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Held on 31 October and 1 November 2024 in Fortaleza, Brazil, the 2024 Global Education Meeting (GEM) convened global stakeholders to discuss education as a driver of sustainable development. Aligned with the Brazilian G20 Presidency's emphasis on equity and inclusion, the GEM fostered dialogue among governmental and non-state actors, focusing on accelerating progress toward Sustainable Development Goal 4 (SDG 4). The Fortaleza Declaration, the outcome document of the meeting, reflected inputs from diverse regional and stakeholder consultations and set the stage for actionable strategies to transform education systems globally.   

During the Global Education Meeting, a session on "Valuing, Diversifying, and Investing in the Teaching Profession" was held, wherein panelists emphasized the pivotal role of teachers in shaping equitable and innovative education systems. Youth was represented in this session by Mr. Ilan Enverga, member of the Executive Committee of the SDG4 Youth & Student Network managed by UNESCO, who is a teacher himself at the International School for Better Beginnings in the Philippines. 

The teaching profession must address the concerns of younger generations.

The world is short by 44 million teachers to achieve universal basic education by 2030. Which do we look to for filling these roles? It is none other than the generation entering the workforce: young people. UNESCO’s “” has revealed an alarming increase in teacher attrition rates, particularly among young, early-career educators. Therefore, it is only logical and strategic for education ministries to address the very legitimate fears and negative experiences of young people in order to encourage more youth to enter and remain in the teaching profession.

Before speaking at the GEM, Ilan consulted with young people from all regions of the world to develop comprehensive interventions that represented regional concerns. Mr. Jay Chew from Australia cited the overwhelming amount of paperwork and long working hours experienced by teachers like himself. Ms. Yande Banda from Zambia flagged the lack of classroom resources, unconducive work environments and minimal legal protections faced by teachers. Ms. Anupama Pradeepan from India highlighted inadequate compensation, and discriminatory hiring practices. 

All of these concerns not only reflect data gathered by Jay,Yande and Anupama but are also echoed and corroborated by the nearly half a million young people who were interviewed and consulted in the development of the Youth Declaration on Transforming Education. This milestone document was launched at the Transforming Education Summit and informed the UN Secretary General’s Vision Statement. Despite the statistics and firsthand accounts gathered from teachers, and despite the genuine importance of teachers to society, many still face undervaluation, insufficient resources, and low remuneration.  

During the panel session, Ilan discussed the evolution of preferences among today’s youth, who make up the current and incoming job seekers, including how young people are seeking careers that not only provide financial stability but also offer meaning and purpose in their lives. “Teaching would be an ideal career path for many young people, if not for the systemic challenges that plague the profession,” Ilan mentioned.

To encourage more young people to become teachers, the factors that young people prioritize in their work should be taken seriously. Along with basic needs, such as competitive salary and decent working conditions, other priorities unique to today’s young generations would include:

1. Teachers’ well-being: The safety and well-being of teachers are continually compromised; therefore, young people recommend policies and programs that provide holistic safeguarding and support for teachers. 
2. Professional autonomy: Educators should have the liberty to innovate and adapt their teaching methods to better meet student needs, which can be fostered through reforms in teacher evaluation and investment in human-centered professional development.
3. Access to technology: As the generations who habitually use technology, young people seek work environments that include modern digital infrastructure and connectivity. Increased funding and transparent disbursement for this must be prioritized.

The best way to ensure that these priorities of youth are met is to embed young people into the decision-making of education systems. “Young people must be involved in co-creating solutions, ensuring policies reflect their aspirations and address contemporary challenges effectively” – stresses Ilan – “By addressing these aforementioned concerns and challenges, ministries can make teaching a career that aligns with the values and aspirations of the next generation.”

In line with the key takeaways from the session on teachers, the Fortaleza Declaration reinforced the urgency of addressing teacher shortages by improving salaries, working conditions, and professional autonomy. It emphasized the importance of continuous professional development, teacher collaboration, and active involvement in decision-making processes.   

“Revitalizing the teaching profession is a shared global responsibility” – says Ilan – “By valuing, diversifying, and investing in educators, the world can unlock the potential of education to drive equitable and sustainable development.” As underscored at the Global Education Meeting, teaching must be transformed into a profession that offers fulfillment, respect, and opportunity, ensuring its appeal for generations to come.   

Through collective effort and meaningful investment, the teaching profession can become a cornerstone of societal progress, inspiring a brighter future for educators and learners alike.