As the education agenda braces for a future reshaped by artificial intelligence and a growing teacher shortage, one question grows more pressing: who will teach, and how do we need to support them? On 9 June, the International Task Force on Teachers for Education 2030 (TTF) launched its new 2026-2029 Strategic Plan to strengthen the teaching profession. Members reflected on the achievements of the 2022-2025 phase, discussed priorities for the years ahead, and welcomed new members to the network.
The 2026–2029 Strategic Plan
Presented by Carlos Vargas, Head of the TTF Secretariat, the new 2026–2029 Strategic Plan places a greater focus on collaboration, member engagement and collective action across the network. Members are at the core of the Plan, and the impact of the network is understood to depend on the contributions and engagement of its entire membership rather than on the Secretariat alone.
The Plan rests on three main lines of action, carried over from the previous cycle but with renewed focus on stronger interaction and mobilization of members, and on greater coherence across the network's activities:
- Knowledge Production and Future Thinking, exploring the role of teachers in light of technological change, climate change and the post-2030 agenda;
- Advocacy and Partnerships, mobilizing the network's full membership in support of better teacher conditions;
- and Policy Learning and Policy Change, translating knowledge and partnerships into concrete improvements in teachers' working conditions and professionalization.
“With this new Strategic Plan, we deepen our collective action, anchored in the strength of our members across every region. Together with our partners, we remain committed to placing teachers at the center of the global education agenda and ensuring every learner has access to a qualified, motivated and well-supported teacher.” - Carlos Vargas, Head of the Teacher Task Force Secretariat and Chief of UNESCO's Section for Teacher Development.
Thematic groups: priorities for 2026–2027
Alongside the Plan's launch, the meeting also gave members an opportunity to take stock of the work already underway across the network and to discuss priorities for 2026–2027:
- School Leadership Network, exploring the competencies school leaders need to navigate AI;
- Inclusion and Equity in Teacher Policy and Practice, shifting its focus to teachers in remote areas;
- ECCE Teachers and Facilitators, undertaking a comparative analysis of early childhood teachers' qualifications, training and wellbeing;
- Digital Education and Artificial Intelligence, focused on strengthening teacher agency in resource-constrained settings;
- and Teachers in Emergencies and Crisis Contexts, whose work has been on hold in recent months, with the Secretariat currently exploring the appointment of new co-leads and inviting interested members to join.
These discussions demonstrated how members are already translating the priorities of the new Strategic Plan into concrete collaborative activities at global, regional and national levels.
Regional perspectives
Members also met in regional breakout groups to discuss priorities for 2026–2027 and identify opportunities for collaboration. In the English-speaking Africa group, countries highlighted a shift toward competency-based teacher frameworks and reaffirmed plans for a dedicated Africa regional forum on teacher shortages in 2027. The francophone Africa group prioritized strengthening continuing professional development, teacher qualifications and accreditation pathways. The Arab States group agreed to prioritize emergency preparedness and capacity-building on artificial intelligence, while calling for greater regional visibility and engagement. The Europe and North America group identified teacher shortages, linked to career attractiveness and entry pathways, as a pressing challenge, alongside AI and the upcoming revision of the 1966 and 1997 recommendations on the status of teachers. In the Latin America and Caribbean group, teacher professionalization, including professional development responsive to AI, emerged as a central priority, alongside teacher agency and wellbeing. The Asia-Pacific group highlighted the integration of AI and digital pedagogy into teacher training, alongside a proposal led by the Teacher Education Centre in Shanghai for a regional policy learning event in 2027.
Across the regions, two themes consistently emerged: the urgency of addressing teacher shortages and working conditions, and the need to prepare teachers and teacher policies for the growing influence of artificial intelligence.
A growing network
The Annual Meeting also reflected the TTF's continued expansion, welcoming new members since the 2025 Annual Meeting: seven new Member States - Bahrain, Guinea-Bissau, Iceland, Iraq, Italy, Latvia and Sudan - and thirteen new NGO members, including the Education Development Center, Agence Universitaire de la Francophonie, Teaching at the Right Level Africa, Libraries without Borders, British Council, Humanity & Inclusion, the UN Sustainable Development Solutions Network's SDSN Global Schools Programme, Queen Rania Teacher Academy, Aga Khan Foundation, the Association for Teacher Education in Europe (ATEE), the European Federation of Education Employers (EFEE), the International Association for the Evaluation of Educational Achievement (IEA) and the Reggio Children Foundation.
Members also welcomed newly nominated Steering Committee representatives from Burundi, China, Mauritania, Oman and the World Bank, strengthening the network's regional and institutional reach as it begins implementing the new Plan.
These additions further strengthen the diversity of expertise represented within the network, from teacher education and policy development to research, professional learning, and inclusive education.
Looking ahead
With the 2026–2029 Strategic Plan now launched, the TTF looks ahead to a busy period of engagement, including the Transforming Education Summit (TES+4) in July and the Teacher Policy Dialogue Forum (TPDF) in November, which will provide important opportunities to advance dialogue and collaboration on teacher policy and practice.
Related links
- Strategic Plan 2026-2029
- TTF Brochure
- Page of the launch event
- Teacher Policy Dialogue Forum
- Transforming Education Summit (TES+4)
- Global Report on Teachers
Hero photo: Moumouni Badini is a volunteer primary school teacher in Bourzanga, Burkina Faso, where he finds deep fulfillment in helping children succeed. Photo: UNESCO/Kilayé Bationo