The online submission form for the collection of good practices to support the work of the Transforming Education Action Tracks is now available. The deadline for the first round of submissions is 20 May 2022, however subsequent rounds of submissions will be available.
Please submit your best practice here. Guidelines on how to do it can be consulted here.
The Transforming Education Summit (TES) in September 2022 provides a unique platform and opportunity to reimagine education for the 21st century and to mobilize greater political ambition, actions, and solidarity towards achieving SDG 4. The TES Thematic Action Tracks, in particular, spotlight areas requiring greater stakeholder attention and actions and can accelerate progress towards the 2030 Agenda and/or transform education.
While the national consultations workstream supports the development of a shared vision of the futures of education, the good practices collected through the Action Tracks workstream will identify evidence-based examples of successful policy interventions and programmes, including those addressing COVID-19 pandemic-related educational disruption as well as pre-existing educational equalities learning crisis, with a view to drawing lessons learnt and key drivers for transformation. Their value lies in communicating elements of already transformed education landscapes to decision-makers. Practical solutions that work in different contexts will be brought into the spotlight, particularly programming and financing approaches with transformative results for marginalized groups, along with evidence on how these might be taken to scale. It is hoped that such efforts will inspire the reapplication of experiences across countries.
This form is being used to seek good practices in the area of Teachers, teaching, and the teaching profession, which is the theme of Action Track 2 of the TES. The Action Track will explore the particular issues of teacher shortages, qualifications, and emerging professional development needs, status and working conditions of teachers and education personnel, educational leadership, and innovation.
For more information about the Transorming Education Summit, please see here.
Watch the replay here.
Ensuring qualified and motivated teachers in every classroom is the single-most important school-based determinant of quality education and learning outcomes. However, around the world, not only are there not enough teachers, but large numbers have not received sufficient training and lack minimum qualifications. The COVID-19 crisis also shone the light on the need for sustained and increased domestic and international financing and investment in teachers and teaching as the basis of education systems. Teachers must be better prepared to ensure that a generation of learners is not lost.
The side event will present new findings from research carried out by the Teacher Task Force addressing the following questions:
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This event is organized on the sidelines of the Global Education Summit: Financing GPE 2021-2025 in the framework of the Teacher Task Force #InvestInTeachers campaign.
English, French and Spanish interpretation will be provided.
Register here: https://unesco-org.zoom.us/meeting/register/tJ0kcuitrD4vGNNKdYt3tvuShdYXBW8hib1K
Teachers are the backbone of education systems and the key to reaching learning goals, regardless of context and situation. Within the COVID-19 crisis, they are on the front line in ensuring that...
This blog has been authored by Brenda Giacometti Komel, Director of Global Community Development at Take Action Global, where she leads community growth, partnership development, and global engagement initiatives that connect educators and learners around the world. With a background in international development, human rights, sustainability, and education, she has worked across the globe supporting collaborative initiatives that empower teachers and young people as changemakers.
Teachers are at the heart of education transformation. As the world grapples with the interconnected challenges of climate change, biodiversity loss, inequality, and sustainable development, educators are increasingly being called upon to help learners navigate complexity, develop critical thinking skills, and become active participants in shaping a more sustainable future.
Yet teachers cannot be expected to carry this responsibility alone. To effectively prepare learners for the challenges of the 21st century, educators need access to high-quality resources, professional learning opportunities, global networks, and meaningful support systems that recognize their expertise and amplify their impact.
At Take Action Global (TAG), we believe that teachers are among the most powerful catalysts for change. Through global collaboration, project-based learning, and real-world action, we work alongside educators to help transform classrooms into spaces where students learn not only about global challenges but also how to become part of the solution.
One of the most significant challenges teachers face is finding practical ways to connect global issues to locally-relevant learning experiences. While sustainability and climate education are increasingly recognized as priorities, many educators report needing greater support, resources, and opportunities for collaboration.
Take Action Global addresses this need by connecting teachers to a global network of peers who share ideas, best practices, and innovative approaches to teaching sustainability and global citizenship. By fostering cross-cultural collaboration and providing free educational resources, educators can access tools that help bring real-world learning into their classrooms while remaining aligned with local curricula.
