PACTED 2025_REPORT

AFRICAN UNION

UNION AFRICAINE UNIÃO AFRICANA UNIÓN AFRICANA

UMOJA WA AFRIKA

DEPARTMENT OF EDUCATION, SCIENCE, TECHNOLOGY AND INNOVATION

Pan African Conference on Teacher Education (PACTED) 2025 Report

Theme: Advancing Strategies for Teacher Training, Recognition, and Professional Development.

Date: 1st – 3rd October 2025

Venue: African Union Headquarters, Addis Ababa, Ethiopia

Conference Report

October 2025

1. INTRODUCTION 1.1 Background The Pan African Conference on Teacher Education (PACTED) 2025 was convened as a strategic continental flagship event to place the teaching profession at the heart of Africa's educational transformation. Recognizing the critical role of teachers in achieving the aspirations of AU Agenda 2063 and Sustainable Development Goal 4 (Quality Education), PACTED 2025 provided a vital platform to address persistent challenges such as teacher shortages, inadequate training, low morale, and insufficient recognition.

The conference was uniquely positioned to coincide with several landmark initiatives: the official launch of the African Union Decade of Accelerated Action for the Transformation of Education and Skills Development in Africa (2025–2034), the celebration of the African Union Continental Teachers Awards 2025, the launch of the Teacher Community of Practice (CoP) Platform, and the commemoration of World Teachers' Day 2025. These events collectively underscored a renewed continental commitment to empowering teachers as the primary agents of change.

1.2 Purpose and Objectives PACTED 2025 was designed to catalyze actionable strategies and foster multistakeholder collaboration under the theme “Advancing Strategies for Teacher Training, Recognition, and Professional Development.” Its key objectives were to: 1. Promote reforms to strengthen teacher education systems by aligning national policies with continental frameworks (CESA 26–35, CTVET-34, STISA-34).

2. Strengthen regional networks and knowledge-sharing through the launch of the Teacher CoP platform.

3. Promote the recognition, valorization, and professional development of teachers.

4. Foster collaboration to mobilize resources and implement integrated education strategies.

5. Discuss solutions to critical challenges like teacher shortages, gender equity, and technology integration.

2. PROCEEDINGS AND KEY TAKEAWAYS: DAY 1 (1ST OCTOBER 2025) 2.1. Opening Ceremony and Launch of the AU Decade of Education

Page | 2

The conference commenced with a welcome address from Mrs. Sophia Ashipala, Head of the Education Division (ESTI), who underscored the historic nature of the gathering, marking the first time the AU had convened on such a scale to shape teaching standards for Africa.

Keynote Addresses: ● H.E. Ayel Eshetu, State Minister of Education, Ethiopia: Welcomed delegates and emphasized that education is the cornerstone of development, with teachers central to this mission. She highlighted Ethiopia's efforts, including a new teacher training policy impacting 100,000 teachers. She pointed to the severe teacher shortage in Africa, citing UNESCO projections that subSaharan Africa needs 15 million additional teachers by 2030, with only 9 out of 46 countries projected to meet the demand for primary school teachers. ● H.E. Perez, EU Ambassador to the African Union: Celebrated the teaching profession and acknowledged the challenges posed by new technologies. He reaffirmed the EU's commitment to education in Africa, announcing an additional investment of 150 million Euros and looking ahead to the upcoming AU-EU Summit. ● H.E. Professor Gaspard Banyankimbona, AU Commissioner for ESTI: Delivered a powerful speech framing teachers as the "architects of human capital" and "heroes of the knowledge economy." He called for a continental compact to: ○ Revalorize the teaching profession with fair remuneration and social dialogue. ○ Promote teacher mobility through the Continental Teacher Qualification Framework. ○ Support teachers in fragile and emergency contexts. ○ Embed a culture of lifelong learning for educators.

He concluded with a rallying cry: "When we invest in teachers, we invest in Africa’s children, Africa’s economy, and Africa’s sovereignty," before officially declaring the conference launched.

2.2. Symbolic Launch of the AU Decade and Strategic Frameworks Mrs. Sophia Ashipala presided over the historic launch of key continental documents: 1. The Continental Education Strategy for Africa (CESA 2026-2035): Building on previous achievements, this strategy is anchored on pillars of foundational learning, teacher professionalism, skills for employability, digital learning, and improved governance and financing.

