The first meeting of the Editorial Board for the Global Report on Teachers was convened on 21 August, marking a pivotal step in shaping the 2026 edition of the Report. Expected to be launched at the Teacher Task Force (TTF) Policy Dialogue Forum, the Report will focus on the theme of teachers’ professional development and lifelong learning (LLL).
A diverse and strategic Editorial Board
The Editorial Board was established by the TTF Steering Committee to ensure the quality, coherence, and impact of the Report. The Board brings together representatives from multilateral agencies, international organizations, donors, teachers and members of the TTF, as well as independent experts on teacher policy and practice from different regions of the world. Its consultative role aims to provide strategic advice on the Report’s vision and objectives; identifying key issues and knowledge gaps; guiding thematic and methodological approaches; ensuring the quality and relevance of data; and leveraging networks for dissemination and advocacy. Ultimately, the Board aims to help produce a Report that not only reflects the lived realities of teachers but also equips policymakers with evidence-based and practical recommendations aligned with the TTF’s Strategic Plan, the Education 2030 Framework for Action, and SDG Target 4.c.
Key priorities and expectations for the Report
The Editorial Board confirmed broad support for the theme and highlighted the importance of outlining actionable, teacher-centered recommendations and not simply abstract academic concepts. It was further recommended that the Report reflect teachers’ realities, include the important role of schools among many other learning spaces, and propose clear frameworks for professional development supported by governments and institutions. Board members raised concerns about underqualified teachers, weak licensing systems, and training that often fails to keep up with classroom realities. They emphasized that professional development should not rest solely on the shoulders of teachers but also require government investment and regulation to uphold equity and quality.
Barriers to professional development and preparing teachers for the future
The Board also looked closely at barriers teachers face to engage in learning opportunities. Heavy workloads and the lack of protected time for training make it hard for many to invest in their growth. Policies must create clear and regular opportunities for learning, backed by strong school leadership and the regulation of private training providers, which often influence both the quality and consistency of learning while driving up heavy costs for teachers and governments alike.
Looking ahead, members emphasized the Report should prepare teachers for digital change, promote sharing of knowledge across schools and sectors, and connect professional learning to career paths. It was also highlighted that professional development is not just about skills but also about well-being, motivation, and teachers’ own sense of agency.
Equity and inclusion at the core
Equity was another major concern. Members called for closing gaps in access to learning, ensuring gender equality, and using technology to widen, and not narrow, opportunities. Above all, they stressed that teachers’ own voices must shape these policies. Unions, councils, and social dialogue were seen as key to making the process relevant, trusted, and legitimate.
A call for systemic transformation
The meeting reaffirmed that, in light of the theme of the 2026 Global Report on Teachers, a systemic transformation is required to rethink teacher professional development through the lens of lifelong learning - as a collective responsibility underpinned by robust governance, equity-driven policies, and supportive institutional structures. By grounding its recommendations in the lived experiences, professional needs, and aspirations of teachers, the Report can serve both as a mirror reflecting current challenges and as a roadmap guiding transformative change across education systems worldwide.