As the number of teachers grows to meet rising demands globally, it is critical that conditions for teachers to collaborate improve in tandem. Collaboration is a vital aspect of the teaching profession and must be reinforced throughout the entire duration of one’s career, ranging from initial training to continuous professional development. 

The new fact sheet published by the Teacher Task Force and the UNESCO Institute for Statistics (UIS) for the 2025 World Teachers’ Day, utilizes new data to address opportunities for advancement in continuous professional development (CPD) and collaboration among teachers. 

How has the number of teachers in the workforce expanded globally in recent years? 

One of the greatest challenges associated with the teaching profession is the global shortage of teachers: approximately 44 million primary and secondary teachers are needed to ensure equitable education for all (Teacher Task Force & UNESCO, 2024). While we are still far away from reaching this goal, there has been positive expansion in the number of teachers worldwide. 

The pre-primary level has experienced a nearly three-fold increase in the quantity of teachers, rising from 55 million in 2000 to 138 million in 2024. Secondary teachers have seen the greatest absolute growth from 25.4 million to 41.8 million, and the tertiary teacher workforce has more than doubled from 7 million to 14.5 million.  

While it is encouraging to see such significant expansion, these numbers do not necessarily close the gap between teachers and students in classrooms. Student enrolment levels have often outpaced the growth of teachers, and the increase in the number of teachers does not necessarily equate to more teachers with comprehensive training and qualifications. 

How have trends in teacher qualification and training shifted in various regions? 

Although the global share of qualified teachers remains high (about 90%), the proportion of trained teachers has in fact declined slightly across all education levels. Qualified teachers refer to those who hold the highest level of academic qualification required for teaching, whereas trained teachers are those who have completed pedagogical preparation. Many regions need a renewed investment in teacher development to reverse the erosion in training and qualifications. 

• Sub-Saharan Africa: Pre-primary education saw a modest increase in trained teachers from 55% to 58%, but both primary and secondary levels experienced sharp declines in qualified and trained teachers. 
• Northern Africa and Western Asia: The qualified and trained teacher rates significantly decreased from 93% to 81% of qualified primary teachers and 94% to 79% of trained primary teachers. 
• Latin America and the Caribbean: An equally concerning decline in teacher qualifications occurred at the primary level (78% to 75%), as well as a notable drop in training across primary and secondary levels. 
• Europe and Northern America: Consistently high levels of qualified teachers have been maintained at the primary level (93% to 94%), but there has been slight stagnation at the secondary level and a notable decline in the share of trained teachers across all levels. 
• Eastern and South-Eastern Asia: Steady gains have allowed for the region to hold some of the world’s highest levels of qualified teachers (95% to 98%) and steady gains in trained teachers. 
• Central and Southern Asia: The past two decades have shown consistent progress in strengthening the teacher workforce at the foundational level with increases across the board. 

What patterns have emerged in the gender composition of the teaching workforce, and what implications does that have on communities? 

Based on data from the gender composition of the teaching workforce, two patterns have emerged. First, women tend to dominate the teaching force across the world. Second, the proportion of female teachers declines from pre-primary to secondary levels of education. At the primary level, about 8 or 9 out of every 10 qualified teachers are women (except in sub-Saharan Africa); however, this declines at the secondary level, where only 56% to 74% of teachers are women. 

This has considerable implications for the role models that students encounter, the livelihoods of teachers in communities, and the perspectives that are included in classrooms, schools, curricula, and policies.  

What percentage of countries mandate continuous professional development for teachers? 

According to UIS data, 83% of primary school teachers reported receiving in-service training in the last 12 months, yet this high number does not necessarily reflect the type or quality of CPD. Only 14% of low-income countries require CPD, compared to 73% of high-income countries, highlighting a policy and capacity gap that may contribute to uneven access to opportunities for collaboration. 

With CPD comes the need to further incorporate collaboration among teachers through initiatives such as team teaching, joint activities across classes, classroom observation with feedback, and collaborative professional learning. These opportunities are effective in engaging different forms of CPD yet are not as widely implemented.  

Moving forward, it would be advantageous to establish new indicators on the teaching profession, extending beyond measuring teacher training and qualifications to include teachers’ status, career pathways, profession development, working conditions, and voice and participation in decision-making. Such measures will present a crucial path forward in supporting teacher collaboration on a global scale and making informed decisions about how to advance the work, impact, and experiences of teachers.  

How do these trends affect the inherently collaborative nature of teaching practices? 

Teacher collaboration is the cornerstone of professional growth and quality education, yet a decrease in the number of trained and qualified teachers in combination with a lack of CPD among low- and lower-middle-income countries stifles opportunities for teachers to collectively work together.  