2. The Science, Technology and Innovation Strategy for Africa (STISA-34): A framework to ensure Africa leads in its own knowledge and innovation agenda.

Page | 3

3. The Second Continental Report on CESA and SDG4.

4. The "Transforming Knowledge for Africa’s Future" Initiative.

5. The AU Decade of Accelerated Action for the Transformation of Education and Skills Development (2025-2034): Launched as an "umbrella framework," this Decade unifies all continental instruments into a coherent, actionable agenda with the political momentum to drive Africa's transformation.

2.3. Commitments from Member States and Partners A session moderated by Prof. Saidou Madougou, Director of ESTI, featured concrete commitments: ● Member States, starting with host country Ethiopia, pledged their commitment to implement the frameworks of the new Decade. ● UNICEF outlined six core areas of support: eradicating learning poverty by 2035; digital innovation; skilling youth; sustainable financing; girls' education; and supporting policy implementation. ● UNESCO committed to continuing its strong partnership with the AU and member states, focusing on the CESA agenda. ● UNHCR pledged to focus on the socio-economic inclusion of refugees and Internally Displaced Persons (IDPs) through second-chance and lifelong learning programs. ● Education International (EI) committed to advocating for every child's right to learn and holding governments accountable for providing quality, inclusive education, including for children with disabilities.

2.4. Breakout Group Discussions: Transforming Teacher Education in Africa: Advancing Innovation, Equity, and Leadership Delegates participated in parallel breakout sessions focused on core themes.

Morning Sessions: ● Group A: Best Practices in Teaching and Learning in Africa (Education International): Moderated by Dr. Caseley Stephens of ESTI, this session focused on operationalizing a "learning by doing" approach to deliver quality, context-driven education. The discussion was framed by the work of the Teacher and Education Panel on a regional Framework for teacher development. Key takeaways included: ○ The necessity of developing generalizable, non-country-specific teaching standards to guide curriculum design and ensure effective, continuous teaching practices. ○ The success of comprehensive, collaborative frameworks that extend beyond the national level to schools, which have already demonstrated improved classroom instruction.

Page | 4

○ A critical next step is the completion of a comprehensive framework for learning and the customization of tools to meet specific country needs, a crucial step for foundational learning. ○ Ethiopia was highlighted for its incredible work in teacher training and professional support, resulting in strategic documents outlining clear action plans. ○ The group agreed on the importance of viewing professional development within the entire educational ecosystem and appreciating shared frameworks across countries. ○ Recommendation: A key next step is to establish a facility to provide technical assistance, allowing countries to submit requests for customized tool development and support through a dedicated team. ● Group B: Crafting the Future of Education through Curriculum (ESTI): Also moderated by Dr. Caseley Stephens, this session delved into the technical perspectives of curriculum design and its position in shaping educational concepts. The discussion emphasized that a curriculum is more than a course of study; it is the foundational tool for guiding effective teaching and learning.

The session reinforced the need for curriculum frameworks to be both visionary and adaptable to national contexts. ● Group C: Inclusion, Leadership and Gender Equity (AU-CIEFFA): The Executive Director of the Forum for African Women Educationalists (FAWE) presented evidence-based strategies, including Gender Responsive Pedagogy, mentorship programs, creating safe spaces in schools, and advocating for policies that support girls' education and women's leadership. ● Group D: Leadership in Education (UNESCO): Key takeaways emphasized that educational leadership must drive vision and accountability, not just administration. Frameworks must be paired with professional support and mentorship. Countries were urged to establish school leadership policies and teacher regulatory frameworks, including teacher licensing. ● Group E: Empowering Teachers to End Learning Poverty (UNICEF): The session highlighted that teachers are central to solving the learning poverty crisis. Case studies, such as reforms in Ghana, showed that collaborative, school-based training improves instruction and learning outcomes. The critical gap in qualified teachers, especially in Early Childhood Development (ECD), was noted, alongside the need for training in psychosocial support.

