Global Report on Teachers Editorial Board

The Global Report on Teachers

The Global Report on Teachers is a flagship report authored jointly by UNESCO and the Teacher Task Force, aimed at supporting the international community in advancing its commitment to the Education 2030 Agenda and target 4.c. It is published every two years featuring a thematic focus relevant to the advancement of SDG4. Every other report will also monitor the indicators related to target 4.c.

The first edition, published in 2024, included this monitoring mandate and focused on the global shortage of qualified teachers. In addition to providing in-depth analyses of the multiple shortages experienced across and within countries and highlighting a diverse collection of national and regional case studies, it concluded by offering a series of policy recommendations to help guide efforts to reverse these shortages.

Objectives of the Editorial Board of the Global Report on Teachers

To ensure synergy, complementarity, and avoid duplication of efforts, as well as to enhance the overall quality and impact of the Report, the Teacher Task Force Steering Committee established an Editorial Board exclusively dedicated to supporting the development of the Global Report on Teachers. This Editorial Board will bring together a diverse range of stakeholders, including representatives of multilateral agencies, international organizations, donors, independent experts, teachers and Teacher Task Force representatives.

The Editorial Board will play a consultative role, offering guidance and recommendations in the following areas to support the Report:

• Vision and objectives: advising on the Report’s vision and objectives to ensure alignment with the UNESCO and TTF’s mandates, the TTF Strategic Plan, the Education 2030 Framework for Action, and Target 4.c.

• Key issues: identifying emerging priorities and trends as well as under-researched areas and significant knowledge gaps. This includes pinpointing sources of expertise, knowledge, and information to support teacher policies, practices, and governance, with attention to evolving national, regional, and international contexts.

• Themes and approaches: offering insights on themes, conceptual and methodological approaches for future editions of the Report.

• Data quality and relevance: ensuring the quality, timeliness and pertinence of teacher-related statistics and data included in the Report.

• Network mobilization: leveraging networks to enhance the Report’s impact and relevance as well as engaging key stakeholders and experts.

• Knowledge dissemination: suggesting strategies for knowledge dissemination, including potential partnerships and co-publication opportunities.

Composition of the Editorial Board of the Global Report on Teachers

 

Chairpersons

 

Carlos Vargas

Chief of the UNESCO Section on Teacher Development and Head of the Teacher Task Force Secretariat

 

Mr Carlos Vargas, Chief, UNESCO’s Section for Teacher Development, and Head of the Secretariat of the Teacher Task Force, is a sociologist of education who specializes in global education policy and lifelong learning. His research and publications focus on the relationship between education, human rights and well-being; the orientations and discourses of public policy and their effects on society.

Michael Boakye-Yiadom

Director-General Institute for Educational Planning and Administration (IEPA), Ghana

 

Prof. Michael Boakye-Yiadom is the Director-General of the Institute for Educational Planning and Administration (IEPA) – Under the Auspices of UNESCO, University of Cape Coast, Ghana. He earned his PhD in Higher Education Administration from Ohio University, Athens, Ohio, USA; and his Master’s and Bachelor’s degrees from University of Cape Coast, Ghana. In 2022, the President of Ghana appointed Michael as Ghana’s National Convenor for the Transforming Education Summit. His research interests include leadership development, gender-politics-policy dynamics in education, and educational experiences of underrepresented populations.

 

Ex officio members

 

Isabell Kempf

Director, UNESCO Institute for Lifelong Learning (UIL)

 

Ms Isabell Kempf is the current Director of the UNESCO Institute for Lifelong Learning (UIL) in Hamburg. With 30 years of UN experience, she specializes in capacity-building, policy advice, and integrating human rights and gender-based approach into education and peace-building. She has worked with UNESCO, UNDP, UNEP, ECLAC, OHCHR, and ICGLR and led the UNRISD Bonn Office, co-creating a global research and action network.

She holds a B.A. and M.A. honors in Philosophy, Politics, and Economics Oxford, and has published widely on education, development, and social justice. 

Antonia Wulff

Director of Research, Policy, and Advocacy, Education International (EI)

 

Antonia Wulff is Director of Research, Policy and Advocacy at Education International (EI), the world federation of teacher unions. EI represents more than 32 million teachers and education support personnel in 178 countries. Antonia covers a broad range of policy areas related to quality education and the status and rights of education workers. She represents the teaching profession on the SDG4 High-Level Steering Committee Sherpa group and on the board of the Global Campaign for Education. Antonia is also the editor of Grading Goal Four.

 

Donor

 

Khalifa Ali AlSuwaidi

General Secretary of the Board of Trustees, Hamdan Bin Rashid Al Maktoum Foundation

 

Khalifa Ali Alsuwaidi is the Secretary-General and CEO of Hamdan Foundation. He worked at UAE University from 1987 for 35 years. He holds a PhD in education from USC, a master’s degree from GWU, and a bachelor’s from the UAEU.

