Bangkok Post – Time to address today’s learning crisis

Every May, a notification on my phone urges me to buy carnations for my former political science teachers, Prof. Lee and Prof. Kim. Three decades after I last sat in their classrooms, I wonder if they would still recognize the name written on the sign. But sending my flowers on South Korean Teachers' Day is the least I can do to thank them for paving the way for my career as a diplomat.

From Wai Kru ceremonies in Thailand to recognition events in Laos and Cambodia, all ASEAN countries dedicate days to current and former students to honor teachers with flowers, traditional dances and respectful gestures. These rituals are important, but World Teachers' Day on October 5 should remind us that true respect for educators must go beyond constant tokens of appreciation like the carnations I send to address the roots of the learning crisis gripping our region. Even before Covid-19, 128 million young people in the Asia-Pacific region were out of school. Millions more students are at risk of dropping out – especially those from marginalized communities. Even for those who do attend school, the prospects are alarming: half are expected to leave without basic literacy and numeracy skills.

The learning crisis has many causes, but one of the most significant is the lack of qualified teachers. UNESCO's latest global report on teacher shortages found that by 2030, only 78 of the world's 197 countries are expected to have enough teachers for general primary education, with only 30 of 187 countries on track to meet secondary teacher recruitment targets . Although UNESCO estimates that 31 million more secondary school teachers and 13 million more primary school teachers will be needed by 2030, educators are rapidly leaving the profession. Retaining them and attracting new ones requires ensuring that teachers play a meaningful role in shaping the policies that govern their work.

Teachers at the front

Teachers are on the front lines of the education system and see firsthand how policies impact students. Their deep understanding of classroom realities allows them to see the impact of these policies in ways that administrators or policymakers may not realize.

One example is Sengphet Khounpasert, an ethnic Khmu teacher in Laos who was recognized as an Outstanding Teacher in Asean by the Princess Maha Chakri Award Foundation. In 2022, Ms Sengphet told Unesco that by working closely with the community around her school, she was able to reassure parents worried about their daughters' school journey, boost girls' confidence in STEM subjects and sport and boys in doing so could help to recognize the importance of gender equality. “One of the approaches I use is to participate in activities organized by the village committees,” said Ms Sengphet. “This way I can have access to students and parents and the community.”

Another is Janwan, a Thai educator of Karen ethnicity who teaches at a school in Tak province, where many students are ethnic minorities. Since many of her students can't spell Thai consonants correctly, she says, she gives them one-on-one lessons to make sure they don't fall behind. “My method may be a bit time consuming. But if it enables children to learn well, I am willing to invest the time and will continue to use it,” she told UNESCO.

Teachers like Ms. Sengphet and Ms. Janwan know what works best in their classrooms and have the insights to design educational policies that directly address the diverse needs of students. But all too often their voices are excluded. On average across OECD countries, only 14% of teachers say policymakers value their opinions and only 24% of teachers believe they can influence education policy.

Promising practices from Laos

UNESCO Bangkok works across the Asia-Pacific region to support educators through training, advocacy and policy advice. One focus is on improving teachers’ digital skills.

As the pandemic has shown, technology is a lifeline for education. However, many teachers are not sufficiently prepared to integrate digital tools into their lessons. According to the OECD's 2018 Teaching and Learning International Survey, only 56% of lower secondary teachers in the 48 participating education systems had received training in the use of ICTs as part of their formal education or training.

In Laos, where the need for digital skills in education is particularly urgent, the UNESCO Capacity Development for Education program has enabled educators to develop ICT courses and teaching modules that meet national ICT competency standards for teachers and thus promote the digital skills of prospective teachers. By equipping future educators with the skills to create and use practical, flexible and context-specific ICT tools, CapED is training a new generation of teachers who can effectively navigate the digital landscape. The key to the program's success lies in its commitment to including teacher voices in the development process.

While the efforts in Laos are promising, they highlight an issue that goes beyond a single country: teachers across the Asia-Pacific region need their voices to be heard at all levels of policy-making. This was a key takeaway from the 6th Asia-Pacific Meeting on Education 2030, organized by UNESCO in collaboration with Unicef, where more than 200 education experts from 30 countries in the region met in Bangkok last month. As they return to their countries, the recommendation they make to education ministries is clear: teachers must be at the center of policy discussions if we are to address the challenges facing our education systems.

From carnations to conversations

World Teachers' Day is an opportunity to reflect on the commitment of teachers who do their best for their students. However, true respect for teachers means valuing their insights and commitment to their work.

Shouldn't the appreciation we express through annual ceremonies be accompanied by genuine commitment to educational reform? The voices of teachers who understand the needs of their students better than anyone deserve to be heard not just in their classrooms but in every policy discussion. If we are serious about addressing the learning crisis, it is time for us to view teachers not just as policy implementers, but as co-creators. Their expertise should guide education reform from the ground up and create an inclusive system that works for all students.