Teacher Education in Sub-Saharan Africa - TESSA

26/04/2026

Women and girls must have equal access to:

✅ Quality education

✅ Economic resources

✅ Equal opportunities for employment, leadership, and decision-making

26/04/2026

The Sustainable Development Goals (SDGs), are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prospe...

26/04/2026

There is no single policy solution to education exclusion.

Countries that have made the fastest progress did not rely on one reform alone, shows the new 2026 Global Education Monitoring Report.

Instead, they combined multiple policies, including some that are outside of education, covering labour laws, child marriage, health and infrastructure.

Sustained progress depends on coordinated policies, long-term commitment and continued investment.

Explore more solutions for expanding education access and equity:
https://bit.ly/gemreport2026

26/04/2026

1 in 5 students feel anxious about mathematics, with girls reporting higher levels than boys.
PISA 2022 data reveal large gender gaps in maths anxiety in countries such as Denmark, France, Germany and Norway, while in others, including Jordan, Saudi Arabia and Cambodia, the gap is minimal.

The effects are tangible. Maths anxiety is linked to lower performance, weaker confidence and more limited subject choices.

Over time, this shapes outcomes: women represent just 35% of STEM graduates globally, a figure that has barely shifted in a decade ( data).

Beliefs play a powerful role. When girls internalize the idea that boys are better at maths, their performance declines. Teacher expectations and textbook bias can reinforce these perceptions.

Maths anxiety is neither innate nor inevitable. It is socially shaped and therefore policy-responsive.

Engaging parents, training teachers and reviewing curricula are practical steps towards creating learning environments where confidence grows alongside competence.

➡️ Explore more in the by Anna Cristina d'Addio, PhD: https://bit.ly/3XRxDJ3

26/04/2026

26/04/2026

Women and girls don't just use technology, they build it. ✨

Today is International Girls in ICT Day, and this year's theme says it all: "AI for Development: Girls shaping the digital future."

Artificial intelligence is transforming our world. But who gets to be at the table when it's designed? Girls and young women must be co-creators of this future, not bystanders to it.

UNGEI believes that when girls have access to education and can pursue the career of their choice, they can transform a sector and help communities thrive, economies grow and change a better future for all.

How are you celebrating Girls in ICT Day? Drop it in the comments 👇

26/04/2026

More children are entering school. Far fewer are completing it.
Today, only 2 in 3 students worldwide finish secondary school.

At the current pace, universal secondary completion, a global target originally set for 2030, would only be reached in the next century.

Closing this gap will require sustained investment and policies that help students stay in school and complete their education.

➡️ Find solutions in the UNESCO 2026 Global Education Monitoring Report: https://bit.ly/gemreport2026

26/04/2026

Exciting News - Zebra Trust give £1.2m gift to strengthen teacher education in Kenya and Zambia
D'excellentes nouvelles : le Zebra Trust octroie £ 1 200 000 pour renforcer la formation professionnelle des enseignants et enseignantes au Kenya et en Zambie

This link will take you to a page that’s not on LinkedIn

07/11/2025

Collaboration is the foundation of effective leadership in education.
At the Summit 2025, Andreas Schleicher, Director for Education and Skills at the OECD, highlighted how effective school leadership nurtures collaboration and professional autonomy among teachers.

Yet, collaboration remains the least emphasized aspect in most leadership training. Empowering assistant principals and teachers to share responsibilities can drive improvement, but only around 50% of countries include teacher collaboration in their leadership standards.

School leaders should not be heroes. Shared leadership builds better schools.

➡️ Learn more in the our 2025 series on Leadership in education: Bit.ly/2024gemreport

06/11/2025

Good schools need good school leaders.
Across countries, evidence from the and partners shows that when school leaders are supported, teachers thrive, learning outcomes improve, and education systems become more equitable.

From the 2024/5 Global Report to the Gender Report on women’s leadership in education, and a series of regional studies in Africa, Latin America, East Asia and Eurasia, the GEM Report series on Leadership in education has built a global case for investing in leadership at every level.

At the School Leadership Matters Summit today, Manos Antoninis, GEM Report Director, reminded participants that empowering education leaders is key to achieving .
➡️ Explore the full series on leadership in education: https://bit.ly/3LeLkxs

Global School Leaders

01/11/2025

📢 Registrations are now open for the School Leadership Matters Summit 2025!

How can empowering school leaders transform teaching, learning, and equity?
The School Leadership Matters Summit 2025, co-convened by Global School Leaders and the , will bring together policymakers, researchers, and educators from Africa, Asia, and Latin America to explore just that.

Over 3 days, participants will dive into data, insights, and on-the-ground experiences through panels, interactive sessions, and regional spotlights, shaping a global dialogue on what it takes to lead schools for learning.

Join Manos Antoninis, Director of the GEM Report, and other thought leaders for a conversation that frames the urgency of investing in school leadership, weaving global research with real-world stories to set the tone for the 2025 Summit.

📅 Dates: 4 – 6 November 2025
🕐 Time: 12:10 PM GMT+2
🌐 Languages: English, Spanish, Portuguese, and French

👉 Register now: https://luma.com/slm2025