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UN Secretary-General’s High-Level Panel on the Teaching Profession puts forward recommendations to allow teachers to become drivers of change in education

This is the UN press release released on 26 February 2024 on the occasion of the launch of the UN Secretary-General’s High-Level Panel on the Teaching Profession during the Teacher Task Force 14th Policy Dialogue Forum.

Recommendations from the UN Secretary-General’s High-Level Panel on the Teaching Profession, aimed at transforming the future of the teaching profession, were launched today at the 14th Policy Dialogue Forum of the International Task Force on Teachers for Education 2030 (TTF).

Teachers are central to nurturing every country’s greatest resource: the minds of its people. Yet today, we face a dramatic shortage of teachers worldwide, and millions of teachers who lack the support, skills and continuing training they need to meet the demands of rapidly changing education systems,: said UN Secretary-General António Guterres.

Building on the landmark UN Summit on Transforming Education in 2022 and supported jointly by the ILO and UNESCO, the High-Level Panel’s recommendations are based on six core imperatives, covering dignity, humanity, diversity, equity and inclusion, quality, innovation and leadership and sustainability.

The High-Level Panel’s wide-ranging recommendations are premised on the need to value and respect the teaching profession – this requires decent working conditions, competitive wages, space for teacher voice in decision-making and opportunities for development and innovation,” said Paula Mae Weekes, Co-Chair of the Panel and former President of Trinidad and Tobago.

The recommendations are intended to create an enabling environment that allows teachers to become drivers of change in education, who can help learners critically navigate knowledge and gain the skills and competencies needed in today’s world. Teachers should not be simple conveyers of information but active and collaborative partners for learners, the Panel noted. Adequate financing of education systems and effective integration of technology for learning were cross-cutting themes in the development of the recommendations.

Technology holds tremendous potential for both teaching and learning so long as it is put to use in ways that are supportive of teacher inputs over its pedagogical use, the integrity of the profession and is equitably integrated,” said Kersti Kaljulaid, Co-Chair of the Panel and former President of Estonia.

With new data from UNESCO showing that some 44 million primary and secondary teachers will be needed by 2030 to reach Sustainable Development Goal targets on education, issues of teacher working conditions, wages, autonomy, initial training and continuous professional development all featured heavily on discussions of teacher recruitment and retention. Panellists condemned the use of precarious teaching contracts and austerity policies that undermine teacher working conditions and the quality of education. Further recommendations relate to ensuring gender equity, promoting sustainable development and supporting teacher leadership. A push for greater diversity and inclusion in the teaching workforce, as well as greater social dialogue among partners on both the national and international levels were highlighted.

The full report of the High-Level Panel can be found here.


The High-Level Panel on the Teaching Profession was established by the UN Secretary-General in response to challenges facing the teaching profession and education systems worldwide, and as a key follow-up to the UN Transforming Education Summit of 2022.  The panel was supported jointly by the International Labor Organization (ILO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The 18 panel members include government ministers of education and labour, representatives of teacher trade unions, academics, civil society leaders and teachers and students representing every continent.

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