This paper reports on a study into the possible roles social media might play in teacher education in challenging contexts. It focused on the role of WhatsApp use and developing teacher resilience by forming teacher communities of practice. This work built on prior activity taking place in teacher associations in three sub-Saharan countries: Cameroon, Cote d’Ivoire and Rwanda and sought to develop both good practices in using WhatsApp for distance teacher development as well as engage in collaborative research.
It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication provides donors,policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.
The aim of this paper is to supports the ways countries may go about developing or strengthening their pre-primary workforce. There are multiple pathways to competent and effective workforce that may be relevant to different country context and that may combine different level of qualifications, with training and retention strategies in support of developing adapted career trajectories for pre-primary teachers.
Informing and guiding the development of a Framework to Strengthen the Capacity of “Tipat Halav” nurses in Israel is a qualitative research study on behalf of Goshen Institute, with the overall objective to generate in-depth data that unveil effective processes and strategies which need to be in place in order to achieve a practice-change among
The Early Years Professionals’ Survey 2019, conducted by SIPTU Big Start Campaign, was carried out to gather information on the attitudes of those employed in the early years sector in relation to their work and involvement in early years settings and changes they thought could be made to improve the sector. Using the 3,200 survey responses this report gives a picture of the attitudes, experiences and expectations of those working in Ireland's early years sector.
Early childhood education and care (ECEC) – the phase before primary education – is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of Key Data on Early Childhood Education and Care in Europe charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems.
Drawing on the importance of highly qualified teachers and on the high levels of teacher shortages, countries must consider how they can improve both the quantity and quality of their teacher workforce, including in contexts where infrastructure is limited, poverty is widespread and crisis and conflict are realities. Solving the twin challenges of teacher supply and teacher quality will require time and investment. It will also require innovation and a willingness to experiment and confront problems with new tools and approaches.
This 4th annual report includes a multi-country, four region review of the state of the social service workforce. Through Alliance-led mappings and assessments in three regions in collaboration with UNICEF, and information from mappings and assessments in a fourth region, this report consolidates trends and data and makes recommendations for better planning, development and support to this frontline workforce. The report also makes connections to the Alliance's Call to Action for Strengthening the Social Service Workforce to Better Protect Children and Achieve the SDGs.