As countries across the Arab region work to advance SDG 4 and implement the Santiago Consensus, many education systems face growing pressure to address teacher shortages and strengthen the recruitment and retention of qualified teachers. It was against this backdrop that the Arabic edition of the 2024 UNESCO-Teacher Task Force Global Report on Teachers, entitled Addressing teacher shortages and transforming the profession, was launched on 4 February during the International Conference on the Teaching Profession in Muscat, Oman.

Convened by the Ministry of Education of the Sultanate of Oman under the theme “Sustainable Teaching in the Era of AI”, the conference brought together ministers, international organizations and education experts to discuss the future of the profession. During a high-level session on international education reports, Carlos Vargas, Head of the Teacher Task Force Secretariat, presented the report’s key findings, highlighting the urgency of addressing teacher shortages and transforming the profession.

Evidence supporting urgent teacher policy action in the Arabic Region

A co-publication of UNESCO, the Teacher Task Force and the UNESCO Regional Center for Quality and Excellence in Education (RCQE), a Category II Center under the auspices of UNESCO, the Arabic edition marks an important step in making global evidence accessible to policymakers, researchers and teachers across the region. By presenting the report’s data and policy recommendations in Arabic the Teacher Task Force, UNESCO and RCQE aim to support more informed decision-making and stronger regional dialogue on the future of the profession.

The report offers a clear framework for understanding the structural challenges facing the teaching profession in the Arab States. These include gaps in the supply of qualified teachers, disparities in working conditions and limited opportunities for continuous professional development. It also highlights the need to make teaching more attractive through competitive salaries, improved school environments and stronger professional support.

Key data to address critical teacher shortages in science and mathematics

Across the region, the findings point to significant teacher shortages, particularly at the secondary level, with only a limited number of countries on track to meet their teacher needs by 2030.

In countries experiencing rapid population growth, rising enrolment is increasing pupil–teacher ratios and putting pressure on learning quality. Shortages are especially acute in science and mathematics, where difficulties in recruiting specialized teachers are reflected in student outcomes. Addressing these challenges will require coordinated policy responses, including clearer career pathways, improved salaries and expanded teacher education programmes.

From global evidence to regional action

“The significance of the report lies in its ability to translate global data into actionable insights that are relevant to Arab contexts, with a focus on building resilient education systems capable of attracting, developing, and retaining high-quality teachers.” – Dr. Abdulrahman Almedaires, RCQE Director General.

For UNESCO RCQE, the Arabic edition creates a strategic opportunity to strengthen regional dialogue on the future of the teaching profession. Its findings are expected to inform national policy discussions, guide investments and support capacity-building initiatives for education leaders.

Throughout 2026, the Center will integrate the report into regional events, workshops and policy dialogues, working closely with the Teacher Task Force and with UNESCO Offices. These coordinated efforts aim to advance tangible improvements in teacher recruitment, development and retention across the region.

“By making this report available in Arabic, we align evidence with regional priorities and reinforce the role of teachers as leaders of learning. With RCQE and Member States, we remain committed to strengthening education systems and ensuring every learner has a qualified, motivated and well-supported teacher.” - Carlos Vargas, Chief of UNESCO Section of Teacher Development and Head of the Secretariat of the Teacher Task Force.

Related links

• UNESCO & Teacher Task Force Global Reports on Teachers
• Read the Report in Arabic
• Read the Report Highlights in Arabic
• UNESCO’s work on teachers
• UNESCO Regional Center for Quality and Excellence in Education (RCQE)

Riyadh, 26 May 2025 - The Arabic edition of the Teacher Task Force & UNESCO Global Report on Teachers 2024 is presented today in collaboration with the UNESCO Regional Center for Quality and Excellence in Education (RCQE). It provides a strategic framework for improving teachers’ working conditions, strengthening their professional development, and enhancing the attractiveness of the teaching profession.

Like many regions around the world, the Arab States are grappling with growing challenges in teacher retention, driven by factors such as heavy workloads, limited salary growth, and a need for greater professional recognition.

