International standards
ILO/UNESCO. 1966. Recommendation Concerning the Status of Teachers. Geneva, International Labour Organization and Paris, UNESCO sector/ Resources/ sectoral-standards/ WCMS_162034/ lang--en/ index.htm [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] (Accessed 21 March 2015.)
United Nations. 1989. Convention on the Rights of the Child. New York, United Nations. EN/ ProfessionalInterest/ Pages/ CRC.aspx(Accessed 21 March 2015.)
Policies and plans
Ministry of Education, Brazil. 2007. The Plan for the Development of Education – Reasons, Principles and Programs. Brasilia, Ministry of Education. upload/ Brazil/ Brazil_PDE_Eng.pdf (Accessed 26 March 2018.)
Council of Ministers of Education Canada. 2008. Learn Canada 2020. Toronto, Council of Ministers of Education Canada. Publications/ Lists/ Publications/ Attachments/ 187/ CMEC-2020-DECLARATION.en.pdf (Accessed 21 March 2015.)
Government of China. 2010. Outline of China’s National Plan for Medium and Long-term Education Reform and Development (2010–2020). Beijing, Government of China. upload/ China/ China_National_Long_Term_Educational_Reform_Development_2010-2020_eng.pdf (Accessed 26 March 2018.)
Government of Ghana. 2012. Education Strategic Plan 2010–2020 – Vol. 1: Policies, Strategies, Delivery, Finance and Vol. 2: Strategies and Work Programme. Accra, Ministry of Education, Government of Ghana. upload/ Ghana/ Ghana_ESP_2010_2020_Vol1.pdf and upload/ Ghana/ Ghana_ESP_2010_2020_Vol2.pdf (Accessed 26 March 2018.)
Teacher Service Commission. 2007. Sub-Sector Workplace Policy on HIV and AIDS. Nairobi, Teacher Service Commission. library/ documents/ teachers-service-commission-sub-sector-workplace-policy-hiv-and-aids (Accessed 21 March 2015.)
Federal Ministry of Education, Nigeria. 2009. Roadmap for the Nigerian education sector. Consultative draft, April 2009. Lagos, Federal Ministry of Education. upload/ Nigeria/ Nigeria_Roadmap.pdf (Accessed 21 March 2015.)
US Department of Education. 2009. Race to the Top Program – Executive Summary. Washington, DC, US Department of Education. programs/ racetothetop/ executive-summary.pdf (Accessed 26 March 2018.)
Policy guidelines, manuals, handbooks, databases
Education International. 2004. Declaration on Professional Ethics. Brussels, Education International. docs/ IRISDocuments/ EI%20Publications/ Declaration%20of%20Professional%20Ethics/ 2008-00165-01-E.pdf (Accessed 21 March 2015.)
Education International. 2014a. Ebola’s Ongoing Impact on African Teachers. Education International News, 17 September 2014. Brussels, Education International. en/ news/ news_details/ 3216(Accessed 21 March 2015.)
Education International. 2014b. Teachers and Education Unions: Ending Child Labour – A Resource Manual for Teachers and Education Unions. Brussels, EI. SiteDirectory/ ChildLabourEditorialGroup/ Doc/ 2014_EI_Manual_EndingChildLabour_E.pdf (Accessed 21 March 2015.)
GPE. 2014. Education Sector Analysis Methodological Guides, Vol. 1. Washington, DC, Global Partnership for Education. (
INEE. 2009. INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery. New York, Inter-Agency Network for Education in Emergencies. en/ teacher-compensation-initiative (Accessed 21 March 2015.)
INEE. 2013. Guiding Principles on Integrating Conflict Sensitivity in Education Policy and Programming in Conflict-Affected and Fragile Contexts. New York, Inter-Agency Network for Education in Emergencies. toolkit/ INEEcms/ uploads/ 1150/ INEE_Guiding_principles_A3_English%5B1%5D.pdf (Accessed 21 March 2015.)
IIEP and GPE. 2012. Guidelines for Education Sector Plan Preparation and Appraisal. Paris, UNESCO. fileadmin/ user_upload/ Cap_Dev_Technical_Assistance/ pdf/ 121106-Guidelines-for-Education-Sector-Plan-Preparation-and-Appraisal-EN.pdf (Accessed 21 March 2015.)
ILO. 2012. Handbook of Good Human Resource Practices in the Teaching Profession. Geneva, International Labour Organization. (Accessed 21 March 21.)
ILO. 2014. ILO Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel. Geneva, International Labour Organization. sector/ Resources/ codes-of-practice-and-guidelines/ WCMS_236528/ lang--en/ index.htm (Accessed 21 March 21.)
ILO and UNESCO. 2006a. An HIV/AIDS Workplace Policy for the Education Sector in the Caribbean. Geneva, International Labour Organization. sector/ activities/ topics/ hiv-aids/ WCMS_159530/ lang--en/ index.htm. (Accessed 21 March 21.)
