In the framework of World Teachers’ Day, UNESCO and the International Teacher Task Force launched a background paper on October 5^th 2024 to document the impact that teachers’ expert knowledge and local perspectives can have in developing education policies and to influence public debate.

From the traditional application of social dialogue as part of the work of teacher unions to defend and advocate for teachers’ rights, to the labor and professional dimension of teacher voice and participation or their role in the international education community, teacher voices are already a powerful instrument that needs to be further promoted to ensure the development of cohesive and holistic teacher policies that are accepted and promoted by the main actors of these policies: teachers themselves.

Teachers are at the heart of education, shaping young minds and fostering future generations. Yet, their voices are often overlooked in crucial conversations about educational reform and policy.

Elevating teacher input is not only essential for improving education systems, but also for restoring the value of the teaching profession itself.

Teachers’ participation in the intellectual debate is critical to rethink education and pave the way to the new social contract on education, as called for by the Futures of Education report: Reimagining our futures together. A new social contract for education.

Society as a classroom: teachers as public intellectuals

Teachers are the ones who experience the day-to-day realities of classrooms. They understand the unique challenges their students face, from diverse learning needs to socioeconomic barriers.

By listening to teachers, policymakers can craft reforms grounded in real-world experiences rather than abstract theories.

Opening the door to social dialogue also contributes to building a wider consensus around policy reforms. The Teacher Task Force-UNESCO Global Report on Teachers 2024 shows how public reforms gained ownership and were more effective by including teacher’s active participation in the formulation, implementation and review processes.

Valuing teachers’ voices is a direct acknowledgment of teachers’ expertise and the tacit recognition of their importance and capacity. For too long, teaching has been viewed as less prestigious than other professions, despite its critical role in society.

When teachers’ opinions are sought and respected, it signals that their knowledge and experience are valued, contributing to the professionalization and status of teachers. This can increase job satisfaction, reduce burnout and improve retention rates in the profession.

Valuing teachers means recognizing their pivotal role in fostering innovation, critical thinking and societal growth. It means giving a voice to teachers and valuing their opinions.

The Global Education Meeting (GEM)’s session on teachers organized on November 1^st this year focused on valuing, diversifying and investing in teachers and also marked the end of the #TeachersMissing campaign.

The GEM and Fortaleza Declaration represent another opportunity to bring forward this message and ensure that not only equity and financing are the guiding principles for improved and more inclusive teaching and learning, but that these principles are integrated from the teachers’ perspective.

Toward a new social contract for teachers

Including teachers in dialogue contributes to the democratization of education and fosters a culture of collaboration, which is essential for innovation.

Transforming initial and continuous teacher education as a collaborative endeavor is also fundamental to empower teachers and create new profiles of teachers that will be able and entitled to contribute to educational decision making at national, regional and global levels.

Convening, listening to and leveraging teacher voice is essential for transforming education and elevating the status of the teaching profession. By integrating teacher insights into policy and practice, we can create a more effective, equitable and respected educational system.

To raise the profile of the teaching profession and tap into teachers’ immense expertise, there needs to be a cultural shift in systems that acknowledge and promote teachers as public intellectuals, knowledge producers and reflective practitioners whose voices need to be heard.