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How do we transform the good political words and will into political actions?
This article is part of the Key Learnings for Education 2030 series written by the SDG4 High-Level Steering Committee (HLSC)'s Inter-Agency Secretariat. In this series, we speak with the leaders and supporters of the HLSC about the strides that were made towards achieving SDG4 and draw inspiration from them on how to further advance the work for education transformation.
The High-Level Panel on the Teaching Profession was established by United Nations Secretary-General Ant贸nio Guterres following the Transforming Education Summit held in 2022. It was tasked with setting out a clear plan of action on how the teaching profession can be supported and transformed to play its essential role in creating a better world. This initiative aims to transform the future of the teaching profession. Supported by a joint International Labour Organization (ILO)/United Nations Educational, Scientific and Cultural Organization (UNESCO) secretariat, the 18-member Panel drew on expertise from ministries of education and labour, employers鈥 organizations, teachers鈥 unions, teachers, students, civil society and academia.
The Recommendations of the High-Level Panel鈥鈥痺ere launched on 26 February 2024 at the in Johannesburg, South Africa.
On that occasion, we interviewed David Edwards, General Secretary of , an organization that played a pivotal role in the drafting of these recommendations and in advocating for teachers' rights and education reform.
As a member of the SDG4 High-Level Steering Committee (HLSC), a global platform that aims to speed up country-level progress towards SDG4, hosted by UNESCO, David Edwards also shared his views on the HLSC's work, emphasizing the need to continue addressing teaching shortages and improving conditions for teachers around the globe. He also offered two recommendations for this global body. One is to focus on shifting political rhetoric into real and tangible actions. Secondly, as he puts it, 鈥we need to engage the broader community; we need social accountability; we need civil society to really engage in holding governments to account for making good on their promises.鈥&苍产蝉辫;
Lastly, Edwards points out the challenges that teachers face globally and calls for global cooperation. Some of these challenges include unattractive salaries, challenging working conditions, a lack of career development opportunities, and heavy workloads. Overall, these factors deter many from pursuing or remaining in teaching across countries of all income levels. In conclusion, it is essential that all stakeholders join forces, prioritize investments in education, and support initiatives aimed at empowering educators worldwide.