Results from the Teaching and Learning International Survey (TALIS) from the Organisation for Economic Co-operation and Development (OECD) found that only 40% of secondary teachers receive induction and 22% are assigned mentors, both of which are essential aspects collaboration. Without proper induction or mentorship, teachers are less supported by their professional network, therefore potentially less motivated and committed to connect with other colleagues or even stay in the teaching profession. Collaborative practices enhance teachers’ working conditions overall, so it is essential that greater efforts are made to advocate for this. 

Read more:  

• New fact sheet published by the Teacher Task Force and the UNESCO Institute for Statistics (UIS) 
• Event page of the 2025 World Teachers’ Day 

As artificial intelligence (AI) reshapes classrooms around the world, a new position paper champions a simple but powerful principle: teachers, not technology, must lead this transformation. Launched by the International Task Force on Teachers for Education 2030 (TTF) during UNESCO’s Digital Learning Week, the position paper highlights how AI can be a powerful ally for teachers when guided by sound policy, ethical principles, and well-designed professional learning.

The paper, Promoting and Protecting Teacher Agency in the Age of Artificial Intelligence, emphasises that teachers must remain at the heart of education and of the emerging technologies influencing its future. It sets out how AI can ease administrative burdens, provide new teaching resources in multiple languages, support inclusive education, and help tailor learning to students’ needs if steered by teachers themselves. It calls for promoting human-centered pedagogies and safeguarding diversity by valuing teachers’ voices. Crucially, it also highlights the need to invest in teacher competencies so that educators can engage with AI critically and confidently to shape the future of learning.

“Teachers are the real drivers of innovation in education. AI can support them by creating more time for meaningful interactions with learners and by expanding access to quality resources. But it is teachers’ judgment, creativity, and empathy that nurture the relationships on which learning depends,” noted April Williamson, Director, Global Projects, at Digital Promise.

The paper also showcases emerging practices that demonstrate how AI can benefit teachers and students alike. For example, AI-powered tools are helping teachers to develop lesson plans aligned with national curricula, provide personalised feedback to learners, and translate materials into local languages to reduce barriers for second-language speakers. In contexts where there are severe teacher shortages, AI can also offer supplementary support to both teachers in the classroom and students while reinforcing, rather than replacing, the central role of qualified teachers.

The position paper reflects the shared perspectives of TTF members – policymakers, practitioners, and civil society – working across diverse global contexts. It was developed through a consultative process with the new TTF thematic group on Digital Education and AI, established in early 2025. The drafting process was led by Mutlu Cukurova, who prepared an initial version presented during a consultation webinar. Group members then enriched the draft through live discussions and written feedback, ensuring that the final paper carried the shared voice of the TTF. It emphasized the need both to mitigate risks to teachers and to strengthen their critical role in preparing the next generation to use AI safely and effectively.

The position paper was launched at Digital Learning Week at UNESCO in Paris and brought together educators and researchers from all regions to share concrete experiences. These ranged from frameworks that guide teachers in reviewing AI-generated feedback, to co-created tools that help students better define their learning needs, to large-scale programmes showing how generative AI can reduce teacher workload while strengthening inclusion in teaching practices.

“Placing teachers at the centre of AI development and adoption is not just the right thing to do, it is the only way to ensure that technology genuinely contributes to quality education. When teachers are empowered to lead on technology adoption, these tools become supports to building more equitable and resilient education systems,” affirmed Carlos Vargas, Head of the Teacher Task Force Secretariat and Chief of UNESCO's Section for Teacher Development.

By foregrounding teachers’ agency, the TTF position paper offers a practical roadmap for governments, institutions, and partners to support teachers as leaders of innovation in the age of AI. Its recommendations include governments developing comprehensive AI competency frameworks for teachers, supporting collaboration through professional networks, and aligning national policies to enable teacher agency in the digital age.

As AI continues to evolve, this new position paper makes clear that the future of education will be shaped not by technology alone, but by how effectively teachers are enabled to harness its potential. The message from Digital Learning Week is resounding: investing in teachers is the most effective way to ensure that AI contributes to quality, inclusive, and sustainable education for all.
 

Click here to read the position paper.
 

Related links

• UNESCO and Teacher Task Force Global Report on Teachers
• Digital Learning Week
• UNESCO work on Teachers

Image credit: UNESCO/Taek OH

The future of sustainable education is largely reliant on the ability to fund it; however, the gap between sustainable development aspirations and financing to meet them has widened, reaching an estimated US$4 trillion annually. This has trickled down to impact how countries budget for education, ultimately affecting the opportunities provided by the teaching profession. Now more than ever, it is essential to invest in teachers and ensure accessible and equitable education for generations to come. 

The Fourth International Conference on Financing for Development took place from 30 June to 1 July 2025 in Sevilla among Heads of State and Governments, gathering with the goal of renewing their shared commitment to the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDG) reflected in the Compromiso de Sevilla.

