PACTED 2026 Ends with Pledges to Transform Africa's Teachers

Africa’s classrooms, and the futures of the millions of learners who depend on them, took centre stage this week as the African Union and the Kingdom of Eswatini concluded the Pan-African Conference on Teacher Education, known as PACTED 2026. The three-day gathering, held from 5 to 7 October 2026 at the Pallazzo International Conference Centre in Ezulwini, closed with a declaration and a set of commitments that, if carried through, are meant to shape who teaches Africa’s children, how well they are trained, and whether they stay in the profession.

The conference opened on World Teachers’ Day and convened under the theme “Transforming the Teaching Profession for Africa’s Future: Innovation, Recognition, Mobility, Artificial Intelligence, Inclusion and Professional Excellence.” Ministers of Education, senior government officials, teacher professional bodies and unions, academics, researchers, development partners and civil society representatives all took part, working to turn continental education commitments into concrete priorities under the African Union Decade of Education and Skills Development (2025-2034), the Continental Education Strategy for Africa (CESA 2026-2035) and Agenda 2063.

For ordinary citizens, the questions on the table were practical ones. Participants examined how teachers are recruited, deployed and retained; what professional standards and qualifications they must meet; how their qualifications are recognized across borders; how the profession is financed sustainably; and how teachers’ well-being can be protected. Delegates also weighed the responsible integration of Artificial Intelligence and emerging technologies, inclusive education in crisis-affected settings, and better preparation of teachers for STEM subjects, green skills and the future of work.

Particular weight was given to advancing the Continental Teacher Qualifications Framework, strengthening continuous professional development, promoting responsible and human-centred Artificial Intelligence in education, and building stronger continental mechanisms for teacher collaboration, innovation and professional mobility.

At the closing session, Hon. Owen Nxumalo, Minister of Education and Training of the Kingdom of Eswatini, thanked the African Union Commission, Member States and partners for their collective commitment to advancing teacher education. He highlighted the significance of the conference outcomes, including the Eswatini Declaration, in strengthening the recognition, professional development and status of teachers, and reaffirmed his country’s commitment to education transformation and sustained investment in its teaching workforce.

Hon. Torerayi Moyo, Minister of Primary and Secondary Education of the Republic of Zimbabwe, pointed to the pivotal role teachers play in developing Africa’s human capital and preparing future generations for a rapidly evolving world. He called for stronger foundational learning, advanced digital competencies, deeper cooperation among AU Member States, and inclusive education transformation, particularly in underserved communities. Demonstrating that commitment, Zimbabwe formally expressed its interest and readiness to host PACTED 2027, a gesture intended to sustain the momentum generated in Eswatini and accelerate implementation of the commitments made.

H.E. Prof. Gaspard Banyankimbona, African Union Commissioner for Education, Science, Technology and Innovation, used his closing address to insist that teachers be recognized not merely as implementers of education policy but as professionals, innovators, leaders and nation-builders at the heart of Africa’s transformation. He urged a decisive shift from dialogue to delivery, anchored in five interconnected actions: Commit, Implement, Measure, Report and Accelerate. Conference recommendations, he stressed, must become measurable national and continental interventions, backed by sustained political commitment, strategic partnerships and adequate financing. He also underlined that Artificial Intelligence and digital technologies must strengthen, not replace, the professional agency of teachers, keeping technological innovation ethical, inclusive, human-centred and responsive to Africa’s educational realities.

The conference culminated on 7 October with the African Union Continental Teachers’ Awards 2026, honouring educators whose dedication, innovation, professional excellence and community leadership are transforming learning outcomes across the continent. The 2026 honourees included Abed-Nego Layapula Nepolo (Namibia), Tafita Zafy Charlin Romuald (Madagascar), Ntombifuthi Esther Gumede (South Africa), Linda Owusu Korkoh (Ghana), Francis Taiwo Solanke (Nigeria), Josiane Nnanga (Cameroon), Ariba Messaoud (Morocco) and Wissam Badri (Algeria).

Special recognition went to teachers serving in rural, underserved, refugee-hosting and emergency-affected communities, celebrating their resilience and their role in sustaining quality, inclusive education in difficult circumstances. The gesture underscored the importance of equity, inclusion and educational continuity, ensuring that those who teach the most vulnerable populations are equally celebrated and empowered.

The outcomes of PACTED 2026, including the Eswatini Declaration and the conference recommendations, are expected to inform coordinated follow-up by the African Union Commission, Member States, teacher professional institutions and development partners. Priority areas include strengthening professional standards, advancing mobility and mutual recognition, promoting responsible AI integration, improving teacher well-being and inclusion, mobilizing sustainable financing, and operationalizing continental platforms for teacher collaboration and knowledge exchange.

The closing message from Eswatini was straightforward: transforming Africa’s education systems begins with transforming the teaching profession. By investing in teachers, strengthening their professional agency and recognizing their contributions, the continent invests directly in the knowledge, skills and human capital needed to realize the aspirations of Agenda 2063. Teachers, delegates agreed, must not only be celebrated; they must be empowered, supported and placed at the centre of Africa’s education transformation. Whether the commitments made in Ezulwini translate into measurable change in classrooms across the continent will be the test of the decade ahead.