Mincu, University of Turin, Italy. A key role to promoting educational quality is played by teachers and thus it is important to note how much “training teachers matters” when it comes to achieving Sustainable Development Goal (SDG) 4. … Continue reading

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Do the SDGs Matter? A Teacher’s View

By Desmond Bermingham, Varkey Foundation, London. While the Sustainable Development Goals (SDGs) may be important for global policy makers, the real change makers are the teachers in the classroom. Finding new ways to train and motivate these teachers will be … Continue reading

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Moving on? The Impact of Education for Refugees in First Asylum Countries

By Sarah Dryden-Peterson, Harvard Graduate School of Education Four dimensions of refugees’ educational experiences are critical for teachers of refugees to understand: sporadic and limited schooling, language confusion, poor instruction, and school-based discrimination. Educating large numbers of refugees is a … Continue reading

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Do Teacher Incentives Improve Learning Outcomes?

By Silvia Montoya, UNESCO Institute for Statistics (UIS) and Jordan Naidoo, UNESCO Over the past decade, many countries have increased their spending on education as a share of gross domestic product. Between 1999 and 2012, public expenditure on education grew … Continue reading

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Teaching and Learning: Achieving Quality for All – What the EFA Global Monitoring Report has to Offer

By Pauline Rose, University of Cambridge; Formerly, Director of 2013/4 EFA Global Monitoring Report. After a year of intense work, it is always with great excitement – and trepidation – that the EFA Global Monitoring Report (GMR) team waits for … Continue reading

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The Global Politics of Teaching and Learning

By Kenneth King, University of Edinburgh and NORRAG. NORRAG News 50 – The Global Politics of Teaching and Learning – is now online! Teaching children of the poor, edited by Beatrice Avalos, came out in 1986, the same year that … Continue reading

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Re-envisioning Research on Teachers’ Work in South Africa

By Nyna Amin & Rubby Dhunpath, University of KwaZulu-Natal, South Africa. In post-apartheid South Africa, the scenario of relative certainty in education has changed to chronic instability. Approximately twenty five years ago, teaching in South Africa was a relatively stable … Continue reading

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