At the start of this school year, CESI gathered its members and experts to discuss challenges teachers face across the EU, as part of CESI’s EU co-funded ACTIVER project.

Such challenges include above all low wages, abusive uses of repetitive fixed term work contracts and heavy workloads.

What challenges do teachers face in their work environment?

According to the 2023 European Education and Training Monitor report, teacher shortages are widespread in most EU countries. This shortage not only hampers the quality of education but also impedes the transition to new skills and evolving work patterns, particularly in STEM subjects. Addressing teacher shortages requires a broader, EU-wide approach to labour market policies, with Member States needing to invest more in the teaching profession for future generations.

Teacher shortages in Europe have resulted in larger class sizes, increased workloads for staff, and limited access to specialised subjects like STEM, languages and vocational training.

Marcello Pacifico, President of CESI’s Italian teachers’ union ANIEF and the President of CESI’s Europe Academy, highlighted the precarious working conditions faced by Italian school workers, despite national and EU regulations on non-discrimination and the proper use of fixed term contracts. He underscored the negative implications of low salaries, lacking career opportunities, and insufficient benefits such as paid leave for teachers on fixed term contracts. He emphasised the violation of European rules regarding non-discrimination between fixed term and permanent workers, calling for improved working conditions and better pay to restore the profession’s appeal. He also noted ANIEF’s ongoing efforts to address these issues with European and national institutions through legal action and collective complaints to the Council of Europe.

Stefan Düll, Vice-President of CESI’s German teachers’ union DPhV and President of the German teachers’ association ‘Deutscher Lehrerverband’, expressed concerns about Germany’s teacher shortage, citing statistics that predict an influx of one million additional students, resulting in an acute shortage of about 50,000 teachers. If the 60% working time option is applied, the shortage increases to 80,000, she stressed. Düll questioned whether current solutions could resolve this, especially considering the precarious employment conditions for substitute teachers, who are often left without pay during the summer. Although lifetime contracts are now available, many highly qualified teachers have moved on to other professions, he noted. Mr. Düll  suggested as a temporary solution that substitute teachers should at least be paid for the full year if they cover the entire teaching period of an academic year from September to July.

Dragoș Adăscăliței, Research Officer at Eurofound, presented data on the ageing demographic within the teaching profession, noting that one in three primary school teachers is over 50, which could lead to further shortages if retirements are not balanced by new recruits. He also highlighted gender disparities in teaching, with women dominating the profession but being underrepresented in managerial roles and STEM subjects. According to Eurofound research, he said, low wages across all Member States make teaching an unattractive career choice despite the high qualification requirements.

Potential solutions

It appeared that potential solutions include improved working conditions, the provision of full time work contracts and the set up of teacher platforms and resources to retain staff. Targeted financial incentives and salary increases are also recommended to attract and retain teachers, it was said.

Kristof De Witte, Professor of Education Economics at KU Leuven and Maastricht University, shared policy recommendations from recent research to tackle teacher shortages at three levels, the individual (attracting and retaining talent), school (creating a supportive environment) and system (addressing issues like temporary contracts and gender inequality) level. He emphasised the need for evidence-based approaches to evaluate interventions in education, proposing financial incentives, reduced workloads, computer-assisted learning and enhanced teacher capacity through mentoring programmes, professional development, and alternative career pathways.

Matthäus Fandrejewski, CESI Youth Representative and President of dbb Jugend, echoed findings from the 2024 Draghi report, stressing that for the EU to remain competitive and to effectively navigate challenges posed by ageing populations, the workforce must be equipped with skills in emerging fields like AI and advanced manufacturing. He called for a greater respect and recognition for the teaching profession to meet these needs.

One idea that resonated strongly with the audience was the need to better promote greater teacher mobility within the EU, and that a better recognition of qualifications across Member States remains necessary.

Elena Donazzan, Member of the European Parliament, emphasised the urgent need for more teachers, particularly in light of current skills shortages.

CESI Secretary General Klaus Heeger concluded: “The teaching profession must be given the recognition it deserves, as teachers are the foundation of our educational systems and the ones who shape the minds of future generations.” He reaffirmed CESI’s commitment to improving teachers’ working conditions, as outlined in CESI’s recent Manifesto on the Teaching Profession.”