Afternoon Sessions: Transforming Teacher Education Policies ● Session A: Harmonizing Teacher Qualification Frameworks Across Africa (ESTI): This session, introduced as focusing on "accenting standards and Page | 5

mobility," delved into the Continental Teacher Qualification Framework. Led

by Mrs. Sophia Ashipala and featuring panelists from UNESCO and national institutions, the discussion highlighted: ○ Challenges: A landscape of fragmented national frameworks, limited teacher mobility, and gaps in teacher preparation and certification, which hinder the free movement of educators across the continent. ○ Vision: A coherent system for mutual recognition of qualifications to enhance mobility, eliminate teacher shortages, and ensure continuous professional development, including digital skills. The framework is seen as key to building continental trust. ○ The Way Forward: A clear implementation roadmap was presented, emphasizing that success hinges on strong commitment from member states and regional bodies. Prof. Saidou Madougou reinforced that the AU is working towards establishing a continental agency to standardize and recognize teacher qualifications, moving from policy to practice. ● Session B: Strengthening Teacher Preparation Programs: Innovations and Best Practices (UNESCO-IICBA): This session shifted the focus to higher education's role in teacher development. The discussion was structured around five key aspects: ○ Curriculum Harmonization: Establishing frameworks to enable quality education in academic and professional institutions. ○ Cross-Border Collaboration: Leveraging regional communities and sharing resources between institutions. ○ Digital Policy Development: Training academic staff on digital programs to contextualize real-world processes. ○ Strengthening Quality Education: A process requiring a regional focus, including establishing student mobility programs between African universities. ○ Research, Innovation, and Partnerships: A call for a defined research agenda and the use of ICT to establish best practices and assess institutions. ● Session C: Shaping the Future of Teaching in Africa: Policy, Practice, and Partnerships (AFTRA): This session provided a deep dive into operationalizing policy. A key presentation by Dr. Ann Rita emphasized that harmonization is not just about standardization but about building a continent of trust and a platform for teachers to build competencies. This would be achieved through: ○ Promoting joint and collaborative academic programs. ○ Expanding teacher exchange programs. ○ Conducting joint case studies and research to document successes and identify gaps.

Page | 6

○ Building research clusters across the continent.

An example from the East African Community (EAC) was presented, detailing how a legal framework and the Common Market Protocol are being used to mutually recognize academic qualifications, harmonize curricula, and enable teacher mobility across eight partner states. ● Session D: Enhancing Pre-Service and In-Service Training for Early Childhood Educators (AfECN): This session addressed the critical foundation of early childhood education (ECE). The discussion centered on the need to move from theoretical frameworks to practical application. Key points included: ○ A call to action to translate high-level discussions on peace, unity, and collaboration into concrete, practical steps for ECE teachers on the ground. ○ The importance of overcoming practical complications, such as language barriers and contextual differences, to achieve a collaborative, continent-wide approach. ○ The imperative to ensure that policies and training programs are effectively implemented in classrooms to build a strong foundation for Africa's youngest learners. ● Session E: Financing Education and Teachers (EI, GCE & Action Aid): The session highlighted a dire financing landscape, with Africa spending only 3.5% of GDP on education and facing a debt crisis. It was stressed that infrastructure is insufficient without qualified teachers. The over-reliance on fragmented and shrinking foreign aid underscores the need to mobilize domestic resources. Recommendations include making education a clear budgetary priority and adopting a holistic approach to teacher financing that covers salaries, training, and recruitment, not just infrastructure.

3. CONCLUSION AND EXPECTED OUTCOMES Day 1 of PACTED 2025 successfully set a powerful and ambitious tone for the conference and the ensuing Decade. The official launch of the strategic frameworks provided a clear roadmap, while the high-level commitments from member states and partners demonstrated a shared political will.

The day's discussions crystallized several critical priorities for Africa's teaching profession: 1. Urgent Action on Teacher Shortages: Through harmonized frameworks and enhanced mobility.

2. Holistic Teacher Support: Moving beyond salaries to include mental health, continuous professional development, and good working conditions.

Page | 7

3. Financing as a Cornerstone: The need for increased domestic investment and more effective, aligned use of resources.

4. Equity and Inclusion: Placing gender-responsive pedagogy and inclusion at the core of teacher training and policy.

The momentum generated on Day 1 laid a solid foundation for the subsequent days dedicated to capacity building, celebration of teachers, and the formulation of a concrete action plan.

