This blog has been co-authored by Eliane El Haber, Maximiliano Andrade Reyes, Ilan Enverga, Roberto Hernández Juárez, SDG4 Youth & Student Network.

The recently adopted Santiago Consensus, outcome of the World Summit on Teachers in Chile (August 2025), calls the global community to action: to reverse the teacher shortage and to transform teaching into a profession that is fully respected, supported, and empowered.

The Teacher Task Force & UNESCO Global Report on Teachers estimates that the world will need an additional 44 million teachers by 2030 to achieve Sustainable Development Goal 4 (SDG4). The teacher shortage is not just a statistic; it is our classrooms, our peers, our dignity and our futures. As young people, students, and future teachers, we welcome this landmark consensus, but we also see its urgency. That is why we, the SDG4 Youth & Student Network, are proud to have been proud of shaping this consensus through its consultation progress, and are adding our voices to amplify this call.

Financing: Turning Commitments into Reality

No consensus will succeed without financing. The Santiago Consensus emphasizes the need for sustainable, transparent, and equitable financing strategies to support the teaching profession. We could not agree more.

For young people and students, financing is not an abstract concept. It is the difference between overcrowded classrooms and spaces where teachers can provide individual support. It is the difference between teachers leaving the profession due to poor pay, and teachers staying because they feel valued. Financing means salaries that reflect teachers’ worth, safe workplaces, and professional development opportunities.

We join the #FundEducation campaign of the SDG4 High-Level Steering Committee and welcome the Consensus’s strong commitment to uphold international benchmarks for education financing and to explore innovative mechanisms without compromising education as a public good. Public–private partnerships and triangular cooperation can play a catalytic role if designed responsibly, helping expand resources for teacher training and professional development while safeguarding education as a right and a public good. Teachers are not a cost to be minimized; they are the best investment we can make for our societies.

Capacity Building: Supporting Teachers as Lifelong Learners

Teachers, like students, deserve opportunities to grow. The Santiago Consensus calls for teacher education and professional development to be seen as a lifelong journey. This is especially relevant in today’s fast-changing world, where teachers are asked to navigate digital transformation, climate change, and shifting societal expectations.

Capacity building must go beyond technical training. It should recognize teachers in all modalities, including early childhood educators, adult learning facilitators, and TVET instructors, and provide clear pathways for growth and recognition. Importantly, it should also include youth and students, preparing us to step into the teaching profession with confidence, agency, and resilience.

Higher education institutions also have a vital role here. As incubators of teacher training, centers of research, universities and colleges can strengthen bridges between theory and practice, ensuring that teacher preparation evolves with the needs of learners and societies. Furthermore, as artificial intelligence (AI)  and digital tools reshape education, teachers need training to integrate AI responsibly and effectively, ensuring it does not replace human interaction and learning.

Social and Emotional Learning: Teachers at the Heart of Well-being

The global education community often focuses on learning outcomes, but we must not forget the outcomes that matter most to young people and students: feeling safe, supported, and inspired in our learning environments. Teachers are central to this.

The Santiago Consensus highlights the role of teachers in promoting sustainable development, gender equality, and global citizenship. We add another essential dimension: social and emotional learning. Teachers nurture empathy, resilience, and critical thinking. They provide a sense of stability in times of crisis. And they show us, through their care and commitment, how to live together in healthy, inclusive societies. Teachers who are supported in these areas help young people become not only informed citizens but also empathetic leaders.

By prioritizing social and emotional learning, teachers equip students with resilience and empathy, enabling them to navigate crises, uncertainty, and rapid societal changes.

For this reason, investing in teachers is also investing in mental health and well-being. It ensures that classrooms remain spaces of belonging, trust, and growth.

Monitoring and Cooperation: From Words to Measurable Progress

The Santiago Consensus is rich with commitments. But young people and students know too well that commitments without monitoring can fade away. We echo the call for robust teacher management and information systems, for better data collection, and for regular reporting to UNESCO’s Institute for Statistics (UIS).

