The African Union has renewed its call for responsible use of artificial intelligence in education and stronger recognition of teacher qualifications across African countries, following a continental conference in Eswatini.
The Pan-African Conference on Teacher Education, known as PACTED 2026, took place from 5 to 7 October in Ezulwini. In a statement published on 13 October, the African Union outlined outcomes covering teacher standards, professional development, mobility, inclusion and emerging technologies.
The gathering brought together education officials, teacher organisations, researchers, training institutions and development partners. Its agenda was framed around improving the quality and status of the teaching profession while preparing education systems for changing social and economic needs.
One major focus was the responsible integration of artificial intelligence. Digital tools may support lesson preparation, administrative work and access to learning materials, but they also raise questions about accuracy, data protection, unequal connectivity and the professional judgement of educators.
The African Union emphasised that AI should strengthen rather than replace teachers’ professional agency. That principle places responsibility on governments and schools to assess how technology is used, rather than assuming that adopting a tool automatically improves learning.
Teachers need practical digital competencies to evaluate information, choose appropriate applications and protect learners. Training also needs to account for the uneven availability of devices, electricity and connectivity between schools and communities.
A second priority is professional mobility. Mutual recognition of qualifications could make it easier for qualified teachers to work across borders, but implementation would require compatible standards, reliable verification and cooperation among national regulatory bodies.
The Continental Teacher Qualifications Framework was highlighted as an important instrument for advancing professional standards and recognition. Its practical significance will depend on how participating countries incorporate common principles into their own systems.
Mobility also involves difficult policy choices. Countries facing shortages may seek to recruit educators from abroad, while others may worry about losing experienced teachers. Regional cooperation must therefore balance opportunities for individuals with the needs of education systems.
The conference also addressed recruitment, retention, teacher wellbeing, sustainable financing and inclusion in crisis-affected communities. These issues shape whether teachers have the resources and conditions necessary to do their work effectively.
The outcomes include the Eswatini Declaration and recommendations expected to inform follow-up action by the African Union, member states and professional institutions. A conference declaration is not itself proof that national legislation or teacher-licensing rules have changed.
The agenda supports the African Union Decade of Education and Skills Development for 2025–2034 and the Continental Education Strategy for Africa 2026–2035, linking teacher development to broader economic and social transformation.
The next stage will be implementation: clearer standards, funded professional development, workable qualification-recognition processes and evidence that technology improves teaching and learning. The central challenge is to modernise education without weakening the people on whom its quality depends.
Source: African Union official conference statement.
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