2. PROCEEDINGS AND KEY TAKEAWAYS: DAY 2 (2ND OCTOBER 2025) 2.1. Recap of Day One and Introduction of Day Two The second day was opened with a recap by Prof. Bolanle Akoredolu-Ale, Vice Rector of the Pan African University (PAU). She highlighted that Day 1 had successfully set a powerful momentum for a decade of action, anchored in the launch of the AU Decade of Education and key strategic frameworks, reinforced by strong political leadership and multi-stakeholder commitments. The interconnected discussions on innovation, equity, leadership, and financing were noted as a solid foundation. Prof. Akoredolu-Ale then set the stage for Day 2, stating that the focus would shift "from vision to practice and implementation," centering on practical tools, amplifying teachers' voices, and addressing core issues of professional development and well-being.

2.2. Launch of the Teacher Community of Practice (CoP) Platform Chair: Ms. Sophia Ashipala, Head of Education Division, ESTI, and a Technical Consultant.

This session featured the highly anticipated official launch and live demonstration of the continental Teacher CoP platform (https://africateachers.org/), a flagship digital initiative designed to connect, empower, and amplify the voices of African teachers.

Ms. Ashipala outlined the strategic vision for the platform: to create a dynamic digital space that facilitates cross-border teacher mobility, enables a vibrant community of practice, and serves as a central repository for knowledge and resources. The consultant, Mich Seth, then conducted a live demonstration, highlighting key functionalities: ● Multi-lingual Feature: Full availability in all AU official languages (English, French, Arabic, Portuguese, Swahili) and additional African languages like Hausa and Amharic, powered by AI for real-time translation to ensure continent-wide accessibility.

Page | 8

● Teacher Initiatives Hub: A dedicated space for teachers to publish articles and share successful classroom experiences, initially populated with over 150 submissions from the AU Teachers Awards. ● Policy Resources Library: A comprehensive repository of continental, global, and national teacher policies, frameworks, and professional standards, aimed at policymakers and practitioners. ● Interactive and Training Elements: A comment section for peer engagement and an integrated Moodle platform for hosting online teacher training and professional development courses.

Key Takeaways: ● The platform is envisioned as a living portal for all education stakeholders, with teachers at its core. ● Its success hinges on continuous content generation and active participation from teachers across the continent. ● Strategic partnerships with ministries, training institutions, and development partners are crucial for populating the policy library and promoting widespread adoption.

Participants' Suggestions: During an interactive session, participants provided valuable feedback to enhance the platform, including: ● ● ● ● ● ●

Ensuring robust security for information posted.

Incorporating best-practice teaching videos and audio resources.

Creating subject-specific clusters for targeted collaboration.

Organizing regular virtual meetings for teachers.

Implementing a vetting process for user-submitted articles to ensure quality.

Addressing accessibility and functionality challenges in rural areas with limited connectivity.

2.3. Panel Discussion 1: "Empowering Africa’s Teachers: Digital Innovation, Standards, and Communities" Moderator: Dr. Gertrude Namibiru, African Curriculum Association (ACA) Summary: This panel explored the integrated ecosystem required to empower teachers, focusing on the synergistic roles of digital tools, data-driven practices, professional communities, teaching standards, and community support.

Speakers and Key Points: ● AU-IPED (Leveraging Digital Tools): The presenter highlighted a significant gap in the availability and use of digital tools in education across Africa, Page | 9

●

●

●

●

revealing that only 3% of sub-Saharan African countries have a national digital education strategy. She emphasized the urgent need to close concurrent gaps in curriculum and teacher qualifications to enable effective digital integration.

ADEA (Using Data for Improved Teaching Practices): The presentation pointed to a critical data literacy gap at national and school levels, which limits the capacity to identify challenges and inform teaching practices. It was argued that data acts as a crucial bridge between policy and practice, enabling accountability and allowing teachers to monitor student progress and adapt their methods. The call was for user-friendly data dashboards for teachers and creating peer-learning opportunities on data use.

Pan African University (Building Effective Teacher Communities through CoP): The Vice-Chancellor, Prof. Bolanle Akoredolu-Ale, showcased PAU's initiatives, including a partnership with UNESCO-IICBA to empower female teachers and school leaders in five countries through mobile-based learning.

She emphasized that Communities of Practice reduce professional isolation, promote knowledge sharing, and build resilience, as critically evidenced during the COVID-19 pandemic.

AFTRA (Establishing and Implementing Teaching Standards): The presenter underscored that teaching standards are paramount for guiding professional practice and shaping education quality. The discussion focused on the vital role of National Teaching Councils and the need for a strengthened continental body to harmonize standards and facilitate teacher mobility across Africa.