Monitoring is not only about accountability; it is also about learning. It allows us to see what works, share promising practices, and adjust strategies to ensure that teachers are not left behind. In line with the spirit of the Santiago Consensus, monitoring must create spaces for civil society, youth, and students to participate, fostering transparency, accountability, and shared responsibility in advancing SDG4.

We also see South–South and triangular cooperation as vital tools. Through these partnerships, countries can exchange models of teacher training, learn from each other’s experiences, and build solidarity across regions facing similar challenges. By strengthening collaboration, especially across the Global South, we can accelerate progress and ensure that no country - and no teacher - is left behind.

Youth and Students: Partners, Not Bystanders

One of the strongest affirmations in the Santiago Consensus is the recognition of young people as essential stakeholders in solving the teacher shortage. The outcome document states:

“We affirm that young people, who represent a large proportion of current learners and the very sources of future teaching personnel, must be recognized as essential stakeholders in addressing the global teacher shortage. Their perspectives, innovations, and leadership are critical to reimagining the teaching profession and ensuring it meets the evolving needs of society.”

As such, our voices must be included in teacher policy dialogues, social dialogue platforms, and decision-making spaces. We bring innovative ideas, digital skills and perspectives grounded in today’s realities that can complement the wisdom of experienced educators.

The SDG4 Youth & Student Network has already demonstrated the power of youth engagement in education policymaking. We believe this must now extend to the teaching profession itself. Supporting youth voice and youth-led initiatives to promote teaching as a viable and rewarding career is not optional; it is necessary.

We also recall the United Nations Youth Declaration on Transforming Education, which was shaped by nearly half a million young people worldwide. Articles 18 and 19 of this milestone declaration directly call for systemic changes to support the teaching profession.

Welcoming the Call to Action

The Santiago Consensus is not just another declaration. It is a powerful call to action from governments, teachers, unions, civil society, international organizations and young people to transform the teaching profession. 

For youth and students, the Consensus is not a set of abstract policy points. These are commitments to ensure a better future and to transform the lives of billions of children and youth who entrust their future and education to these consensuses. That is why the call to action must be accompanied by real commitments from the actors in education. 

The call to action from Santiago is clear, and we proudly repeat it: the world needs teachers, and teachers need the world to support them. Without teachers, it becomes impossible to improve the lives of societies worldwide, especially young and future generations.

Through diplomacy and dialogue that cross generations, sectors and states, we can realize the calls of the Santiago Consensus.  Our role, as youth, is to amplify it and to work in partnership with decision-makers to turn these commitments into action with the unwavering hope and fiery energy characteristic to today’s youth. 

As the outstanding teacher and Chilean Nobel Prize in Literature winner Gabriela Mistral said: "To light lamps, you must carry fire in your heart." Our collective effort to realize the Santiago Consensus will allow billions of lamps to be illuminated because we have the fire in our hearts.

Learn more

• Read the Santiago Consensus
• Find out more about the SDG4 Youth & Student Network

Photo credit: Ministry of Education, Chile
Caption: Ellen DIxon, SDG4 Youth & Student Network, intervention during the plenary session on Teacher Policies to Address Teacher Shortages and Improve Working Conditions, World Summit on Teachers, Santiago de Chile, 28 August 2025.

Education stakeholders from around the world gathered for the World Summit on Teachers in Santiago de Chile to address the global challenge of teacher shortages and advocate for the sustained support for teachers through global action, financing and policy alignment, especially in the midst of a rapidly changing digital era. 

The World Summit on Teachers took place from 28 to 29 August 2025 in Santiago de Chile in conjunction with the SDG4 Education 2030-High Level Steering Committee’s Leaders Meeting. Organized by UNESCO and the Government of Chile, the event hosted participants from across the globe and culminated in the adoption of the Santiago Consensus, highlighting the irreplaceability of teachers and urgent call for revalorizing the profession. The Teacher Task Force played an instrumental role in the Summit, through consulting its network on the Santiago Consensus, as well as the active participation of Secretariat staff, network members and Steering Committee representatives.