This approach not only strengthens teacher capacity but also helps reduce professional isolation by creating opportunities for educators to learn from one another across borders and contexts.
A flagship example of this work is the Climate Action Project (CAP), one of the world's largest climate education initiatives.
Each year, teachers and students from around the globe come together to explore climate-related topics through collaborative learning experiences, project-based activities, and meaningful dialogue with peers from different countries. The initiative provides educators with ready-to-use resources, lesson plans, professional learning opportunities, and access to a vibrant international community committed to climate education.
More importantly, CAP is designed to support teachers as facilitators of learning rather than requiring them to become climate experts. Through structured activities and global connections, educators gain the confidence and resources needed to engage students in complex environmental issues while fostering critical thinking, creativity, communication, and problem-solving skills.
Another initiative helping teachers bring sustainability education to life is Build the Change, offered in collaboration with the LEGO Group.
Through a series of student challenges, Build the Change encourages learners to imagine, design, and share solutions to real-world issues related to sustainability and community resilience through a playful learning approach. The challenges provide educators with fun, accessible entry points for discussing complex global topics while promoting creativity, collaboration, and student agency. These are flexible resources that can be adapted across age groups, learning environments, and curriculum areas.
By creating opportunities for student voice and participation, the initiative reinforces an important principle: young people are not only future leaders but active changemakers today.
As UNESCO and the Teacher Task Force have pointed out multiple times in the past, global efforts to achieve SDG 4 and preparing learners for an increasingly complex world depends on a well-supported teaching profession. Teachers need access to relevant professional learning, practical resources, collaborative networks, and opportunities to contribute their expertise to educational transformation.
At TAG, we have seen firsthand how educators rise to the challenge when they are provided with meaningful support, trusted as professionals, and connected to a global community of
practice. The more than 26 million teachers and students reached through our programs across over 190 countries are a testament to the multiplier effect that occurs when educators are empowered to lead.
Every day, teachers participating in initiatives such as the Climate Action Project and Build the Change are helping learners develop the knowledge, skills, values, and agency needed to create a more sustainable and just future.
Main image: Climate Action Project participants planting trees in Kenya for climate change mitigation and adaptations purposes. Credit: Take Action Global
The 15th Teacher Policy Dialogue Forum (TPDF) will take place from 23 to 25 November 2026 at the African Union Commission in Addis Ababa, Ethiopia. Co-convened by the International Task Force on Teachers for Education 2030, the African Union and UNESCO, the Forum reflects the collective expertise and priorities of Teacher Task Force members. It will bring together policymakers, teacher representatives, researchers, development partners and other education stakeholders from around the world to exchange knowledge, strengthen collaboration and advance teacher policies in support of SDG Target 4.c, which calls for substantially increasing the supply of qualified teachers through international cooperation for teacher training in developing countries.
This year's Forum will be framed by the theme of the 2026 Teacher Task Force and UNESCO Global Report on Teachers, which examines how teacher professional development can be strengthened through lifelong learning, with a focus on teacher agency, policy coherence, equity and sustainability. The Report will be officially launched during the Forum, and its findings will frame discussions throughout the event. Building on recent global commitments, including the Santiago Consensus and the recommendations of the United Nations Secretary-General's High-Level Panel on the Teaching Profession, the Forum will provide a platform for high-level policy dialogue on the reforms and implementation conditions needed to strengthen teacher professional development as part of broader teacher policy transformation.
The Forum will also foster peer learning and collaboration, enabling Teacher Task Force members and the wider education community to share experiences, identify common priorities and shape future action together.
Organized since 2010 by the International Task Force on Teachers for Education 2030, the Teacher Policy Dialogue Forum is the network's flagship global policy event. It is collaboratively designed by and for Teacher Task Force members, providing a platform for advocacy, knowledge exchange, peer learning and collaboration among governments, international organizations, teacher organizations, civil society, academia and development partners working to strengthen teacher policies and accelerate progress towards SDG Target 4.c. Read the report from the last Policy Dialogue Forum here.
The 15th Teacher Policy Dialogue Forum is co-funded by the European Union in the framework of the Regional Teachers Initiative for Africa.