UNICEF (The Role of Community and Family in Teacher Support): The presentation highlighted that community participation is a key driver for increasing enrollment and education quality. Engaging families and local communities helps to contextualize education, address specific challenges, and create a supportive ecosystem that bolsters both teachers and learners.

2.4. Panel Discussion 2: "Teachers' Voices - Challenges and Opportunities" Moderator: Dr. Dennis Sinyolo, Education International (EI) / Dr. Caseley Stephens, ESTI Summary: This powerful session provided a direct platform for teacher union representatives from across the continent to voice their realities, challenges, and recommendations. A common theme was the critical need for meaningful social dialogue and the substantive involvement of teachers in all stages of policy formation and implementation.

Speakers and Key Points from Member States: ● Education International (EI): The President and Director underscored that Africa's development hinges on well-trained teachers. They presented a Page | 10

●

●

●

●

●

●

framework urging ministries to institutionalize social dialogue, recommending clear legal frameworks for teacher participation, harmonized policies, equal salaries, and the direct involvement of teachers in policy formulation.

Ethiopia: The head of the teachers' association highlighted critical teacher shortages and the fundamental need for teacher empowerment as a prerequisite for educational quality.

South Sudan & Chad: Representatives from both countries emphasized the challenges faced by union leaders, including a lack of support and the difficulty of having their voices heard in decision-making processes. Chad noted some progress, such as allowances for teachers in remote areas, but cited structural hindrances and a lack of skills among union officials for effective dialogue.

Nigeria: The union leader stressed that teachers must be involved from the inception of the decision-making process, not just at the implementation stage, citing the recent curriculum review as an example where this was not the case.

Uganda: A representative gave a stark account of challenges, including extremely low pay (noting a teacher's salary is 1/127th of a member of parliament's), a crippling teacher-learner ratio (up to 1:300 in lower classes), poor policy implementation, limited career progression, and a lack of structured continuous professional development. The call was for the government to utilize teachers' unions as partners to translate good policies into reality.

Kenya: A young teacher acknowledged positive steps, including the recruitment of 36,000 teachers and retooling for a new curriculum. However, challenges remain, such as a deficit of 72,000 teachers in junior school, inadequate infrastructure, and delays in confirming intern teachers. The key recommendation was for more resources for continuous retooling, recruitment, and teacher motivation.

Zimbabwe: The representative noted that while social dialogue exists formally and informally, a key challenge is that it often happens from the "top-down," with decisions already made before consultation. She appreciated the "open door" policy of the ministry and recommended establishing a permanent, inclusive, and sustainable dialogue platform.

2.5. Afternoon Breakout Sessions: Teacher Professional Development, Health and Motivation The afternoon was dedicated to five parallel breakout sessions delving into specific thematic areas critical for a supported and effective teaching workforce.

Session A: Digital Learning and Teacher Education (UNICEF) Summary: This session focused on policy and practice for integrating digital learning into teacher education. Presentations from UNESCO, the Gates Foundation, and the Page | 11

Ministry of Education of Malawi covered a dialogue paper on technology integration, the importance of personalized coaching, and a national Digital Competency Framework, respectively. Country examples from Nigeria, Sierra Leone, and Uganda showcased scalable digital initiatives.

Key Takeaways: ● Governments must increase and prioritize investment in digital learning for teachers. ● Digital learning and AI are indispensable and must be integrated to work with and for teachers, making them champions of digital pedagogy. ● Solutions must be affordable, actionable, and easy for teachers to use in diverse contexts. ● Peer-assisted learning models and offline capabilities are essential for scalability and inclusion.

Session B: Mental Health and Psychosocial Support (MHPSS) for Teachers (UNESCO-IICBA) Summary: This session explored the integration of MHPSS into teacher education and policy. Country presentations from Burkina Faso, Tanzania, Kenya, and South Sudan shared experiences and challenges, revealing a clear link between teacher well-being and education outcomes.

Key Takeaways: ● The AU's MHPSS strategy provides a vital framework for building resilient teachers and school communities. ● Training teachers on MHPSS leads to improved teacher-student relationships and a more supportive learning environment, including for displaced students. ● Challenges in implementation are significant, including low pay, conflict, and displacement. ● High-level government commitment and community participation are essential for the successful integration of MHPSS into national systems.

