Skip to main content
Event
  • 26.11.2024

Global Disability Summit 2025: Teacher Task Force Side Event

The Teacher Task Force Thematic Group on "Inclusion and Equity in Teacher Policies and Practices" will organise a side event at the Global Disability Summit (GDS) 2025, taking place in Berlin, Germany, on April 2-3, 2025. 

The summit is co-hosted by the Governments of Germany and Jordan and the International Disability Alliance (IDA) and will bring together over 3000 participants, including world leaders, organizations, and stakeholders from various sectors.

The GDS aims to increase global commitment to disability-inclusive development, emphasizing that disability inclusion is a fundamental human right and should be prioritized by governments and organizations worldwide. The summit will focus on:

  • Disability inclusion as a key driver of development and resilience.
  • The importance of investing in disability-inclusive policies and practices.
  • Showcasing best practices and successful initiatives from around the world.

The summit will also offer a platform for stakeholders to submit commitments that support disability-inclusive development. Pledges can be submitted starting in June 2024.

More details regarding content and structure of the side event organised by the Teacher Task Force Thematic Group on "Inclusion and Equity in Teacher Policies and Practices" will be shared in due course.

For more information regarding the Summit and to register, click here.

Event
  • 26.11.2024

Global Disability Summit 2025: Teacher Task Force Side Event

The Teacher Task Force Thematic Group on "Inclusion and Equity in Teacher Policies and Practices" will organise a side event at the Global Disability Summit (GDS) 2025, taking place in Berlin, Germany, on April 2-3, 2025. 

The summit is co-hosted by the Governments of Germany and Jordan and the International Disability Alliance (IDA) and will bring together over 3000 participants, including world leaders, organizations, and stakeholders from various sectors.

The GDS aims to increase global commitment to disability-inclusive development, emphasizing that disability inclusion is a fundamental human right and should be prioritized by governments and organizations worldwide. The summit will focus on:

  • Disability inclusion as a key driver of development and resilience.
  • The importance of investing in disability-inclusive policies and practices.
  • Showcasing best practices and successful initiatives from around the world.

The summit will also offer a platform for stakeholders to submit commitments that support disability-inclusive development. Pledges can be submitted starting in June 2024.

More details regarding content and structure of the side event organised by the Teacher Task Force Thematic Group on "Inclusion and Equity in Teacher Policies and Practices" will be shared in due course.

For more information regarding the Summit and to register, click here.

News
  • 15.11.2024

Launch of the Chinese Version of the Global Report on Teachers at the 4th Global Forum for Teacher Development

The Chinese version of the Teacher Task Force and UNESCO Global Report on Teachers, Addressing teacher shortages and transforming the profession, was launched at a special event held during the 4th Global Forum for Teacher Professional Development on 11 November 2024 in Shanghai. Organized by the UNESCO Category II Teacher Education Centre (TEC) at Shanghai Normal University, and hosted by Professor Minxuan Zhang, Director of the Centre, and Associate Professor Dr Bian Cui, the event brought together leading education experts, policymakers, teachers and students from around the globe in a hybrid format to discuss strategies for making the teaching profession more attractive and sustainable.

Mr Carlos Vargas, Head of the Secretariat of the Teacher Task Force and Chief of Section for Teacher Development at UNESCO, delivered a key presentation analyzing the report’s findings. He highlighted the persistent teacher shortages in all regions, with a projected deficit of 44 million primary and secondary education teachers by 2030. His presentation also outlined the factors driving attrition and identified innovative measures adopted globally to address these challenges.
 

TEC1


The Chinese version of the Global Report on Teachers, translated by over 30 TEC teachers and students over a six-month period, was co-published by UNESCO, TEC and the Educational Science Publishing House (ESPH), and represents a significant effort to make the report’s insights and recommendations accessible to Chinese-speaking audiences. This collective achievement highlights the value of international collaboration in addressing teacher-related challenges.

The Chinese version of the report is now available on the Teacher Task Force Knowledge Platform and on the ESPH website.
 

TEC2

 

Highlights of the event


The programme began with welcoming remarks from key figures in education in China:

  • Ms Zhang Chunliu, Second-Level Researcher from the Section for Development at the Department of Teacher Education of the Ministry of Education, celebrated the release of the report and emphasized the recognition of China’s teacher development efforts on the global stage. She shared examples of how China has reformed teacher management and improved teacher status.
  • Mr Jiang Mingjun, Vice President of Shanghai Normal University, highlighted the institution’s commitment to international collaboration and its role in teacher training.
  • Mr Zhang Minxuan, Director of TEC, stressed the value of international exchange and urged students to "open their eyes to the world," drawing on his own experience as an educator.
  • Mr Zheng Haojie, President of and Editor-in-Chief of the Educational Science Publishing House, reflected on the long-standing collaboration between TEC and UNESCO in translating key education resources and reaffirmed the publishing house's dedication to this partnership.
     

