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As part of the celebration of Teachers' Day in Mexico, UNESCO and the SM Foundation presented the  in the Lauro Aguirre Auditorium of the Meritorious Teacher Training College of Mexico.

In addition to presenting the main conclusions of this report, prepared by the , two roundtable discussions were held on the situation of teachers in Mexico, one aimed at analysing their training and professional development and the other at rethinking the conditions necessary to advance their well-being.

The Report seeks to address the gap in systematic data at the international and regional levels that shed light on progress towards achieving Target 4.c of Sustainable Development Goal 4, which aims to increase the supply of qualified teachers by 2030.

With the data it provides, the Report aims to help the international community monitor and advance its commitment to ensuring that teachers and educators are trained, properly recruited, well-educated, professionally qualified, motivated, and supported within adequately resourced, efficient, and effectively managed systems.

Having a qualified and motivated teacher in every classroom has a significant impact on learning outcomes. However, teacher shortages remain a pressing problem, especially in high-income and less economically developed countries.

The report was published in 2024, and the Spanish version was presented today thanks to the collaboration of the SM Foundation. An updated version will be published thematically every two years. The theme of this first report focuses on the teacher shortage. 

The challenge is complex and multidimensional, as 44 million teachers must be recruited, trained, and qualified by 2030 to meet the needs of primary and secondary schools around the world. 25.5 million will need to replace those who leave the profession or retire, and 18.5 million will need to meet the necessities of the growing school population.

The study focuses on six proposals, ranging from developing comprehensive teaching policies, collecting more and better data, transforming teacher training and professional development, improving their working conditions, ensuring adequate public funding, and enhancing international cooperation.

Rosa Wolpert, UNESCO's National Education Officer in Mexico, among other issues, drew attention to the great intellectual strength that Mexico possesses in the more than 2 million teachers working in Mexican schools, as well as the challenges of addressing, through an efficient system of training and professional development, pending issues such as the specialization of teachers to address indigenous contexts, populations with disabilities, and environments plagued by violence.

For her part, Cecilia Espinosa, Director of the SM Foundation, emphasized the need to open dialogue with teachers to build a new social contract for education, the common good, and social justice. This requires putting the Report's findings into public debate and bringing them closer to teacher groups and decision-makers. To this end, the Foundation will convene a discussion movement on the Report in various parts of the country in the coming months.

Professor Antonieta García Lascurain, representative of the National Union of Education Workers, delivered a message about how progress has been made in Mexico in improving the working conditions of teachers, including through the permanent employment of thousands of teachers across the country.

Also participating in the reflections on the report and the situation of teachers in Mexico were Adela Piña, Director General of Continuing Education for Teachers and Principals; María Elena Martínez, Director General of Indigenous, Intercultural, and Bilingual Education; Virginia Lorenzo Holm, Sector Coordinator of Academic Strengthening at the Undersecretariat of Upper Secondary Education; Cimenna Chao, researcher at the Universidad Iberoamericana; José Guadalupe García, Teacher and Supervisor of Primary Education in Guanajuato; and Renato Jiménez Cabrera, Director of the Meritorious Teacher Training College.