üChina: A Nature article published on May 26 states that the rise of China's tech firms originates from deep reforms in basic education. By viewing teachers as part of innovation infrastructure, Chinahasintroduced programs like "Wo Tu Plan"and "Guo YouPlan"to addressteacher shortages and improve learning quality. This underscores that building a strong technology talent pipeline requires long-term investment and patience.
üUnited Kingdom:In 2026, the total number of teachers in England's state-funded schools is approximately 466,300, down bymore than 1,900 fromthe previous year. The teacher workforcehas fallen for two consecutive year, with the number of newly recuited teachers dropping to their lowest level in 15 years. Shortages remain acute in some subject areas, and educational provision for disadvantaged pupils, including those eligible for free school meals, is under particular pressure.
üUNESCO:On World Environment Day, UNESCO paid tribute to teachers worldwide, affirming their key efforts in integrating climate action into the classroom. Through global initiatives such as the Greening Education Partnership, the organisation supportsteachers with tools and training, positioningeducation as a long-term force for tackling climate change.
üAfrican Union:The first-ever African Union STEM and TVET Pedagogical Innovation Bootcamp has concluded in Kigali, Rwanda, bringing together educators, policymakers, and industry representatives from across Africa. Participants reached a consensus on advancing pedagogical innovation and fostering industry-education integration, with the aimof aligning Africa's skills education systems with labor market needs and advancing the goals of Agenda 2063.
China: A Nature Article Links the Rise of China's Tech Sector to the Strengths of Basic Education, with Teachers Serving as the Foundation for Innovation
On May 26, 2026, the journal Nature published an article titled "Innovation starts in schools - lessons from China".The article points out that the rapid rise of Chinese companies represented by DeepSeek and Unitree Robotics stems from the profound transformation of China's basic education. It emphasizes that teachers are the core infrastructure for innovation, and that education is a long-distance race requiring sustainedinvestment. China is currently implementing reforms such as the "Wo TuPlan"and the "Tuo YingProgramme",replacing traditional rote learningwith interdisciplinary and project-based learning. To address the shortage of science teachers, China is providing systematic support for teacher development through initiatives like the "Guo YouPlan"and museum-school collaborations.
Source: Nature
https://doi.org/10.1038/d41586-026-01620-7
https://mp.weixin.qq.com/s/fG8WSF_LLNjrzDswQGGK7g
Compiler:Zheng Rouyu, RIICE, Shanghai Normal University; XHE Yale, UNESCO-TEC
United Kingdom:Number of State School Teachers in England Falls for Second Year as Subject Shortages and Pupil Poverty Intensify
In June 2026, the UK Department for Education published its annual school workforce census, which showed that the number of teachers in England' s state-funded schools fell for two consecutive year. According to the census, there are currently approximately 466,300 teachers in state schools, a decline of over 1,900 from,the previous year, with the drop concentrated mainly in mainstream primary and secondary schools. Although the Education Secretary said the government was delivering on its pledge to recruit an additional 6,500 teachers, the combined total of newly qualified and returning teachers stood at around 41,000- the lowest in at least 15 years. Additionally, structural teacher shortages persist: for example, one in six mathematics lessons in years 7-9 is taught by a non-specialist teacher. The number of pupils eligible for free school meals has also continued to rise, now exceeding 2.2 million, or 26.5% of the student population. These figures highlight the multiple pressures facing the English school system, including recruitment, retention, subject-specific shortages and increasing child poverty.
Source:The Guardian
Compilers:SHIFangyuan, RIICE, Shanghai Normal University;FENGJiamiao, UNESCO-TEC
UNESCO: Teachers Should Play a Greater Role in Climate Change Education
On World Environment Day 2026, UNESCO paid tribute to teachers worldwide, emphasizingtheir critical role on preparing learners for climate change. Through innovative teaching, educators are integrating climate action into their classrooms, transforming sustainable development from an abstract concept into a lived experience. A quiet transformation rooted in classrooms is taking place in countries including Brazil, Cambodia, Indonesia and Rwanda, where the success of climate education lies in connecting pupils with the real-world context.
As part of the 2030 education agenda, UNESCO launched the Greening Education Partnership in 2022. By early 2026, the partnership covered 98 countries, with more than 96,000 schools worldwide meeting UNESCO' s Green School Quality Standard. UNESCO has also issued policy documents such as the Greening Curriculum Guidance and developed a toolkit to provide systematic training for teachers.
Source: UNESCO
Compilers:Zheng Rouyu, RIICE, Shanghai Normal University; FENG Jiamiao, UNESCO-TEC
African Union: Inaugural STEM and TVET Pedagogical Innovation Bootcamp Concludes
From May 27 to 29, the Pedagogical Innovation Bootcamp on STEM (Science, Technology, Engineering, and Mathematics) and TVET (Technical and Vocational Education and Training), organized by the Department of Education, Science, Technology, and Innovation of the African Union Commission, was held in Kigali, Rwanda. Educators, policymakers, and industry representatives from multiple African countries engaged in in-depth discussions on topics such as teaching model innovation, digital and AI-enhanced education, entrepreneurship education, and school-industry collaboration. Through hands-on development and field visits, participants designed comprehensive, context-responsive teaching solutions tailored to local needs.
The bootcamp was grounded in key continental frameworks including the Continental Education Strategy for Africa (2026-2035), the Continental Strategy for Technical and Vocational Education and Training, and the AU Decade of Education and Skills Development (2025-2034). Its objective was to enhance the practical relevance and adaptability of education, addressing the persistent disconnect between education and employment. In his closing remarks, a representative of the African Union Commission emphasized that teachers and TVET trainers are central to educational transformation. He called on participants to champion learner-centered pedagogies, strengthen multi-stakeholder partnerships, and translate training outcomes into tangible improvements in teaching and learning.
Source:African Union
https://au.int/en/pressreleases/20260601/stem-and-tvet-pedagogical-innovation-bootcamp-concludes-kigali-renewed
https://mp.weixin.qq.com/s/z25ck8hdsAOE7f4fEYWWVg
Compilers:SUNZhihua, RIICE, Shanghai Normal University;XIA Yuxuan, UNESCO-TEC