TEC3

TEC7
 

Key discussions


The forum’s theme, "How to Make the Teaching Profession More Attractive?" provided a platform for a range of insightful presentations:

  • Mr Carlos Vargas, Head of the Secretariat of the Teacher Task Force and Chief of Section for Teacher Development at UNESCO, provided an in-depth analysis of the global teacher shortage, linking it to systemic issues and exploring innovative solutions highlighted in the Global Report on Teachers.
  • Mr Zhou Zuoyu, Director of the UNESCO International Research and Training Centre for Rural Education (UNESCO INRULED), shared China’s successes in promoting equity and inclusivity in education through reforms, innovation, and digital technology.
  • Mr Andreas Schleicher, Director for the Directorate of Education and Skills at the OECD, discussed the potential of AI in teacher professional development, noting the need for teachers to embrace new technologies to enhance their skills and job satisfaction.
  • Mr Xiang Shiqing, Researcher at the Shanghai Institute of Optics and Fine Mechanics of the Chinese Academy of Sciences, highlighted the challenges of the digital age for learners and how teachers are strengthening their role as learning activity designers. He also described STEM education as a new approach to both science and general education.
  • Mr Jordan Naidoo, former Interim Director of UNESCO’s International Institute for Educational Planning (UNESCO IIEP), presented on crisis-sensitive teacher policies, emphasizing the role of teachers in sustainable development and the need for teamwork and adaptability in the face of global challenges.
  • Mr Cheng Kai-ming, Emeritus Professor of the University of Hong Kong, offered an engaging perspective on the role of teaching in preparing students for an unpredictable future, beyond the immediate challenges of AI.
     

TEC4

TEC8
 

Collaborative achievements


The Global Report on Teachers, developed by the Teacher Task Force in collaboration with UNESCO, provides a comprehensive overview of the state of the teaching profession globally. By identifying challenges and offering policy solutions, the report helps countries improve their teacher recruitment, retention and professional development.

The release of the Chinese version marks a critical step in ensuring the report’s impact in China, enabling policymakers, researchers, and educators to engage deeply with its findings. Carlos Vargas emphasized the importance of such collaborations in advancing the global education agenda and achieving SDG4 by 2030.

The launch event served as a valuable platform for sharing insights, promoting international collaboration, and inspiring action to strengthen the teaching profession. The Teacher Task Force remains committed to supporting countries in overcoming teacher challenges and advancing policies that empower educators around the world.

 

Information and resources

 

Photo credits: UNESCO TEC

Event
  • 13.11.2024

Inclusion and Equity Learning Event 3: CPD and Career Development Opportunities for Teachers with disabilities

In the build-up to the Global Disability Summit 2025 to be held on 2-3 April in Germany, the Inclusion and Equity in Teacher Policies and Practices Thematic Group are delighted to invite you to attend three knowledge exchange learning sessions on policies and practices on teachers with disabilities. 

This is the last of three learning sessions. The session will be interactive and participatory. Three members will make short presentations on the topic and participants will be invited to share their experience, evidence and learning in breakout rooms. The session will be facilitated in English; however, we will welcome if there any volunteers who would like to facilitate breakout sessions in different languages.  We will use Team's chat function which allows to translate the conversation in different languages.

 In this session, we are going to focus our discussion on policies and practices on continuing professional development opportunities and career paths for teachers with disabilities. 

  • What kinds of opportunities are provided for people with disabilities to participate in teacher training programmes? 
  • What are the key challenges and gaps in policy related to supporting teachers with disabilities and their professional growth? 
  • What recommendations can be made to better support teachers with disabilities and promote greater inclusion and accessibility in their teaching contexts?  
  • What roles Edtech can play in increasing access of teachers with disabilities to continuing professional development? 

As an output of this session, we will produce a knowledge brief.

Please register here.

Event
  • 13.11.2024

Inclusion and Equity Learning Event 2: Recruitment and deployment of teachers with disabilities

In the build-up to Global Disability Summit 2025 to be held on 2-3 April in Germany, the Inclusion and Equity in Teacher Policies and Practices Thematic Group are delighted to invite you to attend three knowledge exchange learning sessions on policies and practices on teachers with disabilities. 

This is the second of three learning sessions. The session will be interactive and participatory. Three members will make short presentations on the topic and participants will be invited to share their experience, evidence and learning in breakout rooms. The session will be facilitated in English ; however, we will welcome if there any volunteers who would like to facilitate breakout sessions in different languages. We will use Team's chat function which allows to translate the conversation in different languages. 

 In the second session, we are going to focus our discussion on recruitment and deployment of teachers with disabilities.  

  • What recruitment policies and programmes/initiatives have been effective for increasing the number of teachers with disabilities? 
  • What considerations are made for teachers with disabilities when they are recruited and deployed? 

As an output of this session, we will produce a knowledge brief

 Please register here.

Blog
  • 24.10.2024

Pathways for refugee and (im)migrant teachers: Welcoming transnational educator talent to schools and addressing #TeachersMissing

This blog was submitted by Childhood Education International and authored by Julie Kasper in the framework of the Teacher Task Force #TeachersMissing advocacy campaign to showcase members' good practices in addressing teacher shortages worldwide.  



To address teacher shortages and workforce diversity, Childhood Education International’s Pathways to Teaching Project (PTP), supports refugee and (im)migrant teachers in overcoming barriers to rejoin the teaching profession in the U.S.

