The scarcity of teachers is a nearly ubiquitous challenge, with government policies falling short in attracting, retaining, and adequately training teachers.
"To achieve SDG4 by 2030, we are facing a shortage of 44 million teachers, particularly at the secondary level," Chakroun stated.
Globally, the attrition rate varies from 3-12% in different economies, and many countries are witnessing a growing desire among teaching professionals to leave the field.
Chakroun emphasized the lack of recognition and interest in a profession that is widely considered one of the noblest on earth.
His observations align with the findings of a recent COBIS report, which revealed that 91% of international school members find it challenging to recruit quality teaching staff. Chakroun added, "If there is political will, there are actions."
In addition to elevating the status of teaching as a profession, Chakroun urged governments to implement career development plans for teachers.
Currently, individuals without qualifications can enter the field, with 15% of teachers globally not meeting the minimum qualifications. In Africa, this figure can rise to 40%.
Proper training is crucial, especially as teachers strive to adapt to developments that will inevitably reshape their roles.
Chakroun cautioned against the misuse of technology, emphasizing that it must align with pedagogical goals to benefit learning outcomes. However, he acknowledged the rapid evolution of technology, making it challenging to measure its benefits for students.
"Research takes time. By the time we have the data, the landscape has changed," he noted.
Chakroun concluded that strikes worldwide, from the UK and Canada to Morocco, are a consequence of undervaluing the teaching profession and neglecting proper working conditions.
Furthermore, he stressed the importance of teachers' involvement in policymaking, stating, "In many countries, reforms are designed in ministries and then dropped into schools. It’s very important that teachers, as a voice, participate in the reforms of education and are active partners in this."