The Santiago Consensus 

After two days of engaging and thought-provoking dialogue, the Summit concluded with the delivery of the Santiago Consensus, which underlines the indispensable role of teachers as the cornerstone of education. Developed through a consultative process involving the Teacher Task Force network, the consensus calls for strengthening comprehensive national teacher policies, advancing continuous professional development, encouraging the inclusion of teachers in policymaking, mobilizing education funding, and boosting digital and AI competencies. Central to these commitments is imperative to uphold strategies that reaffirm inclusion, equity, and gender equality in all facets of education. 

Launch of the costing and financing background paper 

A crucial moment at the Summit was the launch of the new Teacher Task Force and UNESCO background paper, Costing and financing the teaching profession: a strategic investment in education. Through examining a myriad of global data and country case studies, the paper highlights the essential role of domestic resource mobilization, the risk of overreliance on external and short-term funding, and the potential of progressive fiscal reforms to secure sustainable investment in teachers. 

Sessions led by the Teacher Task Force

Two of the thematic sessions at the Summit were moderated by Teacher Task Force representatives: Examining the Impact of AI on Teacher Development and Pedagogical Practices and Financing the teaching profession. 

Artificial intelligence (AI) emerged as a key theme of the Summit, and Erin Chemery, member of the Teacher Task Force Secretariat, chaired a discussion about the dual impact of AI on teacher development and pedagogical practices. Though the benefits of supporting teachers in lesson planning, feedback, multilingual instruction, and personalization stand as compelling rationales for its integration, leaders in education have raised critical questions about AI’s potential to erode, rather than enhance, teacher professionalism, pedagogical autonomy, and human connection. 

In a later session of the Summit, Carlos Vargas, Head of the Teacher Task Force Secretariat, orchestrated a conversation about financing the teacher profession. Sustainable teacher financing builds quality, equity, and resilience in education systems, especially in low- and lower-middle-income countries. Many of the major costs come from employing teachers, such as salaries, recruitment, professional development, deployment, and working conditions. The 2024 TTF & UNESCO Global Report on Teachers found that the need for 44 million primary and secondary teachers comes at a cost of US$120 billion. The session further emphasized the need for governments and partners to improve education financing through better planning and innovative mechanisms. 

While the Summit has come to a close, there is still more work to do. Looking ahead, the Teacher Task Force will continue supporting countries in implementing the recommendations from the Santiago Consensus, as well as providing guidance on teacher policies that strengthen the profession globally. Overarching messages from the Consensus will pave the way for future efforts and initiatives, all following the same theme: we must invest in teachers now more than ever. 

Useful links

• Teacher Task Force & UNESCO Costing and financing the teaching profession: a strategic investment in education
• World Summit on Teachers event page
• 2024 TTF & UNESCO Global Report on Teachers

Photo credit: UNESCO

This blog post is co-authored by Sophia Ashipala, Head for Education at the African Union Commission, and Quentin Wodon, Director of UNESCO’s International Institute for Capacity Building in Africa.
 

Education remains a top priority for Africa. As part of work carried under the Year of Education in 2024, the African Union conducted a review of the Continental Education Strategy for Africa 2016-2025 (CESA 16-25) and prepared a new strategy for 2026-2035 (CESA 26-35). The new strategy was approved at the African Union’s summit in February 2025 and is now available on the website of the African Union. Separately, the African Union also approved a new strategy for Technical and Vocational Education and Training (TVET), also now available online.

CESA 26-35 comprises of four parts: (1) A brief investment case; (2) A review of selected challenges; (3) A framework for action; and (4) A discussion on governance, communications, and monitoring. Part I for the investment case considers (i) Human rights, peace and sustainable development, including considerations related to gender, equity, and inclusion; (ii) Health and social benefits; and (iii) Labor market benefits. Part II reviews progress (or the lack thereof) for schooling and learning, as well as the links between both. It also provides a summary of key findings from the CESA 16-25 review. Part III is the core of the strategy. It provides a framework for action with six strategic areas of focus and 20 objectives. Part IV is about governance, communications, and data for monitoring and evaluation (M&E).