As the Teacher Task Force’s #TeachersMissing campaign and the UNESCO Global Report on Teachers have made clear, there is a crisis in recruiting and retaining an additional 44 million teachers worldwide to achieve universal access to primary and secondary school by 2030.

What is hidden, perhaps, and particularly devastating about this statistic is the fact that there are talented and dedicated teachers who have been forcibly displaced from their homes and resettled/migrated to a new country who are eager to rejoin the teaching profession but are barred or not warmly welcomed to do so.
 

How can these “missing” teachers be supported in reconnecting with their passion?

How can they fulfil their purpose as classroom teachers in their new country of residence?

The Center for Professional Learning (CPL) at Childhood Education International has been exploring answers to these questions over the past year through their Pathways to Teaching Project (PTP). This project is focused on supporting individuals of refugee and (im)migrant backgrounds, called PTP Fellows, now living in the United States as they learn, network, and develop unique plans for navigating hurdles to join the U.S. teacher workforce.

Funded by the New Schools Venture Fund and in partnership with local and state educational authorities, talent management staff, workforce development programmes, refugee/(im)migrant service organizations, higher education and alternative certification programmes, and a generous team of supporters comprised largely of diverse classroom teachers, PTP Fellows from around the world spent eight months learning about U.S. education systems and certification and licensure requirements.
 

“The Pathway [project] helped me understand that I wasn’t alone because at first I felt like I was alone. I didn’t know what direction I would go to. The Fellowship helped re-establish my confidence towards pursuing my teaching career goal. It helped provide me with my first community and association where I was able to learn about the U.S. education system.” PTP Fellow from Nigeria


These #TeachersMissing found each other and a community of support

PTP Fellows were welcomed into a community of practice, where they were supported in their exploration of the education systems and various education careers in the U.S. The community of practice also helped them to take first steps along their journeys to re/join the global teacher workforce.
 

“In this program, I was encouraged by everyone's positive words and I felt that I can face any problem and reach my goal.”

 

PTP Fellow from Afghanistan


Like other countries around the world, in the United States teacher shortages are of increasing concern; studies reveal 55,000 teacher vacancies and more than 270,000 underqualified teachers working in U.S. classrooms.

Alongside these concerns around teacher retention and recruitment in the U.S., diversification of the U.S. teacher workforce is a top priority. The Institute of Education Sciences (IES) in the U.S. Department of Education, and many researchers cited in an IES infographic on this topic, argue that a diverse teacher workforce is essential for equitable experiences and outcomes for students.
 

“I remember one of the [PTP] speakers said ‘I carry a drum from my country; I carry a map of my country; I wear an attire that was made in my country.’ Those make wonderful, remarkable connections to kids. Because when they look at you and see themselves in what you wear or what you say, it cuts down on the problems that you will face in the classroom.” 

PTP Fellow from Liberia


Individuals arriving in the U.S. with teaching experience are uniquely positioned to address both of these needs. In addition, they can offer cultural and linguistic support for students and families.

In CPL’s inaugural PTP cohort of 40 individuals, more than 23 languages are spoken. This abundance and talent is needed in the teacher workforce in the U.S. and around the world.

Why then, is it so challenging for “newcomers” to re/join education careers after moving from one country to another?

What might we do, as a global community and within our national and local education systems, to lower barriers and create more welcoming pathways to joining education professions, including to becoming classroom teachers?
 

Personalised, holistic solutions and SMART plans

What we have learned from our PTP initiative is that the solutions are not immediate nor one-size-fits-all. PTP Fellows made important progress toward achieving their goal of teaching in the U.S.

Thirty-three percent secured new educator roles for the 2024-2025 school year, including three individuals who are now full-time classroom teachers. Others are earlier in their journeys and are working toward securing copies of their transcripts and diplomas (an impossibility for many Afghan women currently), learning more English, passing licensure exams, and building their knowledge and skills to thrive in U.S. classrooms. They are also becoming familiar with curricula-in-use, learning technologies, and diversity, equity, and inclusion practices and policies that are different from their previous teaching contexts and countries.

88% of participants have a unique, SMART pathway plan that they feel confident will help them in becoming a teacher. These plans were co-created with coaches, mentors, and the project team at CPL to ensure they are realistic and achievable based on each educator’s life circumstances, talents, needs, and local context.
 

This personalised, caring, and holistic approach is what is needed in order to invite #TeachersMissing back into classrooms after they have been uprooted.
 

Welcoming pathways that don’t assume certain language and/or digital fluencies, documentation/degree(s) in hand, or shared life/cultural experience are essential. There are brilliant individuals in communities around the world who want to teach. Their cultural and linguistic assets can enrich schools and improve experiences and outcomes for every learner. Let’s invite these #TeachersMissing back into our education systems!

To learn more or to connect with the work the Center for Professional Learning at Childhood Education International is doing, please contact Julie Kasper, Director of Teacher Learning and Leadership: jkasper[at]ceinternational1892.org.


Photo credit: Shutterstock.com/Monkey Business Images


The #TeachersMissing advocacy campaign is supported by:

donors