 

Multilateral Agencies

 

Oliver Liang

Head, Public and Private Services Unit, International Labour Organization (ILO)

 

Oliver Liang is Head of the Public and Private Services Unit of the Sectoral Policies Department of the International Labour Organization (ILO) in Geneva, Switzerland. Together with UNESCO, he coordinates the secretariat of the Joint ILO/UNESCO Committee of Experts on the Status of Teaching Personnel and promotes standards on education and teachers. He also works on labour issues related to the health, culture and sport sectors. Oliver holds a PhD from the Johns Hopkins University in the United States.

Laura Gregory

Senior Education Specialist, Education Global Practice, World Bank

 

Laura Gregory is a Senior Education Specialist and Global Lead for Teachers at the World Bank. She supports governments and partners through lending operations and analytical work focused on teacher development, teaching, learning, and assessment. Laura is currently leading a global study of initial teacher education. Previously, she was a teacher and statistician. She holds a Bachelor of Education and an MSc in Statistics.

 

Independent experts

 

Malak Zaalouk

Professor, The American University in Cairo, UNESCO-Hamdan Prize for Teacher Development Jury member, Egypt

 

Dr. Malak Zaalouk is Professor of Practice and Director of the Middle East Institute of Higher Education at the American University in Cairo. She previously contributed to national reform strategies and regional frameworks for quality education through UNICEF. She founded the Egyptian community schools and has promoted girls’ education and quality education reform. She has served on diverse UNESCO boards, supported the commission on the Futures of Education, and currently leads several global teacher-focused development projects.

Padma Sarangapani

Professor, Chairperson Centre of Excellence in Teacher Education - CETE, Tata Institute of Social Sciences -TISS, India​

 

Padma M. Sarangapani is Professor of Education and Chairperson of the Centre of Excellence in Teacher Education, Tata Institute of Social Sciences, Mumbai. Her scholarly and field-based work focuses on teacher professional development and school system reform through state, national, and international collaborations. She has served on key policy bodies including the National Curriculum Framework 2005 and UNESCO’s Teacher Task Force. Her current research explores pedagogy, professional learning, and comparative education. Recent publications include the Handbook of Education Systems in South Asia (2021) and Education, Teaching and Learning (2022).

Inés Dussel

Professor and researcher, Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional (CINVESTAV), Mexico

 

Full-Time Researcher at the Department of Educational Research, CINVESTAV, Mexico. Ph.D., University of Wisconsin-Madison (2001). Recipient of the Humboldt Research Award in Germany (2018). President of the International Standing Conference for the History of Education (ISCHE) (2022-2025). Co-editor of the journal Pedagogica Historica. She has published extensively on the history and present challenges of schooling, pedagogy, visual and digital media.  

Xavier Dumay

Professor, Université Catholique de Louvain, Belgium

 

Xavier Dumay is professor of education at UCLouvain, Belgium. His research interests include the globalization of education and educational policies, global politics, the teaching profession and new-institutional theory. He is the editor of The Liberalization of Teacher Employment Regimes in Europe (OUP, 2025), of the World Yearbook of Education 2025 – The Teaching Profession in a Globalizing World (Routledge, 2024), and of the Oxford Handbook of Globalization and Education (OUP, 2023).

James Keevy

Chief Executive Officer, JET Education Services, South Africa

 

James Keevy is an experienced policy researcher based in South Africa. His specific areas of expertise include qualifications, the recognition of learning, digitalisation, the professionalisation and migration of teachers, and more recently the application of large language models (LLMs) in education. He has worked closely with several international agencies, including UNESCO, UNESCO UNEVOC, OECD, ILO, UNICEF, World Bank, Commonwealth Secretariat, Commonwealth of Learning, SADC Secretariat, African Union Commission and others.

 

Teachers

 

Ilan Enverga

Teacher and member of the SDG4 Youth & Student Network Executive Committee, Philippines

 

Ilan Enverga (Philippines) is an award-winning K-12 educator and international teacher trainer. He is the Asia-Pacific Executive Committee Representative in the SDG4 Youth & Student Network, and elected to the SDG4 High-Level Steering Committee. The UN Major Group for Children and Youth (UN MGCY) also selected Ilan to be the Global Focal Point for Education. As Founder and CEO of Global Changemaker Schools, Ilan leads ESD training programs for teachers and school leaders with schools, education ministries and international organizations.

Tanyalee Paul-Reid

Senior teacher and UNESCO Future Teacher Kit Ambassador, Jamaica

 

Tanyalee Paul-Reid is a dedicated educator, Agricultural Science Assessor, Approved CSEC Marker and an author committed to transforming learning experiences for students and teachers. With a Master of Arts in Teaching and doctoral studies in Educational Planning and Social Development, she is passionate about improving classroom practice, strengthening school communities, and empowering youths. As a UNESCO Teacher Ambassador, she supports educators locally and internationally, championing innovation, resilience, and meaningful educational change.