PURPOSE: The UNESCO proclaimed 5 October to be World Teachers’ Day in 1994, celebrating the great step made for teachers on 5 October 1966, when a special intergovernmental conference convened by UNESCO in Paris adopted the UNESCO/ILO Recommendation concerning the Status of Teachers, in cooperation with the ILO. This recommendation sets forth the rights and responsibilities of teachers as well as international standards for their initial preparation and further education, recruitment, employment, teaching and learning conditions. Since its adoption, the Recommendation has been considered an important set of guidelines to promote teachers’ status in the interest of quality education. The date of 5 October also celebrates the adoption by the UNESCO General Conference in 1997 of the UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel. Being a teacher provides the unique opportunity to make a transformative and lasting impact on the lives of others, contributing to shaping sustainable futures and offering personal fulfilment. However, the world faces an unprecedented global teacher shortage exacerbated by a decline in their working conditions and status.

FORUM: “Valuing teacher voices: Towards a new social contract for education.” World Teachers’ Day 2024. Across the globe, in various high- and low-income countries alike, the value conferred on the teaching profession is commonly perceived to be low and even in decline. UNESCO and the International Teacher Task Force’s recently published Global Report on Teachers (2024) rang the alarm on a global shortage of teachers and massive growth in teacher attrition rates. These findings are somewhat unsurprising given the breath and multidimensionality of the challenges facing the profession. Among other factors, poor working conditions, uncompetitive remuneration, and heavy workloads deter teachers from entering or staying in the profession. Beyond the material conditions of teaching, there are also symbolic factors adding to the plight of teachers such as a lack of social recognition, low professional autonomy, and little influence in decision-making. Ignoring the voice of teachers has negative effects on both teacher status and motivation, and on the effectiveness of teacher programmes and overall education policy. Recent crises, including the COVID-19 pandemic, that disrupted education and caused schools to close confirmed that, if given the space and autonomy necessary, teachers can actually make educational decisions and even develop innovations that ensure learning and student wellbeing. Towards a new social contract for education Teachers carry out research, adapt pedagogies, prioritize curricular content, assess progress and contextualize, personalize education in the classroom, and engage in decision-making in their classrooms. Yet, despite the central role of teachers and the potential of their participation in the improvement of education, few countries engage in genuine teacher consultations and social dialogue processes with social partners in significant ways. The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) states that there should be close cooperation between governments, teacher organizations, cultural, learning and research institutions to define education policy and its precise objectives. For instance, evidence shows that high unionization levels are associated with positive outcomes across multiple indicators of economic, personal, and democratic well-being, as well as for teacher professionalization and policy advocacy. For this to happen, mechanisms for dialogue and teacher participation are needed. Allowing teachers' voices to be heard requires, among other things, developing a culture of trust and collaboration and fostering autonomy and academic freedom, a culture where teachers are respected and valued both inside and outside the classroom. As stated in the Report of the International Commission on the Futures of Education, for the transformation of education teachers must be at the centre, and their profession revalued and reimagined as a collaborative endeavour, sparking new knowledge to bring about educational and social transformation. This requires a new social contract with teachers, whereby national governments, trade unions, development partners, civil society and teachers themselves invest in the strengthening of social dialogue structures and processes to achieve this end successfully. Social dialogue is defined as all types of negotiation, consultation or simply exchange of information between, or among, representatives of governments, employers and workers, on issues of common interest relating to economic and social policy. One of the main objectives of social dialogue is to give workers a voice in decisions affecting them, thus promoting consensus building and democratic involvement at work. In education, this implies promoting collaboration and respecting the formation of teacher organizations to protect teachers’ interests as a fundamental right, respecting their professional freedom, and encouraging the active participation of individual teachers in deciding a range of professional issues including curricula, pedagogy, student assessment and organization of education within schools. There are several approaches to build capacity in social dialogue such as the development of cooperation and collaboration frameworks; formalized processes, principles, and mechanisms designed to facilitate continuous and constructive interactions among key stakeholders in education, with the goal of addressing and resolving issues that have direct impact on the work of teachers, like remuneration and working conditions, but also in areas where their first-hand knowledge of educational communities, their dynamics, problems, needs and aspirations may illuminate education programmes, national policies and global agendas. The UN High-Level Panel on the Teaching Profession (2024) has actually recommended social dialogue as a means to address recent transformations in education, including the use of technologies, the regulation of private providers, the promotion of gender equality, greening education or teaching for entry into the world of work. Strengthening social dialogue processes and structures within education systems and among teachers’ organizations positively contributes to building teachers’ sense of ownership of educational policies, which is key for their implementation. This in turn is important for the appreciation and overall status of a profession which should feel respected and entrusted with the important task of shaping present and future generations. Beyond policy, recognizing teachers’ voices and their autonomy as independent and innovative professionals is key to enhance their capabilities to drive significant educational change through collaborative and critical exploration of teaching, learning, and schooling. Teachers as researchers engage in professional development and stay updated with current research trends, applying evidence-based teaching practices. Teachers as community developers engage with parents, students and stakeholders in educational decision-making processes, enhancing the overall relevance and quality of education. Furthermore, teachers adopting a reflective voice that critically examines social, cultural, and political issues affecting their educational contexts may become advocates for equity and social justice. They challenge systemic inequalities and empower themselves and students to become agents of change, across various platforms and through diverse communication channels. Given the perceived decline in the status of the profession, a new social contract in education that advances a collaborative approach among teachers, founded on social dialogue and the values it espouses, will boost teachers' professional status thus making the profession more attractive and sustainable. In other words, a new social contract Programme in education is key towards the aspirations of the SDGs. Follow the conversations with the hashtags: #InvestInTeachers, #WorldTeachersDay, #5October, #valuingteachervoices, #socialcontract4education,.

