Standards

Any intervention in a fragile or conflict affected context will inevitably have an impact on that context. These impacts may be intended or unintended, positive or negative, relatively minor or highly significant. Any organisation operating in such a context therefore has a responsibility to try to understand what those impacts may be, and to account […]

This study interviews teachers and many other stakeholders in eight countries about the development and implementation of quality standards for primary school teachers as well as reviewing the literature about competence-based teacher education. The report provides a conceptual framework and an evidence base about the use of competence profiles to enable quality educators and serves […]