As we look toward 2030, the Teacher Task Force (TTF) mobilizes its global network of members around a renewed commitment: to elevate the status of teachers.

On October 5, UNESCO, ILO, UNICEF and Education International led World Teachers’ Day celebrations, marking the 60^th anniversary of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers.

The Recommendation is now being revised and updated to reflect the realities teachers face today.

A new TTF and UNESCO Institute for Statistics (UIS) fact sheet, launched for the occasion, informed these global discussions. Its findings underpin the changes we are calling for, guided by one question: “What will it take to make teaching a profession people want to join and stay in?”.

For the past 60 years, evidence has shown that the global decline in teachers’ status has had a dramatic effect on the recruitment, retention and reputation of the profession.

Addressing these challenges requires action across three interconnected dimensions: social standing, professional recognition and material conditions.

1. Strengthen public recognition and teachers’ voice in policymaking

The social status of teachers reflects the public trust, recognition and esteem they receive. How society sees teachers shapes their professional identity and sense of commitment.

Feeling valued and respected is linked to stronger retention, yet 58% of the teacher demand by 2030 results from having to replace those who leave the profession.

Recent UIS data show 7.2% of pre-primary teachers leave their jobs, followed by 5.4% of secondary teachers and 4.7% of primary teachers.

Investing in public communication campaigns, media advocacy and recognition initiatives, such as awards, can highlight teachers’ contribution to society and strengthen public trust and respect.

Equally important is giving teachers a meaningful voice in policy making through social dialogue and consultation. Their participation in decision-making recognizes their expertise, signals trust in their professional judgement and helps ensure that reforms reflect classroom realities.

In Malta, the Educators as Policy Makers policy institutionalizes teachers’ participation throughout the policy cycle, recognizing them as essential partners in shaping education policy.

Together, these measures can strengthen both public recognition and teachers’ role in shaping education.

2. Invest in professional development and clear career pathways

Professional status is tied to attracting qualified candidates and retaining experienced teachers. It reflects recognition of teachers’ specialized knowledge, professional autonomy and opportunities for development.

Yet in lower-income countries, the share of teachers meeting national minimum qualification requirements declined at every education level between 2015 and 2023, falling by around 10 percentage points in pre-primary and upper-secondary education.

These gaps underline the need to strengthen teacher preparation and support professional learning throughout teachers’ careers.

Investing in teacher-to-teacher mentoring, resource-sharing and continuing professional development can help teachers deepen their expertise.

Clear career pathways and supportive school leadership should give them opportunities to grow and reasons to stay. Accreditation and regulatory mechanisms can uphold professional standards while respecting teachers’ autonomy and judgement.

In Ghana, an independent regulatory teaching council helps uphold professional standards through accreditation and regulation, reinforcing recognition of teaching as a skilled profession.

Together, these measures can strengthen recognition of teaching as a skilled profession and make it a more attractive and rewarding career.

3. Ensure competitive salaries and better working conditions

Salaries, workload and school resources have an impact on teachers’ well-being and the attractiveness of the profession. Yet data show that in two out of every five countries analyzed, teachers earn less than professionals with comparable qualifications.

Competitive pay must go hand in hand with equitable work-life balance, adequate resources, and safe, supportive schools.

Targeted measures can help: in Peru, financial incentives of up to 30% of base salary have increased applications for hard-to-staff schools.

Alongside financial incentives, improving working conditions, protecting preparation time and reducing unnecessary administrative tasks can further support teacher retention.

Sustain investment to turn these priorities into action

These three priorities will be taken forward through dialogue and exchange, including at the Teacher Task Force’s 15^th Teacher Policy Dialogue Forum on 23–25 November 2026 in Addis Ababa.

Hosted by the African Union Commission in collaboration with UNESCO and in partnership with the EU-funded Regional Teacher Initiative for Africa, the Forum will also see the launch of the Global Report on Teachers 2026.

Strengthening teacher status requires sustained domestic investment and international support, including through GPE’s financing efforts. Governments and partners must translate these priorities into funded policies that make a lasting difference in teachers’ working lives.

The stakes extend to every classroom: teacher effectiveness is a key driver of student learning. It attracts new candidates, supports their development and retains experienced teachers helping ensure that learners receive the guidance and support they need.

Investing in the profession today lays the foundation for quality education for generations to come.