To meet education objectives outlined in the 2030 Agenda, Latin America and the Caribbean region require a minimum of 3.2 million additional teachers.
To meet education objectives outlined in the 2030 Agenda, Latin America and the Caribbean region require a minimum of 3.2 million additional teachers.
Estimates released by the UNESCO Institute for Statistics on World Teachers’ Day reveal a severe global deficit of 44 million teachers. The shortage is attributed to factors such as job insecurity, inadequate government support, limited digitalization, and outdated infrastructure.
To meet the educational objectives outlined in the 2030 Agenda, Latin America and the Caribbean region require a minimum of 3.2 million additional teachers.
Despite varying costs of living and salaries across Latin American countries, the majority of teachers earn lower wages compared to professionals in similarly trained careers. Salaries range from $300 to $1,500 per month.
Twenty years ago, the unmet demand for teachers was primarily due to the surge in school enrollments. However, today, the challenge lies in attracting and retaining candidates in teaching positions.
Claudia Uribe, the director of the UNESCO Regional Bureau for Education in Latin America and the Caribbean, expressed concerns about the desertion rates in the education sector.
Desertion rates
The rate of desertion among primary school teachers has doubled in seven years, rising from 4.62% in 2015 to 9.06% in 2022. Regional estimates suggest that a significant portion of the anticipated teacher shortage in 2030 is due to the necessity of filling existing vacant positions.
In times of high demand for personnel, as explained by Bibiam Díaz, an education specialist at the CAF Development Bank of Latin America and the Caribbean, the prerequisites for candidates are often relaxed.
Teacher training
“We are facing a great challenge in the continent regarding teacher training, especially in the digital area. Although it is true that the different countries are making progress in this sense, they often go through the process of adapting to artificial intelligence or technology alone, in their free time,” Diaz said.
An example of this is Greni, the director and teacher at rural school number 88 in Las Violetas, Uruguay, spends an extra 10 hours per week preparing classes and engaging in training.
Despite the acclaimed Ceibal Plan in Uruguay, known for providing tablets and computers and integrating digital tools in education, the pace of adaptation to the technological landscape remains sluggish.
While teaching is a predominantly female profession (73%), desertion often affects men, particularly those in the early or late stages of their careers, working in schools with significant vulnerability.
Subject and school impact
UNESCO data reveal a notable increase in teacher dropout rates at the primary level post-pandemic. The shortage particularly impacts specific subjects like mathematics and science, as well as schools that are vulnerable or of Indigenous origin.
Addressing the shortage
Verónica Cabezas, the executive director of Elige Educar, emphasizes three vital points to address the teacher shortage: enhanced practical training aligned with local contexts, ongoing monitoring extending beyond graduation into the first year of teaching, and robust socio-emotional guidance.
Teacher perceptions
In a recent study co-authored by a Penn State College of Education researcher in the United States, published in the prestigious AERA Open journal of the American Educational Research Association, a concerning trend has come to light.
Led by Soo-yong Byun, a professor of education specializing in educational theory and policy, this study shines a spotlight on a substantial number of teachers across 28 high-income countries who grapple with a deep sense of undervaluation in their societies.