Teachers are at the core of CESA 26-35, with three objectives under the second strategic area in the strategy that focuses on teachers. These three objectives are: (1) Improve teacher policies, education, professional development, and accountability; (2) Increase the attractiveness of the teaching profession; and (3) Invest in school leadership including the share of female leaders where needed. The other five strategic areas under CESA 26-35 focus on (i) Resources and the enabling environment; (ii) Pre-primary to secondary education, with a focus on early learning and foundational, socio-emotional, and 21st century and labor market skills; (iii) Higher Education and TVET; (iv) Second chance programs and lifelong learning; and (v) Gender, equity, and inclusion. Several cross-cutting themes are also mentioned, including (1) digitalization and AI; (2) greening education; and (3) education in emergencies.

A simple visual aims to facilitate communications around strategic areas. The Figure below conveys the idea that education systems must be built, like a house or structure. The first two strategic areas, including the area focusing on teachers, are the foundations, followed by three pillars combined into one strategic area. These pillars relate to the foundational, socio-emotional, and 21st century skills that learners must acquire, especially through pre-primary to secondary education. Those skills also need to be emphasized at higher levels of learning, as well as in second chance programs and lifelong learning, but the period from pre-primary to secondary education is essential. Next come educational opportunities through Higher Education and TVET, and programs for children and youth out of school and for lifelong learning for adults. The roof and outside walls that encompass the whole system must ensure gender-transformative approaches, equity, and inclusion. Finally, the text at the base of the structure highlights a few critical mega-trends that education systems must adapt and respond to.

In total, CESA 26-35 has 20 objectives, a smaller than the Action Areas (AAs) in the previous strategy for 2016 to 2025 (CESA 16-25), in part to convey prioritization. For each objective, the strategy provides a brief explanation of the importance of the objective and links to guidance related to promising interventions and approaches for achieving the objective. UNESCO IICBA played an important role in working with the African Union to draft the strategy and conduct an extensive consultation process before its approval.

As CESA 26-35 is now approved and available online, the next steps will consist in planning its dissemination and implementation. A first implementation meeting with members of the CESA task force was organized in Nairobi in May 2025. On matters related to teachers, the CESA teacher professional development cluster is in the process of providing additional guidance. For example, along CESA 26-35, a separate strategy was adopted by the African Union on mental health and psycho-social support (MHPSS) for teachers in Africa.

In future articles for this newsletter, we will provide more details on the MHPSS strategy and the broader implementation plans for CESA 26-35, especially as they pertain to the teaching profession in Africa.

The Global Disability Summit 2025 took place on 2–3 April in Berlin, convening more than 4,000 participants including governments, organizations, advocates and individuals to advance disability rights and promote inclusive development. In the lead-up to the Summit, the International Task Force on Teachers for Education 2030 launched an advocacy campaign titled “Teachers with disabilities: Voices we must hear, leaders we must follow” to ensure that the experiences and leadership of teachers with disabilities were part of this global conversation.

Led by the Teacher Task Force’s thematic group on Inclusion and Equity in Teacher Policies and Practices - co-chaired by VSO and the International Council on Education for Teaching (ICET) - the campaign aimed to amplify the lived experiences and leadership of teachers with disabilities, whose insights are too often absent from education discourse and policy. Through interviews, blog posts and social media features, the campaign shared personal stories and calls to action from educators across the globe.

Looking back, the campaign not only highlighted the persistent barriers these teachers face but also showcased the vital leadership they bring to building inclusive, resilient education systems for all.
 

Teacher voices at the forefront of inclusion and change

This multi-week campaign underscored the essential role teachers with disabilities play in advancing inclusive education. It featured personal testimonies, advocacy messages and spotlights on educators who teach, lead and innovate - often while navigating significant obstacles.

