All news for sector

Transforming the teaching profession

Recommendations and summary of deliberations of the United Nations Secretary-General’s High-Level Panel on the Teaching Profession (2024)

This document presents the Recommendations of the United Nations Secretary-General’s High-Level Panel on the Teaching Profession and a summary of its deliberations, which drew on the Panel members’ personal expertise, relevant literature and the preparatory work of the Transforming Education Summit, in particular action track 3 on teachers, teaching and the teaching profession.

10 Years of the ILO Policy Guidelines on Early Childhood Education Personnel

15 November 2023 marks the 10th anniversary of the ILO Policy Guidelines on promotion of decent work for early childhood education personnel, the first international text to deal with the status of ECE personnel.

Teaching and the teaching profession in a digital world – Bosnia and Herzegovina

The background paper analyzes the experiences, challenges and good practices of digital technology in teaching and education in Bosnia and Herzegovina, in order to examine the problems and ways of guaranteeing equitable access to quality digital services.

Teaching and the teaching profession in a digital world - Zambia

The study examines experiences, challenges and good practices in relation to digitalization in teaching and education in Zambia and identifies actionable measures to address the challenges and ensure equitable access to quality digital education services.

Teaching and the teaching profession in a digital world - Kenya

The study examines experiences, challenges and good practices in relation to digitalization in teaching and education in Kenya and identifies actionable measures to address the challenges and ensure equitable access to quality digital education services.

Teaching and the teaching profession in a digital world - Rwanda

The study examines experiences, challenges and good practices in relation to digitalization in teaching and education in Rwanda and identifies actionable measures to address the challenges and ensure equitable access to quality digital education services.

Digitalization in teaching and education in the context of COVID-19: Kenya

The findings of this report are based on a review and analysis of documents to gain insights into the strategies and plans adopted by the Government of Kenya and education stakeholders to mitigate the COVID-19 pandemic, including through technology-based solutions. The impact on existing digitalization initiatives and efforts are also assessed.

Digitalization in teaching and education in Kenya

This study looks at the positive contributions of digital technologies in the education sector in Kenya, assesses its use for teaching and learning, considers implications of new technologies for teachers and their role in its implementation and reviews existing policies and legislation to examine the extent to which these support digitalization in education.

Digitalization in teaching and education in the context of COVID-19: Rwanda

The study involves, among other, the review of reports from quantitative surveys and other research studies carried out on Rwanda’s education system; national laws, policies and strategy documents; COVID-19 prevention policies and procedures as implemented in schools.

Digitalization in teaching and education in Rwanda

This study sets out to describe the Government of Rwanda’s initiatives to integrate technology in education, the challenges that are hindering progress and the good practices currently in place.

Digitalization in teaching and education in the context of COVID-19: Ethiopia

This study assesses the impact of COVID-19 on the education sector in the immediate and medium term, and its effect on long-term planning in light of the challenges presented by the pandemic. The study also looks at the impact of the crisis on the teaching profession.

Digitalization in teaching and education in Ethiopia

The study explores the current practices, challenges and prospects related to the use and integration of digital technology in education in Ethiopia, and how digital technology is impacting the teaching–learning process in terms of preparing students for a knowledge-based economy.

Digitalization in teaching and education in the context of COVID-19: Malawi

The study, whose scope includes both public and private primary and secondary education, aims to document the education sector response to the COVID-19 crisis in Malawi, specifically focusing on activities towards providing continued learning opportunities for learners and actual or projected medium- and long-term implications of the pandemic in the education sector.

Digitalization in teaching and education in Malawi

The study assesses the current status of the availability and use of digital technology in the education sector in Malawi, the challenges to its effective integration and the opportunities for teaching and learning.

Digitalization in teaching and education in the context of COVID-19: United Republic of Tanzania

The study involves collection and review of documents capturing COVID-19 prevention and response initiatives, relevant education policies and literature related to education, ICT and the COVID-19 pandemic.

Digitalization in teaching and education in the United Republic of Tanzania

The study provides an overview of governance mechanisms in education, such as policies and social dialogue, as they relate to digitalization in education. It presents the opportunities for and challenges of digital technology use in the Tanzanian education sector.

Digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania

Employment terms and conditions in tertiary education

Issues paper for discussion at the Global Dialogue Forum on Employment Terms and Conditions in Tertiary Education (Geneva, 18–20 September 2018)

Rural teachers in Africa: a report for ILO

Lack of access to education in rural areas is one of the main development challenges in education. Evidence shows that primary school enrolment rates in rural areas lag behind urban rates in most developing countries. In rural areas, learning outcomes are lower, and completion rates for girls lag behind those in urban areas. Teacher quality is lower, pupil-to-teacher ratios are higher, and teacher retention and teacher absenteeism are larger problems. This paper examines African responses to the rural teacher challenge, and highlights good practices and approaches aimed at fostering motivated and qualified teachers for rural areas.

Empowering teachers: Teaching in the post- 2015 education agenda

Communiqué adopted by the 12th Session of the ILO–UNESCO Joint Committee of Experts on the Application of the Recommendations concerning Teaching Personnel to the World Education Forum 2015