Education, culture, and scientific research are among the most powerful levers for peace and the development of our societies. Ensuring sustainable funding for them is now essential—undermining it would mean undermining our shared future. - Audrey Azoulay (UNESCO Director-General) 

Yet, in this conversation of sustainable development, many key areas were not acknowledged, such as SDG 4 and specifically target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least-developed countries and small island developing States. The event glossed over difficulties in funding sustainable education and failed to outline concrete plans to overcome such problems. Instead, it took a broad approach in advocating for sustainable development as a whole, not necessarily going into the details of what sustainable development consists of. 

Education is a necessary component of sustainability plans. A recent UNESCO report highlights that a deficit in basic skills will cost the global economy potentially US$10 billion annually by 2030. Still, continuous financial obstacles, such as rising trade tensions and sovereign debt, serve as a barrier to addressing this deficit. In response to this, leaders at the conference outlined a detailed agenda calling for stronger financial transparency regarding sustainable development generally. 

Debt as a roadblock towards equitable education 

The discussion surrounding debt must be taken into consideration as an element of funding education. Amid successive global crises, sovereign debt has challenged the notion of sustainable development, and therefore the future of education. The UN Trade and Development found that more than 40% of the world’s population live in countries where more is spent on debt interest payments than education or health.  

“There is an alarming tendency among the international community to regard debts in the developing world as sustainable because they can, after some sacrifice, be paid off,” says UN Trade and Development Secretary-General Rebecca Grynspan. “This view overlooks the skipped meals, forgone investments in education, and lack of public health spending, not to mention reduced investment in infrastructure, that forcibly make room for interest payments.” 

Inadequate financing threatens global sustainable development through escalating education inequalities and reducing learning opportunities; the debt crisis is largely responsible for the lack of monetary attention to education. With this, the United Nations Secretary-General is requested to convene a group working with the International Monetary Fund and the World Bank assigned to establish guiding principles on responsible sovereign borrowing and lending.   

Closing the digital divide in education 

In addition to financial obstacles, the rapid and unprecedented advancement of science, technology and innovation has also inhibited developing countries’ ability to maximize potential for sustainable development, as it has deepened digital divides both between and within countries. Unintended economic, environmental, and social impacts have worsened gender inequality and further excluded persons with disabilities, older persons, and those in vulnerable situations. 

The Compromiso de Sevilla states: “We will take action to leverage the positive impacts of digitalization in education and reaffirm our commitment to foster innovation, financial literacy and digital capacity building, including through education and skills development.” 

In education, the digital divide persists. Today, 2.6 billion people still lack access to the internet, or about 32% of the global population. That number increases to 60% of primary schools globally that are not connected to the internet. Therefore, the support of developing and deploying technologies that are affordable, available, equitable, and accessible to all is of utmost importance. Leaders from the conference advocate for financing plans that invest in digital infrastructure across societies while continuing to enhance STEM skills among children, youth, women and girls, persons with disabilities, and people in vulnerable situations. 

Investing in the development of teachers 

Investing in education requires investing in teachers, and that implies salary costs and professionalization initiatives. According to the 2024 Teacher Task Force & UNESCO Global Report on Teachers, the urgent need for 44 million primary and secondary teachers worldwide comes at a cost of US$12.8 billion for universal primary education and US$106.8 billion for universal secondary education. Funding towards maintaining strong salaries and enhancing working conditions is not only essential in retaining existing teachers, but also in attracting qualified candidates to fill these missing positions. Teacher attrition is an exceedingly significant financial cause because high turnover rates require additional investment in recruiting and training new teachers. 

Despite its recognized importance as a sustainable development indicator, education and the role of teachers were overlooked throughout the conference. The only reference to education as an element of development was a vague commitment to supporting “adequate financing to ensure inclusive, equitable, and quality education for all.” Yet, the implications are clear: without adequate financial planning, reaching the 2030 SDGs in education will be nearly impossible.  In the discussion of financing for the future of sustainability, the inclusion of education and teachers needs to be better addressed. 

The World Summit on Teachers 

The upcoming World Summit on Teachers presents an opportunity to further discuss the funding of the teacher profession through exploring potential partnerships, innovative financing mechanisms, and different funding strategies. Led by UNESCO and the Government of Chile, the event will take place in Santiago, Chile, on 28 and 29 of August 2025. In conjunction with the Summit, UNESCO and the International Task Force on Teachers for Education 2030 will be publishing a paper about the costing and financing of teachers, emphasizing the need for bold investments and increased education budgets. The report further stresses the necessity of reversing high teacher turnover rates, which disproportionately affect low-income and marginalized communities. Check back soon to read the full paper. 

Learn more 

• Compromiso de Sevilla

• The World Summit on Teachers 

• 2024 Teacher Task Force & UNESCO Global Report on Teachers 

• The price of inaction: the global private, fiscal and social costs of children and youth not learning 

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.