Over the course of two weeks, the campaign spotlighted nine remarkable educators with disabilities from across Africa and Asia, each demonstrating that inclusive education begins with inclusive teaching workforces. From Malawi, Esther Mbite, a blind primary school teacher, shared how her classroom innovations break down barriers to excellence, while Chipulikano Balekire Ngulube, a rural teacher with a mobility impairment, championed inclusive pedagogy. Esterr Viko, also from Malawi, emphasized the need for accessible learning materials as a teacher with an upper body impairment. In South Africa, Qaphelani Dlamini, a wheelchair user with spina bifida, spoke about his dual role as an educator of learners with physical disabilities and an advocate for inclusive teacher training, while Ingrid Parkin, a deaf teacher, highlighted the importance of language and culture in her work at a school for deaf learners.

From Nepal, Shankar Upadyaya and Shrikanta Sapkota, both with severe visual impairments, described how they use assistive technology and champion disability-inclusive curricula in their classrooms. Loknath Gautam, a deaf teacher in Nepal, advocated for integrating sign language training into formal teacher education programmes. Finally, Paul Longoli from Uganda, a teacher with a mobility impairment, showed how leadership and mentorship can challenge perceptions of disability and inspire change in education systems. Together, their stories reflect the strength, diversity and determination of teachers with disabilities driving inclusive education forward.

As part of the campaign, Dr Heike Kuhn, Co-Chair of the Teacher Task Force and Head of the Education Division at Germany’s Federal Ministry for Economic Cooperation and Development (BMZ), contributed a blog post reflecting on the importance of empowering teachers with disabilities and placing their voices at the centre of education reform. In it, she underscored the value of their lived experience in shaping education:

“Teachers with disabilities are not just role models - they are essential to building inclusive and resilient education systems.”
 

Breaking barriers, together: the power of dialogue in inclusive education

The campaign culminated in a panel titled “Transforming Classrooms: The Power of Teachers with Disabilities in Inclusive Education”, hosted by Perkins School for the Blind at the Summit’s Inclusive Education Hub. Moderated by Dr Heike Kuhn, the session brought together teachers from Uganda, Malawi, Nepal, Rwanda and South Africa.

In powerful personal testimonies, educators spoke about the systemic challenges they face - such as inaccessible training, discriminatory attitudes and infrastructure barriers - as well as the creative, inclusive strategies they have developed in response. Their collective message was unequivocal: there is no inclusive education without inclusive teaching workforces.

Key takeaways from the panel included:

1. Teachers with disabilities must have the chance to actively participate in shaping education policy   
2. Inclusion must extend beyond students to include the educators who serve them
3. Disability inclusion is a right - not a favour
    

Inclusion begins with teachers

The campaign served as both a call to action and a source of inspiration. It reminded policymakers, donors and education leaders that investing in teachers with disabilities is not only a matter of justice - it’s a path to quality, innovation and resilience. The stories we shared delivered a clear message: recognising teachers with disabilities as leaders, not just as beneficiaries of inclusion, is essential. True inclusion must extend beyond students to embrace those who teach them, and disability inclusion must be understood not only as a right, but as a powerful force for building stronger, more resilient education systems.

The Global Disability Summit concluded with renewed commitments to disability inclusion, including the Amman-Berlin Declaration, which urges that at least 15% of international development programming at the country level explicitly pursue disability inclusion.
 

From inclusion to leadership

The Teacher Task Force will continue to advocate for inclusive teacher policies and support its members in driving systemic change, including through the thematic group on Inclusion and Equity in Teacher Policies and Practices. With the world facing a projected shortfall of 44 million teachers - according to the UNESCO and the Teacher Task Force 2024 Global Report on Teachers - it is more urgent than ever to ensure that teachers with disabilities are not only included but empowered to lead.

Now is the time to act. We must:

1. Ensure teacher education is accessible and inclusive for all
2. Provide ongoing professional development and assistive technologies to support teachers with disabilities
3. Recruit and promote teachers with disabilities as part of national strategies to address the global teacher shortage
4. Include their voices in education policy dialogue and decision-making

Inclusive education starts with inclusive teaching. Let’s keep listening, investing - and above all - following the leadership of teachers with disabilities. 
 