The Arabic edition of the Global Report on Teachers, published by UNESCO, the International Task Force on Teachers for Education 2030, and the UNESCO Regional Center for Quality and Excellence in Education (RCQE), was presented today in Riyadh. The event took place during the high-level Leaders in Education Summit, held alongside the Saudi Arabia Global Educational Supplies and Solutions (GESS) conference from 26 to 28 May.

Report highlights: Mixed realities for teachers in the Arab States

The Global Report on Teachers offers key insights into the teaching profession across the Arab region. Whereas substantial progress has been made, just 8 out of 19 countries in primary education and 2 out of 16 in in secondary education in Northern Africa and Western Asia will recruit enough teachers to close the gaps by 2030.

Data from the 2018 Teaching and Learning International Survey (TALIS) further underscores the magnitude of the challenge: in Saudi Arabia, 62% of lower secondary school principals reported shortages of qualified teachers—well above the OECD average of 21%—placing the country among the highest globally alongside Viet Nam (86%) and Colombia (53%) (OECD, 2019c).

Undesirable working conditions and poor remuneration can contribute to this. While countries like Saudi Arabia and Qatar offer relatively high monthly salaries—US$7,514 and US$5,083 respectively—teachers in Egypt earn considerably less, at just around US$745 making it difficult to support all family needs. Moreover, despite the high salaries in some countries, upper secondary teachers in Saudi Arabia still earn on average just 0.91 times the salaries of other professions requiring the same qualifications, which may contribute in the longer term towards attrition. In Lebanon, deteriorating economic conditions have led three-quarters of teachers to consider leaving the profession, while Jordan continues to face shortages due to decades of outmigration.

Quantitative shortages are further exacerbated by qualitative shortages. Whereas many countries in the region have achieved rates of 100% of teachers having the required qualifications to teach, especially among Gulf countries, this varies with just 41 per cent and 38 per cent of primary teachers in Lebanon and the Syrian Arab Republic also having the minimum level of professional qualifications.

Yet, the Report also points to signs of resilience. During the COVID-19 pandemic, virtual communities of practice emerged across the region, supporting both professional development and teacher well-being. In Saudi Arabia and Oman, societal narratives continue to frame teachers as nation-builders and intellectual leaders, highlighting the symbolic value of the profession.

A strategic tool for advancing SDG 4 through the valorization of the teaching profession

The report comes at a pivotal moment as countries in the Arab States region work to reimagine and reinvigorate the teaching profession. It provides a strategic framework for improving working conditions, strengthening professional development, and enhancing the sustainability and appeal of teaching. As noted during the event, it is a vital reference for guiding targeted reforms and context-specific strategies to accelerate progress toward Sustainable Development Goal 4 on quality education.

Call for collaboration and reform

In his keynote address, Mr. Carlos Vargas, Chief of UNESCO’s Section for Teacher Development and Head of the Secretariat of the International Task Force on Teachers for Education 2030, stated: “We deeply appreciate Saudi Arabia’s support for global education and for hosting and empowering UNESCO RCQE to strengthen teaching worldwide.” Dr. Abdulrahman bin Ibrahim Almedaires, Director-General of UNESCO RCQE, reaffirmed the joint commitment of the Centre, UNESCO HQ, and the International Task Force on Teachers for Education 2030: “This report reflects our shared dedication to advancing the teaching profession and finding practical, scalable solutions to achieve inclusive, quality, and sustainable education for all.”

Ministers and experts unite for action to support teachers

The presentation gathered ministers and senior officials from across the Arab States, alongside international experts, education leaders, and partner organizations. Discussions emphasized the need for practical, locally adapted policies and stronger multilateral cooperation. Education ministers echoed the urgency of action, and UNESCO RCQE reaffirmed its leading role in fostering regional and international collaboration to transform education and support teachers.

A joint commitment to valorize the teaching profession

In closing, UNESCO, the Teacher Task Force, and UNESCO RCQE reaffirmed their shared commitment to strengthening the teaching profession across the Arab world, driving forward transformative change to meet national priorities and global education goals.

Further resources:

• Highlights of the Global Report on Teachers in Arabic and English
• Page of the launch event
• UNESCO work to support teachers
• UNESCO Regional Center for Quality and Excellence in Education (RCQE)