ILO. 2006b. An HIV and AIDS Workplace Policy for the Education Sector in Southern Africa. Geneva, International Labour Organization. sector/ activities/ topics/ hiv-aids/ WCMS_160799/ lang--en/ index.htm. (Accessed 21 March 2015.)
Poisson, M. 2009. Guidelines: For the Effective Design and Use of Teacher Codes of Conduct. Paris, International Institute for Educational Planning and UNESCO. teachercodes/ guidelines/ Guidelines.pdf (Accessed 21 March 2015.)
Tomasevski, K. 2004. Manual on Rights-based Education: Global Human Rights Requirements Made Simple. Bangkok, UNESCO. images/ 0013/ 001351/ 135168e.pdf (Accessed 21 March 2015.)UNESCO. 2000. Dakar Framework for Action – Education For All: Meeting Our Collective Commitments. Paris, UNESCO. images/ 0012/ 001211/ 121147e.pdf. (Accessed 21 March 2015.)
UNESCO. 2010. Methodological Guide for the Analysis of Teacher Issues: Teacher Training Initiative for Sub-Saharan Africa (TTISSA) Teacher Policy Development Guide. Paris, UNESCO. images/ 0019/ 001901/ 190129e.pdf (Accessed 21 March 2015.)
UNESCO. 2012a. General Education Quality Analysis/Diagnostic Framework. Paris, UNESCO. new/ en/ education/ themes/ strengthening-education-systems/ quality-framework/. (Accessed 21 March 2015.)
UNESCO. 2014b. Teaching Respect for All. Paris. Paris, UNESCO. images/ 0022/ 002279/ 227983E.pdf (Accessed 21 March 2015.)
OREALC. 2013. Background and Criteria for Teacher Policy Development in Latin America and the Caribbean. Santiago, UNESCO Regional Bureau of Education for Latin America and the Caribbean. wp-content/ blogs.dir/ 1/ files_mf/ politicasdocentesingles27082013.pdf (Accessed 21 March 21.)
World Bank. 2013. What Matters Most for Teacher Policies: A Framework Paper. Washington, DC, World Bank. documents/ hdn/ ed/ saber/ supporting_doc/ Background/ TCH/ Framework_SABER-Teachers.pdf (Accessed 21 March 2015.)
World Bank. 2014. Systems Approach for Better Results in Education (SABER)–Teachers. Washington, DC, World Bank. index.cfm?indx=8andtb=1 (Accessed 21 March 2015.)
Research, reports, studies
Bennell, P. 2011. A UPE15 Emergency Programme for Primary School Teachers, Background paper for the Education for All Global Monitoring Report. Paris, UNESCO. images/ 0021/ 002186/ 218659e.pdf (Accessed 26 March 2018.)
Bennell, P. and Akyeampong, K. 2007. Teacher Motivation in Sub-Saharan Africa and South Asia. Department for International Development: Educational Papers. pdf/ outputs/ policystrategy/ researchingtheissuesno71.pdf (Accessed 21 March 2015.)
Bruns, B; Evans, D.; Luque, J. 2012. Achieving World-Class Education in Brazil: The Next Agenda. Washington, DC, World Bank. bitstream/ (Accessed 21 March 2015.)
Council of Ministers of Education, Canada. 2014. ‘Education in Canada: An Overview’, ‘Student and Teacher Mobility’ and ‘Establishing a Pan-Canadian Credential Assessment Centre for Internationally Educated Teachers’. Toronto, Council of Ministers of Education, Canada. en/ (Accessed 15 November 2019.)
Federal Ministry of Education, Nigeria. 2012. The Four-Year Strategic Plan for the Development of the Education Sector: 2011–2015
– 2012 Implementation Report. Lagos, Federal Ministry of Education. documents/ 2012-ImplementationReport.pdf (Accessed 21 March 2015.)
Finnish National Board of Education. 2014. Education in Finland: Teachers in Finland–Trusted Professionals. Helsinki., Finnish National Board of Education. download/ 148960_Teachers_in_Finland.pdf (Accessed 21 March 2015.)
Hargreaves, A. and Braun, H. 2013. Data-driven Improvement and Accountability. Boulder, CO, National Education Policy Center, University of Colorado. files/ pb-lb-ddia-policy.pdf (Accessed 21 March 2015.)
Hunt, F. 2013. Review of National Policies on Learning and Teaching. Background paper prepared for the Education for All Global Monitoring Report 2013/14. Paris, UNESCO. ulis/ cgi-bin/ (Accessed 21 March 2015.)
ILO and UNESCO. 2010. Report, Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel. (Tenth session. Paris, 28 September – 2 October 2009.) Paris, UNESCO.
International Task Force on Teachers for EFA. 2011a. Addressing the Teacher Gap through Efficient and Effective Policies and Practices: Country Reports of Nigeria, Ghana, South Africa and Uganda. Paris, UNESCO. v2/ phocadownload/ consoldidatedcasestudies_anglophone.pdf (Accessed 21 March 2015.)