Session C: Policies for Teacher Recruitment and Retention (AFTRA) Summary: This session discussed innovative policies to attract and keep qualified teachers in the profession. Experiences from Ghana and Botswana highlighted targeted recruitment, professional development credit systems, rural incentives, and improved working conditions.

Key Takeaways: ● Implementing clear career progression pathways is crucial to retaining expert teachers in the classroom and preventing a drain to administrative roles.

Page | 12

● Financial constraints and rising wage bills can be a barrier to implementing sustainable career progression models. ● Teacher mobility across borders, facilitated by continental frameworks, can help address national surpluses and shortages of qualified teachers. ● Involving teacher unions in policy development is key to avoiding conflicts and ensuring successful, widely accepted implementation.

Session D: Improving the Status of Early Childhood Teachers (AfECN) Summary: This session addressed the unique challenges faced by early childhood education (ECE) teachers, who often face issues of low status, poor remuneration, and a lack of professional recognition.

Key Takeaways: ● Common challenges across the region include weak governance, variable training quality, and a critical lack of data. ● Key recommendations include harmonizing professional recognition for ECE teachers across the education system, significantly improving working conditions, and proactively engaging communities and parents. ● Sustainable financing and multi-stakeholder collaboration are fundamental for strengthening the entire ECE sector.

Session E: Teacher Professional Development for Gender-Responsive Pedagogy (FAWE) Summary: This session focused on strategies for integrating gender-responsive pedagogy (GRP) into teacher training and professional development.

Key Takeaways: ● GRP should be a core, practical, and flexible component of both pre-service and in-service teacher training. ● Establishing clear norms and standards for teacher training institutions on GRP is essential for quality assurance. ● Strong partnerships with universities, communities, and civil society are needed to fund, implement, and sustain GRP initiatives. ● Teachers must be equipped to identify, address, and prevent gender-based violence in classrooms and institutions.

2.6. Plenary Presentations and Wrap-up The day concluded with a plenary session where rapporteurs from each breakout group presented a synthesis of their key findings and recommendations. The diverse insights on digital learning, mental health, recruitment policies, early childhood education, and gender-responsive pedagogy were consolidated, ensuring they would directly inform the emerging continental teacher education policy framework. The Page | 13

day was closed with a reinforcement of the collective commitment to turning the day's extensive discussions into tangible, collaborative action, setting the stage for the final day of celebration and adoption of the conference outcomes.

3. PROCEEDINGS AND KEY TAKEAWAYS: DAY 3 (3RD OCTOBER 2025) 3.1. Celebrating the Teaching Profession: World Teachers' Day & Continental Awards Day 3 was dedicated to a dual celebration: the official commemoration of World Teachers' Day 2025 and the presentation of the African Union Continental Teachers Awards. The day underscored the critical link between honoring teacher excellence and reimagining the profession for the future.

A. Historic World Teachers' Day Ceremony The ceremony was historic, marking the first time the UN co-convening agencies (UNESCO, ILO, UNICEF, and Education International) organized the global celebration outside of Paris, held within the framework of PACTED. ● Joint Message from Convening Agencies: A unified statement was delivered on the theme "Reimagining Teaching as a Collaborative Profession." The message highlighted the global teacher crisis, noting a need for 44 million more teachers worldwide to achieve universal education by 2030 and a doubling of teacher attrition rates. The agencies called for a paradigm shift anchored on three pillars: ○ Collaborative Training: Embedding peer learning, co-teaching, and mentoring at the heart of both initial and continuous teacher education. ○ Leveraging Technology: Using collaborative digital tools to connect educators across distances and disciplines. ○ Inclusive Decision-Making: Integrating teachers into policy design and school leadership through robust social dialogue. ● Keynote Addresses: ○ UNESCO Representative: Emphasized that teaching must undergo a "radical shift" from an isolated act to a collective force, stating that systemic challenges like the climate crisis and digital divide cannot be solved by fragmented efforts. ○ UNICEF Director (Widu): Outlined UNICEF's commitment through three strategies: partnering with Ministries to improve education systems; generating new evidence to inform practice; and promoting peer-to-peer learning and digital platforms to strengthen cross-border collaboration.

Page | 14

○ President of Education International: Delivered a powerful call to action, demanding that UN High-Level Panel recommendations be turned into binding law to ensure fair pay, professional autonomy, and well-being. He championed teachers as irreplaceable by technology, stating, "No app can detect the flicker of understanding in a child's eyes," and called for education systems to be engines of liberation, justice, and peace, guided by the principle of Ubuntu.