EVENTS: On October 4th, at UNESCO Headquarters conference room I. from 09:30 to 07:30 pm (Paris time, GMT+2) will be held the World Teachers' Day 2024 and UNESCO-Hamdan Award Ceremony. This year's celebrations will emphasize the pivotal role that teachers play in shaping the future of education and the urgent need to incorporate their perspectives into educational policy and decision-making processes. The day will begin with an opening ceremony led by UNESCO’s Director-General, featuring messages from the co-convening agencies: the International Labour Organization (ILO), UNICEF and Education International. This will set the stage for a series of discussions and activities centered around enhancing the role of teachers and recognizing their contributions to education. The event will include the awarding ceremony of the Eighth edition of the UNESCO-Hamdan Prize for Teacher Development and a panel discussion where teachers will share their insights and experiences. The discussions will emphasize the importance of teachers' participation in decision-making processes and the need to create a dignified and respected teaching profession. Concluding the day’s celebrations, UNESCO will host the avant-première of the film Apprendre, previously shown at the Cannes Film Festival. Interpretation will be available in French, English, Spanish, Arabic and Portuguese. Register to participate! and watch the livestream!

Photo exhibition: To mark the World Teachers’ Day 2024, UNESCO presents an exhibition that celebrates educators from all corners of our planet, recognizing their dedication, passion, and commitment to shaping the future. Delving into a range of topics — from digital transformation and inclusion to lifelong learning and sustainable development — the exhibition offers insights into how UNESCO and its partners champion educators globally. Explore the exhibition!

STATEMENTS: Joint Message from Ms Audrey Azoulay, Director-General of UNESCO, Mr Gilbert F. Houngbo, Director-General, International Labour Organization, Ms Catherine Russell, Executive Director, UNICEF, Mr David Edwards, General Secretary, Education International for World Teachers’ Day, 5 October 2024.

PUBLICATION: Read the Teaching requirement policies globally and their implications for monitoring SDG 4 and the Global Report on Teachers 2024: Addressing teacher shortages and transforming the profession. Launched at the 14th Policy Dialogue Forum in Johannesburg on 26 February 2024, the Global Report on Teachers serves as a critical resource for policymakers, educators, and stakeholders dedicated to achieving SDG 4 of inclusive, equitable, and quality education for all. Rooted in a growing solidarity with teachers at the global level, aligned with the recommendations of the UN Secretary-General's High-level Panel on the Teaching Profession and the outcomes of the Transforming Education Summit, the Report seeks to translate these commitments into tangible action by offering actionable recommendations to address global teacher shortages. As we approach the 2030 Agenda deadline, the pivotal role of teachers in achieving Sustainable Development Goal (SDG) 4 aiming to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all has become increasingly apparent. However, a global shortage of teachers is hindering access to education, with a projected deficit of 44 million teachers to achieve primary and secondary universal education by 2030. The result is overcrowded classrooms, diminished teaching quality, and limited learning opportunities, especially in underserved communities. Read the full report!