UNESCO. 2011b. Addressing the EFA Teacher Gap: What Makes Effective Policies and Practices in Asian Countries? Case Studies on: Bangladesh, Indonesia, and Vietnam. Report of the Hanoi Workshop, November 28–29, 2011. Paris, UNESCO. v2/ phocadownload/ hanoi_workshop.pdf (Accessed 21 March 2015.)
Mbelle, A. 2008.The Impact of Reforms on the Quality of Primary Education in Tanzania. Research Report 08.1. Dar es Salaam, Research on Poverty Alleviation. documents_storage/ 08.1%20Amon%20V.Y.%20Mbelle.pdf (Accessed 26 March 2018.)
Moon, B. 2013. The Management of Teacher Education – Trends in Policies and Practice: What Works, Why and for Whom? 6th Policy Dialogue Forum of the International Task Force on Teachers for EFA. Kinshasa, DRC. 27–28 November 2013. Paris. UNESCO (Accessed 21 March 2015.)
Nordstrum, L. 2013. Teacher Supply, Training and Cost in the Context of Rapidly Expanding Enrolment: Ethiopia, Pakistan and Tanzania. Background paper prepared for the Education for All Global Monitoring Report 2013/14. Paris, UNESCO. ulis/ cgi-bin/ (Accessed 26 March 2018.)
OECD. 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris, OECD Publishing. edu/ school/ attractingdevel opingandretainingeffectiveteachers-homepage.htm (Accessed 21 March 2015.)
OECD. 2014a.Talis 2013 Results: An International Perspective on Teaching and Learning. Paris, TALIS, OECD Publishing. 10.1787/ 9789264196261-en (Accessed 24 October 2019)
OECD. 2014b. Education at a Glance 2014: OECD Indicators. Paris, OECD Publishing. edu/ Education-at-a-Glance-2014.pdf (Accessed 24 October 2019)
Ratteree, B. 2004. Teachers, their Unions and the Education for All Campaign. Background paper prepared for the Education for All Global Monitoring Report 2005 – The Quality Imperative. images/ 0014/ 001466/ 146693e.pdf (Accessed 21 March 2015.)
Sahlberg, P. 2010. The Secret to Finland’s Success: Educating Teachers. Research Brief. Stanford, CA, Stanford Center for Opportunity Policy in Education (SCOPE sites/ default/ files/ publications/ secret-finland%E2%80%99s-success-educatingteachers.pdf) (Accessed 26 March 2018.)
UNESCO. 2006. Strong foundations: Early childhood care and education-EFA Global Monitoring Report, 2007. Paris, UNESCO. gem-report/ report/ 2007/ strong-foundations-early-childhood-care-education#sthash.LePVIkNg.dpbs (Accessed 21 March 2015.)
UNESCO. 2012b. Report – Indicators for Teachers and Teaching Expert Group Meeting. Paris, 3–4 October 2012. Paris, UNESCO, UIS, Teacher Task Force. v2/ phocadownload/ indicators_report.pdf (Accessed 21 March 2015.)
UNESCO. 2014a. Teaching and Learning: Achieving Quality for All – EFA Global Monitoring Report, 2013/14. Paris. new/ en/ education/ themes/ leading-the-international-agenda/ efareport/ reports (Accessed 21 March 2015.)
OREALC. 2014a. Catastro de experiencias relevantes de políticas docentes en América Latina y el Caribe. Santiago, UNESCO Regional Bureau of Education for Latin America and the Caribbean. (In Spanish.) new/ en/ santiago/ resources/ single/ publication/ news/ catastro_de_experiencias_relevantes_de_politicas_docentes_ en_america_latina_y_el_caribe-1/ #.VJrZXv_C3A (Accessed 21 March 2015.)
OREALC. 2014b. Temas críticos para formular nuevas políticas docentes en América Latina y el Caribe: el debate actual. Santiago, UNESCO Regional Bureau of Education for Latin America and the Caribbean. (In Spanish.) new/ en/ santiago/ resources/ single-publication/ news/ temas_criticos_para_formular_nuevas_politicas_docentes_en_america_latina_y_el_caribe_el_debate_actual/ #.VJrZZf_C3A (Accessed 21 March 2015.)
UNESCO and UNAIDS-IATT. 2013. 2011–2012 Education Sector HIV and AIDS Global Progress Survey: Progression, Regression or Stagnation? Paris, UNESCO. library/ documents/ 2011-2012-education-sector-hiv-and-aids-global-progress-survey-progression (Accessed 21 March 2015.)
United Republic of Tanzania. 2006. Status of Implementation of Primary Education Development Plan, Presented to Workshop for Directors and Assistant Directors PMO–RALG held in Morogoro, April 2006. Dodoma, Tanzania, Republic of Tanzania.

2.3.9 Global Partnership for Education (GPE)