The UIS provides a core set of teacher indicators based on its administrative data collection. This includes traditional indicators, such as: trends in teacher numbers; pupil-teacher ratios; and data on trained teachers. These figures are used by the UIS, governments and international agencies to analyse the current state of the world’s teaching force

Global demand for primary teachers (2012)

Global Teacher Shortage Infographic 

School and teaching resources in sub-Saharan Africa (2012)


Developed by an independent team and published by UNESCO, the Education for All Global Monitoring Report is an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.


The Global EFA Meeting (GEM) is replacing the EFA High-Level Group and EFA Working Group.

The GEM bring together representatives of UNESCO Member States, the EFA convening agencies, the Global Partnership for Education, bilateral agencies, United Nations and regional organizations, the teaching profession, civil society organizations (CSOs), the private sector, research institutes and foundations.


UNESCO-UNEVOC is UNESCO's specialized Centre for technical and vocational education and training (TVET). It assists UNESCO's 195 member states to strengthen and upgrade their TVET systems.



IIPE is a centre for training and research - specialized in educational planning and management. It was created by UNESCO in 1963 in Paris, France.

Its mission is to strengthen the capacity of countries to plan and manage their education systems.

Their main activities are focused on training, research and technical assistance, relevant to planing and management of education systems including teacher policy. 




Launched on 26 September 2012, the Global Education First Initiative is a five-year initiative sponsored by Ban Ki-moon, Secretary-General of the United Nations. A global advocacy platform at the highest level, it aims to generate a renewed push to achieve the internationally-agreed education goals set for 2015 and get the world back on track to meeting its education commitments.

Priority 1: Put Every Child in School

Priority 2: Improve the Quality of Education

Priority 3: Foster Global Citizenship

The Education for All-Fast-Track Initiative was launched in 2002. It became in 2011 the Global Partnership on education (GPE)


Mission: To galvanize and coordinate a global effort to deliver a good quality education to all girls and boys, prioritizing the poorest and most vulnerable

In the 2012-2015 Strategic Plan, GPE partners have committed to:

  • Improve effectiveness of teaching/teachers at the primary and secondary levels
  • Improve employment terms and conditions for teachers
  • Greater engagement of teacher organizations in education sector planning



documents and analyzes the teacher policies that govern public schools in education systems around the world, in both developing and developed countries. Of all the factors under the control of a schooling system, teacher effectiveness is the most important predictor of student learning. SABER-Teachers empowers countries with information they need to align their teacher policies toward making teachers as effective as possible. The ultimate goal: to improve learning for all children and youth.



The Teaching in Focus briefs shed new light on issues surrounding the teaching and learning environment in schools and teachers’ working conditions. They present data from the Teaching and Learning International Survey (TALIS), which is the first and only international survey on the conditions of teaching and learning.


PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science.






















Teacher Task Force

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