B. African Union Continental Teachers Awards The ceremony celebrated exemplary educators from across the continent, reinforcing the value of the profession. ● Speech by the AU Commissioner for ESTI (Prof. Gaspard): He congratulated the awardees, calling them "beacons for millions of educators," and reaffirmed the AU's commitment to champion initiatives that invest in teachers. In a significant announcement, he revealed that the AU would explore the creation of a Rural or Continental Teachers' Award to specifically honor educators serving in remote, underserved, and at-risk communities. ● Award Ceremony: Moderated by Mrs. Sophia, nine awardees were recognized and each received $10,000, with five to be selected for an additional $2,000. A new partnership with Humana People to People was announced, focusing on addressing the acute need for qualified teachers in rural areas.

3.2. Panel Discussion: "From Isolation to Collective Strength" A high-level panel moderated by Prof. Saidou brainstormed the status of education policy and collaboration in Africa.

Country-Specific Insights: ● The Gambia: Showcased collaboration through Coordinating Committee Meetings (CCMs) that gather teachers, parents, and stakeholders for feedback. They emphasized working closely with the teachers' union on policy documents and have introduced systems like report cards and mentorship programs. ● Nigeria: Highlighted shared learning communities where experienced teachers mentor newcomers. The Ministry of Education organizes training and shares relevant information, and teachers are recognized through awards and celebrations.

Perspectives from International Organizations: ● Education International: Identified key blockers to collaboration, including competition among teachers, large class sizes, heavy workload, and the Page | 15

absence of supportive structures. They proposed the "Three P's" strategy as a solution: 1. Planning: Involve teachers in all decisions ("Nothing for us without us").

2. Pay: Ensure adequate funding for collaboration initiatives.

3. Perform: Move from discussion to concrete action. ● UNESCO: Stressed that collaboration must extend beyond teachers to include experts and the community and requires strong political leadership and advocacy to create systemic change. ● UNICEF: Listed practical, collaborative interventions such as peer coaching, lesson studies, play-based learning, and inclusive learning initiatives for children and teachers with disabilities.

3.3. Presentation of Policy Recommendations and Closing The conference concluded with a forward-looking session focused on actionable outcomes. ● Presentation of Recommendations: Mrs. Sophia presented the conference communique and policy recommendations, which were synthesized from the deliberations across all three days. ● Closing Remarks by Prof. Saidou: He framed PACTED 2025 as an exceptional platform for commitment that highlighted the resilience of African teachers. He outlined three critical imperatives for the way forward: 1. Commitment of Member States: To adopt and implement the newly launched continental strategies (CESA, etc.).

2. Multi-stakeholder Collaboration: Between governments, partners, and teachers themselves.

3. Sustainable Investment: In teaching, including training, remuneration, and supportive working conditions.

He concluded by urging all stakeholders to leave the conference resolved to turn celebration into sustained action to ensure every teacher in Africa is valued, supported, and empowered.

4. OVERALL CONFERENCE CONCLUSION AND EXPECTED OUTCOMES PACTED 2025 successfully served as a landmark event, catalyzing continental momentum around the teaching profession. The conference achieved its core objectives by: 1. Launching a Decade of Action: The official inauguration of the AU Decade of Education and Skills Development (2025-2034) and the CESA 2026-2035 strategy provides a unified and actionable roadmap for the continent.

Page | 16

2. Fostering Collaboration: The event strengthened regional networks and multistakeholder partnerships, exemplified by the high-level engagement on World Teachers' Day and the concrete discussions during the panel sessions.

3. Advocating for Teachers: The conference powerfully promoted the recognition and valorization of teachers, both through the Continental Teachers Awards and by relentlessly focusing on strategies for improved professional development, fair remuneration, and better working conditions.

4. Generating Actionable Strategies: The breakout sessions and panel discussions produced clear recommendations on critical areas such as harmonizing teacher qualifications, financing, gender equity, and leveraging technology.

The expected outcome of PACTED 2025 is a renewed, collective, and sustained effort by all stakeholders such as governments, international partners, unions, and teachers, to translate the frameworks, commitments, and strategies discussed into tangible policies and programs that will empower Africa's teachers to become the true architects of the continent's prosperous and sustainable future, in line with Agenda 2063.

Page | 17