ILO and UNESCO urge investment in teachers to improve education
Islamabad – 13 October 2026 (Adnan Hameed) : To mark World Teachers’ Day 2026 and the 60th anniversary of the landmark ILO/UNESCO Recommendation concerning the Status of Teachers, an ILO–UNESCO Brown Bag Lunch dialogue was held at the ILO Office in Islamabad, organized in collaboration with the Federal Directorate of Education (FDE) and the National Commission for Human Development (NCHD) under the theme “Standing with Pakistan’s Teachers: Decent Work, Professional Status and the Future of Teaching.”
Ms. Wajeeha Qamar, Minister of State for Federal Education and Professional Training, joined the dialogue as Chief Guest.
“Teachers are central to Pakistan’s education transformation. As we advance reforms to improve learning outcomes, expand access and embrace new technologies, we must invest in teachers’ professional development, strengthen their capacities and ensure they have the support and resources needed to deliver quality education. Empowering teachers is essential to building an inclusive and equitable education system” said Ms. Qamar.
The event brought together key representatives from government, educational institutions, UNESCO, UNICEF and the ILO to address a pressing national issue: with over 25 million children currently out of school, the immense weight of Pakistan’s education crisis rests squarely on the shoulders of its teachers. As front-line educators navigate overcrowded classrooms, shifting technologies, and evolving learning environments, sustainable reform is impossible without directly investing in their professional status, working conditions, and well-being, says press note.
While international partners and state leaders reinforced the need to align education policy with decent work, local educators brought the crucial voice of classroom reality to the policy table.
“Teachers bring practical knowledge of what works in the classroom. Our experience in FDE colleges shows that when this experience informs curriculum development and education reform, policies are more responsive to the realities of schools and ultimately more effective for students.” Ms. Lubna Mahmood, Headmistress, Islamabad Model College for Girls G-10/2
“After 26 years in the classroom, I have seen how the role of a teacher continues to evolve. Professional development gives us the opportunity to keep learning ourselves – to use new approaches, respond to changing needs, and bring those skills back into the classroom.” Ms. Farida Afzal, Deputy Headmistress, Islamabad Model College for Girls G-14/4
Throughout the dialogue, participants underscored three interconnected priorities. First, education reform must bridge policy and practice by engaging educators directly in curriculum design and national decision-making. Second, education financing must translate into sustained, direct investment in the teaching workforce and classroom resources, particularly in underserved communities. Finally, as classrooms adapt to digitalization and artificial intelligence, technology must be harnessed to empower teachers and enhance their work rather than widen existing inequalities.
The discussion concluded with a unified call to action: supporting, protecting, and resourcing teachers is not just a workplace issue, it is the essential foundation for delivering inclusive, high-quality education to every child in Pakistan.
