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  • 05.10.2020
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2020 World Teachers' Day fact sheet

Teachers are the cornerstone on which we build inclusive, equitable, quality education. The COVID-19 pandemic has substantially compromised teachers’ capacity to maintain education quality due to...
Blog
  • 18.06.2025

Teachers are at the center of the new Continental Strategy for Education in Africa 2026 to 2035 (CESA 26-35)

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.

FrameworkforactionforCESA.jpg

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.

Blog
  • 22.05.2025

Leading without limits: Teachers with disabilities driving inclusive education

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
​Dr Heike Kuhn moderates the panel session spotlighting the voices of teachers with disabilities
 

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

 

Photo credits: VSO 

Event
  • 17.04.2025

Teacher Task Force to share insights on school leadership at 2024/2025 Global Education Monitoring Report national launch event in Finland

The Secretariat of the Teacher Task Force will participate in the Finland national launch event for the 2024/2025 Global Education Monitoring (GEM) Report on 23 April in Helsinki, sharing insights on the role of school leaders in improving the professionalism and working conditions of teachers.

Co-organized by the University of Oulu in collaboration with the GEM Report Team, the Finnish Ministry of Education and Culture, the Finnish University Partnership for International Development (UniPID) and the Finnish National Commission for UNESCO, the virtual event will provide an opportunity to review and discuss progress towards SDG Goal 4 both at the national and international level. It will also provides an opportunity to discuss not only the role of school leaders and pedagogical leadership, but also the importance of leadership skills as part of teachers’ competences.

Carlos Vargas, Chief of the Section for Teacher Development at UNESCO and Chair of the Teacher Task Force, will deliver commentary remarks presenting insights from the Teacher Task Force’s Global Report on Teachers, with a particular focus on the vital role school leaders play in improving the professionalism and working conditions of teachers. Participants will also hear a presentation of the key findings and recommendations of the 2024/5 GEM Report by Anna D’Addio, Senior Policy Analyst from the GEM Report Team, followed by a panel discussion exploring leadership in education in Finland and in Finland’s international cooperation.

More information about the event, including registration details, can be found at this link.

Report
  • pdf
  • 20.11.2024

School leadership for equitable quality education

This technical brief gives a background on the evidence-based foundations of VVOB’s approach to promoting effective school leadership and exemplifies this in their work in Ecuador, Ghana, Kenya...
Report
  • pdf
  • 20.11.2024

School leadership for equitable quality education

This technical brief gives a background on the evidence-based foundations of VVOB’s approach to promoting effective school leadership and exemplifies this in their work in Ecuador, Ghana, Kenya...
Report
  • pdf
  • 20.11.2024

School leadership for equitable quality education

This technical brief gives a background on the evidence-based foundations of VVOB’s approach to promoting effective school leadership and exemplifies this in their work in Ecuador, Ghana, Kenya...
Event
  • 04.11.2024

School Leadership Matters Summit co-organised by Global School Leaders and the UNESCO GEM Report

Global School Leaders (GSL) and the UNESCO Global Education Monitoring (GEM) Report will host the first-ever School Leadership Matters Summit. This three-day virtual event, running from November 5–7, 2024, will spotlight the critical role of school leadership in driving education transformation, particularly in the Global South. Global School Leaders are co-leads of the Teacher Task Force School Leadership Thematic Group.

The School Leadership Matters Summit will feature over 35 distinguished speakers, including school leaders, policymakers, researchers, NGOs, and education experts, who will discuss pressing issues in school leadership. As part of the event, members of the Teacher Task Force’s School Leadership Network will be represented across various sessions, sharing their insights and experiences.

Coinciding with the launch of the 2024 UNESCO GEM Report on Education Leadership, this Summit presents an invaluable opportunity to engage with the latest research and shape global discussions on effective school leadership. School leaders will play a central role, participating in panels alongside experts and policymakers and hosting their own School Leaders Lounge on Days 2 and 3.

Click here for more information and to register for the event.