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Education and the SDGs
27 Aug 2025
15:00 - 21:00 CEST
Santiago de Chile, Chile

Event Highlights: World Summit on Teachers

 

On August 28 and 29, 2025, Moira Faul, Executive Director of NORRAG, participated in the World Summit on Teachers held in Santiago, Chile. The Santiago Consensus represents a significant step in advancing the recommendations made by the UN Secretary-General’s High-Level Panel on the Teaching Profession. It builds upon UNESCO’s guidance to strengthen teacher-related policies and secure long-term, sustainable funding for the profession. The summit called on UNESCO and member states to recognise the teacher-student relationships as the common Heritage of Humanity.

 

In order to address the global teacher shortage and empower the profession to transform education, a series of key actions has been proposed. These include the swift implementation of the UN recommendations to tackle teacher gaps, along with the collection of high-quality data to guide effective policy decisions. Furthermore, UNESCO is called upon to lead coordination efforts related to teachers under SDG 4, and to update the 1966 and 1997 recommendations on the status of teachers. The importance of the student-teacher relationship remains vital in humanity’s shared heritage. Thus, countries are encouraged to regularly report their progress via the SDG 4 Hub while also working to identify and overcome implementation barriers. This calls for meaningful civil society participation with transparency, accountability, and inclusivity. Lastly, consideration should be given to convening another World Teachers’ Summit beyond 2030 to continue advancing these goals. The common message remains clear: There is a growing need to restore teaching as a respected, intellectually rewarded and properly funded profession. The future depends on all these elements.

Thematic sessions C: Group C.2: From crisis to peace: Teachers as agents of change

On the second day, in the second thematic plenary session, Moira Faul invited the participants to think about education and its digitalisation in a context by placing situations into realities of emergencies such as floods, disasters, conflict, famine, and disease. She reiterated the importance of questioning the purpose of evidence and data because data, after being collected, end up in the data packet that only offers a glittering impact, such as quotes and a dashboard. However, the emphasis needs to be on ensuring that the data positively impacts learners and teachers. Therefore, our director urges us to remain vigilant of systematic categories such as gender, disability, age, and ethnicity that make certain groups invisible. Thus, data allows learning, but questioning the purpose of the data is also significant in its processes. 

She ended her note on questions that prompt important discussion for teachers, students, and respective stakeholders in education: 

  • From what sources are data and evidence emerging, and how applicable might these types be in different regions of the world?
  • What goals and expectations do teachers hold, and how can we ensure they are supported in fulfilling them?
  • In what ways does the teacher–student relationship extend beyond intellect to also encompass the heart?
  • How can we design quality education that plays a key role in fostering peaceful societies?

In conclusion, she reminds us that education in crisis and emergencies does not exist in a complete vacuum, but in a relationship that co-exists between humanitarian development and the peace nexus. Thus, education is crucial in taking us from anticipatory action to peaceful resolution in avoiding a humanitarian disaster.  It serves as a reminder that systemic solution will build a resilient system in which individuals and society, and schools can flourish. 

Read the two-day summary on Moira Faul’s LinkedIn Post

 

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