Implementation Tools
Standard 2: Conditions of Work
Teachers and Other Education Personnel

Teachers and other education personnel have clearly defined conditions of work and are appropriately compensated.


  INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery
INEE - 2009
These Guidance Notes address a critical challenge to quality education by providing a framework for discussing the complex issues surrounding the compensation of teachers based on lessons learnt from practice around the world. The Guidance Notes provide guidance on the following three themes: Policy and Coordination of Teacher Compensation, Management and Financial Aspects of Teacher Compensation, Teachers' Motivation, Support and Supervision as Forms of Non-Monetary Teacher Compensation.

 French  |  Spanish 
Notes d'orientation de l'INEE sur la rémunération des enseignants dans les états fragiles, les situations de déplacement et de réadaptation post-crise

INEE - 2009
Ces notes d'orientation répondent à une difficulté importante pour une éducation de qualité en fournissant un cadre pour la discussion des questions complexes concernant la rémunération des enseignants, selon les leçons apprises de la pratique partout dans le monde.
Notas de orientación de la INEE sobre la remuneración de docentes en estados frágiles, situaciones de desplazamiento y recuperación poscrisis

INEE - 2009
Estas notas de orientación frente a un desafío crítico para la educación de calidad proporcionando un marco para la discusión de los temás complejos alrededor de remuneracion docente basado en las lecciones aprendidas de la práctica en todo el mundo. Las notas de orientación ofrecen guía sobre los temás siguientes: la política y la coordinación de la remuneración de docentes; los aspectos administrativos y financieros de la remuneración de docentes; y la motivación, el apoyo y la supervisión de los docentes como formás de remuneración no monetaria.

  Sample Code of Conduct for Teachers
INEE Minimum Standards Handbook, adapted from UNHCR Eritrea - 2004
This code of conduct can be used as a model, which schools can adapt for local use.

  We all need more education: What can be done to reduce teacher's absenteeism?
International Initiative for Impact Evaluation - 2009
Monitoring and financial incentives have been shown to have a significant impact on absenteeism, whereas local monitoring of attendance has failed to have such an impact. However, more evidence is required to strengthen these conclusions.

  Guidelines for the design and effective use of teacher codes of conduct
Poisson, M., UNESCO IIEP - 2009
This toolkit is aimed at the entire education community (particularly teachers, teacher unions, ministries of education and school principals). The content includes detailed guidelines describing each of the steps involved in the development and effective use of a teacher code of conduct.

  Staffing: Building a Team and Supporting Staff
Save the Children - 2003
This brief on building an education team and supporting staff provides guidance on supporting staff through training, salaries and incentives. From Save the Children's Education in Emergencies toolkit.

  El oficio de docente: Vocación, trabajo y profesión en el siglo XXI (Spanish only)
Tenti Fanfani, E., IIPE-UNESCO y Siglo XXI - 2006
Cada vez más, la profesionalización de los docentes ocupa un lugar destacado en la agenda de la política educativa en América Latina y el mundo, y así lo demuestra el creciente interés de la sociedad en este ámbito que es analizado en esta obra.

  Teacher Motivation, Compensation and Working Conditions
UNESCO IIEP - 2010
This chapter contains a series of strategies and guidance notes for adequately compensating and recognizing the efforts of teachers and for supporting the re-establishment of an ongoing system of educator payment. It contains a matrix (pp. 43-45) with ideas for how NGOs can support government schools, including compensating teachers. It is important to note that any such action must be carried out, based on national standards and in agreement with the government, in coordination with others. Extracted from UNESCO IIEP's Guidebook for Education Planning in Emergencies and Reconstruction.

  1966 UNESCO/ILO Recommendation Concerning the Status of the Teaching Profession
UNESCO, Adopted by the Special Intergovernmental Conference on the Status of Teachers - 1966
This ILO/UNESCO Recommendation, adopted by the Special Intergovernmental Conference on the Status of Teachers, promotes a series of guiding principles for good teaching practices, including issues of compensation (section X).

 French  |  Russian  |  Spanish 
Recommandation concernant la condition du personnel enseignant

UNESCO, Adopted by the Special Intergovernmental Conference on the Status of Teachers - 1966
Cette recommandation de l'OIT/UNESCO, adoptée par la Conférence intergouvernementale spéciale sur la condition du personnel enseignant, promeut une série de principes directeurs pour de bonnes pratiques de l'enseignement, y compris les questions de rémunération (section X).
Russian: 1966 UNESCO/ILO Recommendation Concerning the Status of the Teaching Profession

UNESCO, Adopted by the Special Intergovernmental Conference on the Status of Teachers - 1966
Recomendación relativa a la situación del personal docente

UNESCO, Adopted by the Special Intergovernmental Conference on the Status of Teachers - 1966
Esta recomendación de ILO/UNESCO, adoptivo por la Conferencia Intergubernamental Especial relativa la situación del personal docente, promueve una serie de principios directores para las prácticas de buena enseñanza, incluyendo cuestiones de compensación (sección X).

  UNGEI Child Protection Code of Practice
UNGEI Global Advisory Committee - 2008
The UNGEI Global Advisory Committee has developed a Child Protection Code of Practice to galvanize UNGEI's efforts to promote gender equality in education, and in particular to ensure that the rights and needs of vulnerable children are fully met. While UNGEI recognizes that members of its partnership may have their own child protection policies and codes of practice to guide their engagement with children, this Code of Practice is meant to complement UNGEI partners' existing child protection policies and codes of conduct.

  Codes of Conduct for Refugee Schools
UNHCR - 2007
This code of conduct for a refugee school can be adapted and designed, in a participatory manner, for the local contexts, making reference to existing rules, policies and the issues within this framework. Taken from UNHCR's 'Safe Schools and Learning Environment: How to Prevent and Respond to Violence in Refugee Schools.'