Teachers and the quality of their instruction play a crucial role in shaping student learning outcomes. Research has shown that teachers are the most significant school-based factor influencing students’ academic performance (Dorn et al., 2017). Highly effective teachers have the expertise, skills, and attitudes to create engaging and impactful learning experiences, utilizing diverse teaching methods to accommodate various learning styles and abilities. By delivering focused instruction and assessments, teachers can identify students’ strengths and areas for improvement, adjusting their strategies to foster academic progress.
Today, 5th October, is World Teachers’ Day, a global moment to celebrate the importance of teachers. It is a day to celebrate how teachers are transforming education but also to reflect on the support they need to fully deploy their talent and vocation and to rethink the way ahead for the profession globally.
This year’s theme of “Valuing teachers’ voices: towards a new social contract for education” underscores the urgency of listening to teachers to address their challenges and, most importantly, to acknowledge and benefit from their knowledge and experience (Global Partnership for Education, 2024)
Earlier this year, the Global Report on Teachers noted that although teachers are central to unlocking every learner’s potential and achieving Sustainable Development Goal 4 of inclusive, equitable, and quality education, worldwide teacher shortages have been endangering the future of education. More precisely, new data from UNESCO (2024) informs us that 44 million additional teachers are needed to achieve universal primary and secondary education by 2030. The report also showed that the shortages are widespread, and more pronounced in Sub-Saharan Africa requiring over 15 million teachers, while higher-income countries face retention issues resulting in teachers massively leaving the profession.
At Sydani Institute for Research and Innovation (SIRI), we recognize the centrality of teachers to strong education systems and learning. We advocate for teachers to be engaged actors in education planning, and policymaking- a mix of town and gown approach to systems thinking. We are currently partnering with several development partners to improve the efficiency of teachers in Nigeria.
Why do we need to consider teacher voices?
Teachers are not just frontliners in the implementation of policies; they are the people most intimately connected to students and the classroom environment. They understand the peculiarities of student needs, learning challenges, and what works best in real-world teaching. Involving teachers in decision-making processes enables the creation of more effective and adaptable policies. Teachers should be empowered to influence key decisions such as curriculum development, assessment methods, and resource allocation. Their input can bridge the gap between policy and practice, ensuring that policies are realistic and grounded in the realities of the classroom as research has shown that teachers are the most important school-related factor influencing student outcomes (Dorn et al., 2017). Despite this, many education systems fail to include them in the dialogue relating to reforms, leaving teachers to operate under top-down policies that may not align with the needs of their immediate students.
How can we value teacher voices and achieve a new social contract for education?
1. Social Dialogue and Collective Bargaining To ensure that teachers have a say in shaping education, social dialogue mechanisms must be institutionalized. Primarily, social dialogue allows teachers to contribute to the development of policies that affect their working conditions, such as curricula, professional development, and instructional approaches. In countries where social dialogue has been prioritized, the teaching profession tends to have a higher status, and teachers feel more empowered. This approach fosters mutual understanding between educators and policymakers, enabling reforms that are more responsive to the realities of teaching. In Colombia, for instance, the government launched a strategy in 2023 to improve teacher participation in educational policy by organizing regional consultations with teachers and other stakeholders. These consultations allowed teachers to express their views on key issues, such as initial teacher education (ITE) and continuous professional development (CPD), ensuring that teachers’ voices were at the forefront of shaping the future of education, particularly in rural and remote areas (Colombia Ministry of Education, 2023) cited in UNESCO (2024). Similarly, in Zambia, a National Framework for Social Dialogue for Teachers was developed to institutionalize teacher participation in policy discussions. This initiative aimed to improve collaboration between teachers and policymakers, thus facilitating the creation of policies that reflect the needs and experiences of those working in the classroom (TESS & UNESCO, 2021).2. Supporting Teachers through Communities of Practice (CoPs) Building a new social contract for education also involves supporting teachers through professional networks and communities of practice (CoPs). These collaborative platforms allow teachers to share best practices, innovate, and reflect on their teaching. Active participation in CoPs fosters a sense of professional identity, motivation, and belonging. Such networks can operate at transnational, national, or regional levels, offering teachers opportunities to collaborate and address common challenges. In Rwanda, for example, large-scale trials of CoPs have supported the professional development of teachers by facilitating peer-to-peer learning and collaboration (Rossignoli et al, 2020). This initiative has improved the quality of teaching and helped develop solutions to local educational challenges. In Argentina, CoPs have also been used to support the development of secondary school teachers and education science graduates, helping them build their professional identities and develop new teaching strategies (UNESCO, 2024)
3. Fostering Teacher Innovation and Autonomy Teachers can also play a vital role in educational reform through innovation. Empowering teachers to experiment with new teaching methods, technologies, and tools can help improve teaching and make the profession more attractive to graduates. By drawing on their skills and experiences, teachers can devise creative solutions to everyday classroom challenges. For instance, teachers might integrate technology to reduce their workload or enhance student engagement through gamified learning experiences (OECD, 2019b). A survey from the UK found that when teachers are given the autonomy to innovate, they are more likely to feel satisfied and motivated in their roles (Worth and Van den Brande 2020). In OECD countries, 79% of teachers report that they actively strive to develop new ideas for teaching and learning, with younger teachers demonstrating higher levels of openness to new methods. This innovation culture makes teaching an exciting and dynamic profession, particularly in the 21st century, where adaptability and creativity are increasingly valued (OECD, 2019b).