Useful links

• Teacher Task Force thematic groups
• Global Report on Teachers 2024

Photo credits: VSO 

This blog has been authored by Dr. Heike Kuhn, Head of Unit, Education, Federal Ministry for Economic Cooperation and Development (BMZ), Co-Chair of the Teacher Task Force, as part of the advocacy campaign powered by the Thematic Group on Inclusion and Equity in Teacher Policies and Practices, led by VSO and the International Council On Education For Teaching (ICET), launched at the occasion of the Global Disability Summit 2025.

“Creating inclusive education is about fostering a culture of respect, adaptability and collaboration and not just about physical access to the classroom.” Qaphela Dlamini, South Africa, teacher.

Dear reader,

Did you have a teacher with disabilities when you were a child? No? Neither did I.

And today, I find myself wondering how our societies might look if we would have had the chance to experience lessons of inclusion from early on. Why did I learn foreign languages but not some words in sign language? Why were our curricula not inclusive? I am convinced that learning from a teacher with a disability would have been a lucky chance – for me and for everyone.

This thought stayed with me as I walked through the halls of the Global Disability Summit (GDS) 2025 in Berlin – a vibrant gathering of more than 4,000 people committed to advancing disability inclusion in all regions. As Head of Education at Germany’s Federal Ministry for Economic Cooperation and Development (BMZ) and Co-Chair of the International Task Force on Teachers for Education 2030, hosted by UNESCO, I had the privilege to attend – and to listen.

Teachers with disabilities: not guests, but leaders

For me, it was clear from the start: Teachers with disabilities should not just be talked about – they must be there, front and center. That’s why BMZ supported the participation of 12 teachers with disabilities from Uganda, Malawi, Nepal, Rwanda, and South Africa. With support from the Teacher Task Force’s Inclusion and Equity group and our partners at VSO, they came not as guests, but as experts. We invited them – but in truth, it is us who owe them thankfulness.

Inclusion isn’t charity – it’s justice and enriches all of us

One message echoed throughout the Summit: “Nothing about us without us.” Disability inclusion isn’t an add-on. It’s a matter of rights. And inclusive education isn’t just a goal – it’s the foundation of equitable societies.

Teachers with disabilities embody this principle. They are not only rights-holders who deserve access to training and career development – they are also powerful changemakers. Their presence challenges stereotypes, and their practice enriches learning for all.

What struck me most was how these teachers improve education for everyone. Their classrooms are often more inclusive, more adaptive and more creative. Whether using storytelling, assistive tech, or tailored advocacy for girls with disabilities – they raise the bar for what good teaching looks like including everyone. Teachers with disabilities are role models – they lead by example showing students at an early age how societies are best positioned to thrive, allowing diversity and seeing the talents in every child, taking over responsibility for children with special needs. They show what’s possible when inclusion becomes the norm, because it is as easy as this: diversity is normality.

The Summit sparked real momentum with the adoption of the Amman-Berlin Declaration on Global Disability, defining tow important targets: (1) strive for all international development programs to be inclusive of and accessible to persons with disabilities, and (2) strive to ensure that at least 15 percent of international development programs being implemented at the country level pursue disability inclusion as an objective (15 percent for the 15 percent).

As the Summit is over, now is the time to follow the guidance. With respect to teachers, we should recruit, support and promote teachers with disabilities everywhere. Teachers are urgently needed as we miss 44 million teachers worldwide. Inclusive systems that offer accessible training and tools, targeted funding for what works, from infrastructure to mentoring, will help on this. The upcoming Global Summit on Teachers in the second half of 2025 will be key to sustaining this agenda, with platforms like the Teacher Task Force helping advance on these targets to keep us accountable.

A final comment: The teachers who joined us in Berlin reminded us: inclusion is not about doing something for others. It’s about building systems where everyone can lead, contribute, and belong. We would make the world a better place, leaving no one behind. We should finally do it, starting today.

Useful links:

• Teacher Task Force thematic groups
• Global Report on Teachers 2024

 Photo credit: VSO