Conclusion
Valuing teacher voices and incorporating them into the decision-making process is crucial for building an education system that is inclusive, equitable, and responsive to the needs of all learners. Teachers are not just passive recipients of education policies; they are key stakeholders who must be empowered to shape the future of education. By fostering social dialogue, supporting professional collaboration, and encouraging innovation, we can create a new social contract for education that values teachers and enhances the quality of teaching and learning worldwide.
A renewed social contract for education is essential to address the global teacher shortage and elevate the status of the profession. It requires a collective effort from governments, policymakers, and educators to ensure that teachers are seen not only as implementers of policy but as co-creators and stakeholders of the education systems of tomorrow.
As we celebrate World Teachers’ Day, it is crucial to acknowledge that listening to and empowering teachers is the key to transforming education. The road to achieving Sustainable Development Goal 4—ensuring inclusive, equitable, and quality education for all—requires collaborative efforts that place teachers at the heart of decision-making processes. By valuing their voices, we can build an education system that is responsive, adaptive, and capable of unlocking every learner’s potential.
- Dorn, E., Krawitz, M., Moujaes, C., Mourshed, M., Hall, S., & Schmautzer, D. (2017). Drivers of Student Performance: Insights from the Middle East and North Africa. McKinsey. Available at: https://www.mckinsey.com/industries/public-sector/our-insights/drivers-of-student%20performance-insights-from-the-middle-east-and-north-africa#/ [Accessed: 04 October 2024].
- Rossignoli, S., Amenya,D., Jones, C., Kamana, D., Tiganescu, A., and Kudenko, I. ( 2020) ‘Teacher collaborative learning at scale: governance and the role of school and system-level actors. Available at: https://riseprogramme.org/sites/default/files/inline-files/JONES.pdf [Accessed: 04 October 2024].
- Global Partnership of Education (2024) “No education without teachers: Valuing teacher voice on World Teacher’s Day. Available at: https://www.globalpartnership.org/blog/no-education-without-teachers-valuing-teacher-voice-world-teachers-day [Accessed: 04 October 2024].
- OECD (2019b). Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential. OECD. Available at: https://www.oecd-ilibrary.org/education/education-policy-outlook-2019_2b8ad56e-en [Accessed: 04 October 2024].
- TESS & UNESCO (2021) “National Framework on Social Dialogue for Teachers in Zambia. Available at https://teachertaskforce.org/sites/default/files/2024-09/2021_Zambia_Approved%20National%20Framework%20Social%20Dialogue.pdf.pdf [Accessed: 04 October 2024].
- UNESCO (2024): Global report On Teachers: Addressing teacher shortages and transforming the profession. Available at: https://teachertaskforce.org/sites/default/files/2024-04/2349-23_GlobalReportonTeacher_WEB.pdf [Accessed: 04 October 2024].
- Worth, J. and Van den Brande, J. (2020). Teacher autonomy: how does it relate to job satisfaction and retention? Available at: https://files.eric.ed.gov/fulltext/ED604418.pdf [Accessed: 04 October 2024].
